The issues facing disadvantaged students wanting a tertiary education are multi-faceted. Just getting into a course at university can be difficult, then there are many hurdles students will face before they actually complete their degree.
This is why funding of over $1 million was made available by The National Centre for Student Equity in Higher Education (NCSEHE) during 2014 and 2015 for research projects at Australian universities and other research organisations to investigate aspects of student equity in higher education.
The competitive research grants program was designed to further investigate the impact higher education policy has on marginalised and disadvantaged students and how we could improve participation and success. The NCSEHE publication ‘Informing Policy and Practice’ highlights the outcomes of the first 12 research reports.
Each report addresses different, but related, aspects of higher education student equity. They all bring evidence-based investigation to the consideration of policy and practice. This research highlights the complexity of the issues the researchers are attempting to unravel, and that simple statements arising from analysis need to be carefully considered.
The results confirm that more needs to be done to ensure that capable people are not prevented from accessing and completing higher education.
Higher education confers significant individual benefits in terms of personal development, career opportunities and lifetime learning. Higher education is also the key to the social well-being and economic prosperity of Australia. Providing access to higher levels of education to people from all backgrounds enhances social inclusion and reduces social and economic disadvantage.
In the interests of individuals and for the nation, higher education equity for all capable people must be seen as an objective of the system.
We know, from our research, that the policy framework needed to achieve the required change for disadvantaged people will not result from a single policy decision or funding program. It is complex and challenging and needs a wide-ranging response.
There are 12 research reports available. They include research across the various equity groups:-
Resilience/Thriving in Post-Secondary Students with Disabilities: An Exploratory Study
by Dr Rahul Ganguly, Dr Charlotte Bronwlow, Dr Jan Du Preez and Dr Coralie Graham (University of Southern Queensland)
Educational outcomes of young Indigenous Australians
by Stephane Mahuteau, Tom Karmel, Kostas Mavromaras and Rong Zhu (National Institute of Labour Studies at Flinders University)
Are low SES students disadvantaged in the university application process?
by Dr Buly Cardak (La Trobe University), Dr Mark Bowden and Mr John Bahtsevanoglou (Swinburne University of Technology)
Choosing university: The impact of schools and schooling
by Jenny Gore, Kathryn Holmes, Max Smith, Andrew Lyell, Hywel Ellis and Leanne Fray (University of Newcastle)
Do individual background characteristics influence tertiary completion rates?
by Patrick Lim, National Centre for Vocational Education Research (NCVER)
Completing university in a growing sector: is equity an issue?
by Dr Daniel Edwards and Dr Julie McMillan (ACER)
Exploring the experience of being first in family at university
by Associate Professor Sharron King (University of South Australia), Dr Ann Luzeckyj (Flinders University), Associate Professor Ben McCann (University of Adelaide) and Ms Charmaine Graham (University of South Australia)
Secondary School Graduate Preferences for Bachelor Degrees and Institutions
by Trevor Gale (Deakin University), Stephen Parker, Tebeje Molla, Kim Findlay, with Tim Sealey
Best practice bridging: facilitating Indigenous participation through regional dual-sector universities
by Bronwyn Fredericks ( CQUniversity) et al
University access and achievement of people from out-of-home care backgrounds
by Andrew Harvey, Patricia McNamara, Lisa Andrewartha, Michael Luckman (La Trobe University)
Understanding Evaluation for Equity Programs: A guide to effective program evaluation
by Dr Ryan Naylor, Melbourne Centre for the Study of Higher Education (University of Melbourne)
Equity groups and predictors of academic success in higher education
by Jill Scevak, Erica Southgate, Mark Rubin, Suzanne Macqueen, Heather Douglas, Paul Williams (University of Newcastle)
Professor Sue Trinidad – Prior to becoming the Centre for Student Equity in Higher Education’s Director, Sue was Deputy Pro-Vice Chancellor and Dean of Teaching and Learning in the Faculty of Humanities at Curtin during 2007-2012. In these roles she provided academic leadership for the five schools and led the Higher Education Equity Participation Program for a large faculty which had many LSES, Indigenous and regional students. Sue is an established scholar in the areas of higher education pedagogy and change management, the use of technology and student learning. Her research covers higher education and leadership, including the use of technology for regional, rural and remote areas to provide equity access to all students regardless of their geographical location. Sue has also been involved in consultancies, research projects and grants both in Australia and internationally, including Australian Research Council and Office for Learning and Teaching funded research. She currently sits as an advisor to the Western Australian Minister of Education on the Regional and Remote Advisory Council (RREAC). Her teaching, learning and research have been acknowledged by a number of awards including the 2001 Life Membership Award for the Educational Computing Association of Western Australia for her work with teachers, two best research paper awards in 2004 and 2006, the Vice-Chancellor’s Award for Excellence and Innovation in Higher Education in 2010; a Citation for Outstanding Contributions to Student Learning 2014; and the PTCWA Outstanding Professional Service Award 2014.