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University: University of Newcastle
Lead Researcher: Johanna Macneil
Funding Round: 2016
Funding Received: $89,800
This project examined whether differences in expectations about university, or in access to technology, affect the learning experience, retention levels, and academic success of first year low SES and First-in-Family students, compared to other students. Informed by a literature review, a survey of commencing first year students, and focus groups data, this project also developed an evidence base on the blended learning (flipped classroom) model.
University: University of Tasmania
Lead Researcher: Sue Kilpatrick
Funding Round: 2015
Funding Received: $56,620
This project identified features of parent engagement and information resources that are cost-efficient and effective in supporting low SES parents’ aspirations for their children to participate in higher education. A web resource was produced for institutions to use when designing resources to engage and inform parents, and recommendations from the project included a call for improved coordination among organisations aiming to engage parents.
Lead Researcher: Rachel Buchanan
Funding Round: 2014
Funding Received: $107,287
This project established an evidence base for the development of resources and strategies to educate undergraduate students in managing and curating their digital footprints for successful personal and professional outcomes. A multi-pronged, multi-audience communication and dissemination strategy was devised to ensure students from disadvantaged backgrounds (e.g. Low SES; First-in-Family; Indigenous; Regional and Remote; and Disability) could develop essential digital knowledge and skills.
Lead Researcher: Robbert Duvivier
Funding Received: $98,015
The low SES student cohort across four universities was profiled to understand the pathway into medical school for students from low SES backgrounds. Students’ perceptions of barriers and enablers to enter medical school were analysed across each stage of the application process within the domains of peer, family, and external support. The project sought to identify best practice career counselling and advice in secondary education.
University: Curtin University
Lead Researcher: Sue Trinidad
Funding Received: $1,500,000
Supported by the NCSEHE, six Equity Fellows undertook strategic projects targeted, sector-wide, at improving the access, participation and success in higher education for students from disadvantaged backgrounds. The Equity Fellows built leadership in the equity sector and stronger relations with government; collaborated with stakeholders; set new standards in research and evaluation; and raised the profile of the importance of widening participation in higher education.
Lead Researcher: Anna Bennett
Funding Received: $205,262
This report provided an overview of equity initiatives in Australian higher education that have demonstrated their effectiveness through published impact studies or as part of a national survey. It included two resources to enhance the planning, monitoring and evaluation of university equity initiatives: an Equity Initiatives Framework providing a summary of equity program and evaluation types; and a supplement of featured initiatives.
University: Federation University
Lead Researcher: Marcia Devlin
Funding Received: $149,500
This project examined factors affecting retention and completion of low SES students at regional Australian universities. A research and literature review, combined with staff and student interviews, identified eight high-level factors that assist students to succeed. The research yielded implementable outcomes and recommendations for policy and practice which are applicable to regional universities (and metropolitan universities with regional campuses) as well as the Australian Government.
University: La Trobe University
Lead Researcher: Andrew Harvey
Funding Received: $245,000
Globalisation is central to the mission of most universities, but the extent to which equity students participate in outbound mobility and language learning experiences has been unclear. Through national and international literature analysis; a national geo-demographic map of students enrolled in foreign languages and accessing outbound mobility experiences; surveys of university leaders; and interviews with students, the report produced 25 recommendations for universities and government.
Lead Researcher: Jenny Gore
Funding Received: $90,295
The project investigated the impact of school teachers and other educators on Year 3 to Year 12 students’ aspirations for higher education. A second objective was to test the idea that underrepresentation of students from low socioeconomic status (SES) backgrounds and other disadvantaged groups in universities may in part be a function of the explicit and implicit guidance students receive from teachers.
Lead Researcher: Bronwyn Relf
A consortium of three universities identified the opportunities and barriers to participation for mature-age students from low SES backgrounds in regional and remote areas, and investigated the role of open access preparation and enabling programs. An evidence-based set of principles was developed for governments and higher education institutions to support equity of access to higher education and increase participation for this cohort.