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Organisation: NCSEHE
Lead Researcher: Tim Pitman
Type of Publications: Professional commentary
Year Published: 2012
This article explores how universities are doing in terms of inclusivity, particularly when it comes to enrolling poorer students.
Type of Publication: Professional commentary
Organisation: University of South Australia
Lead Researcher: JohnPaul Kennedy
Type of Publications: Research report
Year Published: 2021
This project set out with the intent of exploring the potential of an innovative research method for use in the evaluation of university outreach programs in STEM fields. Based on the central research question: “Can novel research methods provide access to useful and usable evaluative data on student attitudes towards their school subjects particularly in response to changes in their learning program?”
Type of Publication: Research report
Organisation: Australian Catholic University
Lead Researcher: Hannah Forsyth
Type of Publications: Journal article
Year Published: 2015
Universities in Australia have recently increased their efforts to widen participation (Gale et al., 2011). We seek to develop the habit of taking a scholarly approach to social inclusion, incorporating into our strategy, processes of discovery, reflection and sharing our findings and experiences. It is time to take a cross-disciplinary approach to the question of connections between educational opportunity, social and economic disadvantage and university-based knowledge.
Type of Publication: Journal article
Organisation: Curtin University
Lead Researcher: Mike Kent
Year Published: 2016
This paper reports on a study conducted that explored the accessibility of eLearning for students with disabilities studying fully online in Australia. The study looked at students studying through Open Universities Australia (OUA). This diversity of OUA’s institutions allowed a number of different eLearning environments, technologies and learning and teaching strategies to be canvassed.
Type of Publications: NCSEHE publication
Year Published: 2013
Thirty-nine case studies are presented, demonstrating Australian universities’ commitment to improving the access, participation and success in higher education of students from equity groups. The case studies share current practice used by universities to reach prospective university students, help get them into university, and provide the support once the students commence, improving the retention and completion rates of those students.
Type of Publication: NCSEHE publication
Organisation: RMIT University
Lead Researcher: Grant Cooper
Year Published: 2017
Data analysis indicates distance is a predictor of students’ intentions to attend university, net of selected demographic and socio-economic variables. This report applies statistical modelling and geo-mapping to existing data, contributing to current literature as well as indicating an ongoing advancement from discrete categorisation to continuous measures of students’ distance from higher education providers.
Organisation: University of Technology Sydney
Lead Researcher: Natalie Lloyd
Year Published: 2019
This mixed methods study examines student engineers’ experiences in Work Integrated Learning (WIL) placements. The study provides insights into how to guide improvements in engineering WIL practice, particularly in relation to access, quality and wellbeing for students in equity groups.
Lead Researcher: Nicole Crawford
Type of Publications: Multimedia
Year Published: 2020
Presented by Nicole Crawford and Cathy Stone, this webinar discussed preliminary findings from research into supporting the mental wellbeing of students in regional and remote Australia, through ensuring that, in this time of physical distancing, online learning is delivered in ways that enhance student engagement and student wellbeing.
Type of Publication: Multimedia
Organisation: Murdoch University
Lead Researcher: Joanne Lisciandro
This paper reviewed and revised the curricula of two of Murdoch University's key enabling programs to incorporate material which focused on developing skills such as resilience and self-efficacy. This paper presents our rationale and examples of our diverse approaches to addressing social and emotional learning in curricula which aims to support and enable the transition of educationally disadvantaged students into undergraduate studies.
The Australian study reported here used national data to investigate relationships between disadvantage and graduate outcomes. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity. The study provides critical insights into how access to higher education does, or does not, lead to improvements in post-graduation equity.