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University: La Trobe University
Lead Researcher: Andrew Harvey
Funding Round: 2014
Funding Received: $351,804
Higher education expansion places adaptive pressure on institutional and policy frameworks designed at times of lower levels of participation. This project examined the impact of rising complexity in admissions practices on student decision-making, especially for those from disadvantaged backgrounds, and the responses of universities and state-based Tertiary Admissions Centres (TACs) to challenges associated with rising student participation, diversity and mobility, and complex admissions processes.
University: University of Newcastle
Lead Researcher: Shamus Smith
Funding Received: $131,249
This project included the design, testing and delivery of free mobile software applications to improve the literacy of undergraduate students, particularly those from low SES backgrounds. Two apps were produced, featuring ‘serious games’ with scaffolded exercises to improve punctuation and literacy skills, with the aim of improving students’ performance and attrition rates, and addressing the opportunity for independent mobile learning (M-learning).
University: Charles Stuart University
Lead Researcher: Julia Coyle
Funding Round: 2016
Funding Received: $164,269
This project identified factors contributing to the decisions of people with disability from low SES regional and remote backgrounds to access and participate in higher education. This included the decision to delay university study until later in life. Surveys and interviews with school and university students and community members with disability informed recommendations for students and their families, and for higher education leaders and policymakers.
University: University of New South Wales
Lead Researcher: Ann Jardine
Funding Received: $74,780
Targeted support was delivered to regional and remote Year 11 students through residential events and workshops. Students were given academic skills support, information and guidance around applying for, and participating in, higher education. Specific practical skills and information were provided to aid the completion of their final school years and transition to university. The project also incorporated career guidance sessions with representatives from regional businesses.
Lead Researcher: Jenny Gore
Funding Round: 2015
Funding Received: $134,012
This project explored the educational intentions and occupational interests of Indigenous school students from Years 3-12 as well as their understanding of the path from school to higher education. Quantitative and qualitative analysis of data from an Aspirations Longitudinal Study, focus groups and interviews, indicated major enablers and barriers to higher education achievement that were identified by Indigenous students, their parents and teachers.
Funding Received: $275,625
This project addressed low SES student underrepresentation in higher education, particularly in high-status degrees. Data from surveys and focus groups was mapped to indicate the specific occupational interests and educational aspirations of school students from Years 3–12 to inform targeted university outreach activities. A robust evidence base was generated for wider dissemination which was applicable to outreach activities across all Australian universities.
University: University of Queensland
Lead Researcher: Bill Martin
Funding Received: $145,000
This study determined the scope of a new Widening Participation Longitudinal Study (WPLS), its design, governance structure, and indicative costings. The WPLS provides the opportunity to map the pathways of disadvantaged learners towards higher education, with a focus on student aspirations and expectations, as well as broader social and economic factors such as family attitudes; financial decision-making; peer influences; and mental and physical wellbeing.
University: Curtin University
Lead Researcher: Nadine Zacharias
Funding Received: $319,945
This project explored the impact of widening participation activities in schools serving low socioeconomic status communities, drawing on longitudinal data from the Queensland Widening Tertiary Participation (Queensland Consortium) initiative. The study aimed to examine the comparative impacts of widening participation activities on the cohort’s participation in higher education, and the key factors responsible for any differences in urban and regional locations.
Lead Researcher: Maree Gruppetta
Funding Received: $140,981
This project examined the role of Indigenous education paraprofessionals in facilitating post-school education options and access for Indigenous young people, and sought insight into barriers to, and enablers of, post-school education for this cohort. Literature review, yarning circles and interviews informed a set of culturally appropriate principles, applicable to policy and practice strategies, to increase Indigenous student access to, and participation in, higher education.