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University: CQUniversity
Lead Researcher: Denise Wood
Funding Round: 2016
Funding Received: $179,091
This project identified strategies to support regional students from low SES backgrounds during their transition into university, to address persistently high levels of attrition. A pre-commencement framework and online system were developed enabling students to self-assess their readiness for their chosen higher education program; prepare for study; and increase awareness of the services available to help them meet the requirements of their chosen program.
University: University of Newcastle
Lead Researcher: Helen Cameron
Funding Round: 2015
Funding Received: $49,977
The objective of this project was to increase understanding of the role of enabling education for Aboriginal and Torres Strait Islander students. An audit of existing Australian enabling programs was conducted with the data collected forming the basis of a digital resource. To address further gaps in knowledge, interviews were carried out with Aboriginal and Torres Strait Islander enabling practitioners and program developers.
University: University of Western Australia
Lead Researcher: Judy Skene
Funding Round: 2014
Funding Received: $347,650
A pilot program was conducted to improve access to higher education for regional and remote students from low SES backgrounds by designing and implementing innovative strategies and resources to engage and inform their key influencers: parents; teachers; and community leaders. Key activities included school visits and workshops (including career development), community events and expos, and the establishment of relationships with community organisations.
University: University of Tasmania
Lead Researcher: Sue Kilpatrick
Funding Received: $385,276
This project identified features of regional outreach programs that were efficient and effective in increasing aspiration, access and participation for prospective students in low SES regional areas. A project team was recruited across three universities—Tasmania, Adelaide and Wollongong—to scope and develop the project. Programs were modified, trialled and evaluated, and a web resource produced for use in the design of regional outreach programs.
University: University of Canberra
Lead Researcher: Jinjing Li
Funding Received: $95,000
An Index of Educational Disadvantage (IdEA) was developed to better identify disadvantaged students and areas with low educational outcomes. The IdEA is a composite index using data from NAPLAN school performance information, the ACRA and ABS Census data. Through spatial mapping and analysis of educational disadvantage indices, a national interactive online resource was produced, providing information on inequality in the Australian education system.
Lead Researcher: Michele Fleming
Funding Received: $80,000
Online reading and writing support programs MyWritingLab and MyReadingLab were trialed by approximately 2000 students from identified equity groups. Evaluation including engagement data and user feedback indicated student uptake was low. Alternative support programs Smarthinking and YourTutor were subsequently introduced, and a number of online reading and writing support programs developed in 2015 were made available to all University of Canberra students.
University: Victoria University
Lead Researcher: Fiona Henderson
Funding Received: $40,846
This project aimed to improve the retention and progress of low SES post-first year students. This was implemented through language and literacy workshops; the exploration of strategies to encourage student engagement; and a reusable algorithm to identify appropriate interventions for at-risk students. The pilot program yielded positive results, focusing primarily on development of academic skills and self-management, within the context of personal and professional goals.
University: Macquarie University
Lead Researcher: Sonal Singh
Funding Received: $126,993
Low SES students from refugee backgrounds were assisted in accessing and succeeding in higher education by reviewing Australian and international best practice and initiatives; assessing the needs of past and present students of the LEAP-Macquarie Mentoring Program; and developing an enabling program. A National Community of Practice was established, comprising researchers, equity practitioners and partner organisations active in supporting low SES students from refugee backgrounds.
Lead Researcher: Louise Rak
Funding Received: $136,037
This project sought to overcome barriers known to prevent care leavers engaging with higher education through a combination of practical assistance and early intervention support strategies. A pilot scheme provided student orientation activities as well as ongoing support measures including: registration with an on-campus club; employment with the AIM HIGH team; mentoring; career counselling; and addressing areas for improvement identified through a skills assessment.
Lead Researcher: Jenny Gore
Funding Received: $277,079
The project examined the educational and career aspirations of regional and remote students from low SES backgrounds. Existing longitudinal data were combined with additional quantitative and qualitative data collected through surveys of, and interviews with, students, teachers and parents. The project produced robust evidence on regional and remote student aspirations, demonstrating how heterogeneity within areas and communities provided varying experiences and shaped diverse aspirations.