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University: CQUniversity
Lead Researcher: Denise Wood
Funding Round: 2015
Funding Received: $156,685
This project examined the strategies undertaken by six Australian universities in prioritising, managing and evaluating HEPPP funded initiatives to increase access, participation and outcomes for people from low SES backgrounds. Analysis of university documentation, stakeholder interviews and university partner case studies informed good practice guidelines and recommendations for the Australian Government to improve the impact of HEPPP funding.
University: University of Newcastle
Lead Researcher: Mark Rubin
Funding Round: 2014
Funding Received: $67,327
This project investigated the relationships between university students’ socioeconomic status, their social integration at university, and their mental health/wellbeing. Data collected through two online surveys informed policies and approaches to promote the social inclusion of low SES students and students with mental health problems and to reduce mental health problems among university students, increase their satisfaction at university, and reduce their attrition rates.
University: University of New South Wales
Lead Researcher: Meryl Stone
Funding Received: $196,000
This project explored how the success of students from low SES backgrounds was impacted by their interaction with support and development initiatives offered at the University of New South Wales. Quantitative and qualitative methodologies were used to determine the impact of interaction on several academic success indicators. Findings showed that these interactions contributed in multiple and diverse ways to low SES student success.
University: University of Western Australia
Lead Researcher: Louise Pollard
Funding Received: $184,073
The Adding to the Pipeline project addressed the gap in the awareness and aspiration of low SES students to study STEM subjects at university. Numeracy workshops for early secondary school students were conducted in metropolitan and regional areas to link numeracy skills development with enhanced career options. Accompanying activities and resources were produced, and professional development workshops facilitated with representatives from partner schools.
Lead Researcher: Ann Jardine
Funding Received: $343,000
This project sought to form new partnerships with local schools as part of the UNSW ASPIRE program, supporting low SES students to access higher education. Two community hubs were established as the focal points for a range of academic support and enrichment activities, acting as an anchor institution between multiple education stakeholders and incorporating the resources that were currently available.
University: Flinders University
Lead Researcher: Peter Torjul
Funding Received: $219,877
This project developed a flexible higher education admissions pathway and selection process for low SES students based on their aptitude for university study. The program was delivered to Year 11 and Year 12 students through on-campus and in-school events, including regional and remote centres. Activities were based around: problem solving; oral presentations; experimental/lab simulations; written assessment reports; multimedia activities; case studies; games; and group discussions.
University: Southern Cross University
Lead Researcher: Geoff Woolcott
Funding Received: $140,000
This project built on the mathematics capability of low SES students in regional and remote universities by improving access to mathematics resources based on students’ own rates and levels of learning. The project delivered a set of interactive modules as an online learning system to be used singly or together in a MOOC. Further innovations and improvements included enabling point-of-contact feedback.
Lead Researcher: Helen English
Funding Received: $63,811
This project focused on developing skills in creative thinking, project design and realisation in the areas of music, visual arts and/or performance among low SES high school students. Addressing the relatively low enrolments into Creative and Performing Arts (CAPA) degrees from this cohort, a series of workshops in the creative arts-technology nexus were conducted for Years 8 and 9 students from seven high schools.
Funding Received: $173,460
This project built computer literacies in teachers and upper primary school students in regional and remote areas. A course was developed for teacher skills in computer literacies; age-appropriate educational materials were developed for students; and at least one teacher at each participating school was nominated as a “champion”. Resources developed through the project were provided as open source material on the UNSW ASPIRE website.
University: RMIT University
Lead Researcher: Victoria Smith
Funding Round: 2016
Funding Received: $194,646
This project built regional secondary students’ awareness, aspiration and preparedness for higher education through innovative digital methods of engagement to demystify transition issues and daily student life, and provide opportunities for direct engagement with current students. Stakeholder engagement was achieved through: consultation with school careers advisors and staff; interactive workshops; campus tour videos; video conferences; and a dedicated website with resources for students and teachers.