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| Author | : Sue Trinidad |
| Publisher | : |
| Total Pages | : |
| Release | : 2016-11-22 |
| Genre | : |
| ISBN | : 9780994537553 |
| Author | : Andrew Harvey |
| Publisher | : Springer |
| Total Pages | : 301 |
| Release | : 2016-03-29 |
| Genre | : Education |
| ISBN | : 9811003157 |
This book examines twenty-five years of the Australian framework for student equity in higher education, A Fair Chance for All. Divided into two sections, the book reflects on the legacy of equity policy in higher education, the effectiveness of current approaches, and the likely challenges facing future policymakers. The first section explores the creation of the framework, including the major elements of the policy, the political context of its development, and how it compares with international models developed during the same period. The performance of the six student equity groups identified within the framework is also examined. The second section of the book considers future trends and challenges. The Australian university sector has undergone seismic change in the past twenty-five years and faces further changes of equal magnitude. The twenty-fifth anniversary of A Fair Chance for All comes as Australian higher education is poised for another wave of transformation, with rising expansion, competition, and stratification. While the emerging landscape is new, the questions have changed little since A Fair Chance for All was first conceived: How should we define student equity, and what policies are likely to promote it?
| Author | : Jaimie Hoffman |
| Publisher | : Emerald Group Publishing |
| Total Pages | : 328 |
| Release | : 2019-07-25 |
| Genre | : Education |
| ISBN | : 1787560643 |
This volume provides educators with a global understanding of the successes and challenges associated with facilitating inclusive campuses in higher education amidst the growing diversity of students by providing evidence-based strategies and ideas for implementing equity and inclusion at higher education institutions around the world.
| Author | : National Centre for Student Equity in Higher Education (Australia). Forum |
| Publisher | : |
| Total Pages | : 119 |
| Release | : 2009 |
| Genre | : College students |
| ISBN | : |
| Author | : Jack Frawley |
| Publisher | : Springer |
| Total Pages | : 295 |
| Release | : 2017-05-31 |
| Genre | : Education |
| ISBN | : 9811040621 |
This book is open access under a CC BY 4.0 license. This book brings together contributions by researchers, scholars, policy-makers, practitioners, professionals and citizens who have an interest in or experience of Indigenous pathways and transitions into higher education. University is not for everyone, but a university should be for everyone. To a certain extent, the choice not to participate in higher education should be respected given that there are other avenues and reasons to participate in education and employment that are culturally, socially and/or economically important for society. Those who choose to pursue higher education should do so knowing that there are multiple pathways into higher education and, once there, appropriate support is provided for a successful transition. The book outlines the issues of social inclusion and equity in higher education, and the contributions draw on real-world experiences to reflect the different approaches and strategies currently being adopted. Focusing on research, program design, program evaluation, policy initiatives and experiential narrative accounts, the book critically discusses issues concerning widening participation.
| Author | : |
| Publisher | : |
| Total Pages | : 20 |
| Release | : 2019 |
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| ISBN | : |
In June 2018, the National Centre for Student Equity in Higher Education (NCSEHE) set out to develop a long-term strategic vision for student equity in Australian higher education through a national collaborative process under the banner of Student Equity 2030 . The core outcome of this process is The Best Chance for All , a proposed national policy statement for student equity in Australian tertiary education. The Best Chance for All is an outcome of the NCSEHEâs comprehensive program, informing research, policy and practice to build a more equitable higher education system. This includes internal, collaborative and commissioned research; an Equity Fellows Program; the engagement of stakeholders in forums and workshops; and the production and dissemination of publications. All of these activities aim to facilitate greater success in access, retention and outcomes for students from disadvantaged backgrounds. The Student Equity 2030 process engaged close to 200 stakeholders and experts who shared their insights to address some of the most vexed issues confronting Australiaâs education system in the 21st century. This report charts the process undertaken to arrive at The Best Chance for All as a policy statement to guide future developments in Australian tertiary education. It briefly describes the key issues confronted during consultations with a wide variety of stakeholders in student equity research, policy and practice and how they were addressed in the context of the proposed policy statement. This is not an exhaustive report that lists the myriad of challenges and possible solutions. Instead, it focuses on a proposed policy statement, The Best Chance for All , its genesis, and its potential for informing future policy reforms, practice and research. [Setting the scene, ed]
| Author | : Dr Julia Horne |
| Publisher | : Sydney University Press |
| Total Pages | : 198 |
| Release | : 2022-12-01 |
| Genre | : Political Science |
| ISBN | : 1743328710 |
Australian Universities: A conversation about public good highlights contemporary challenges facing Australian universities and offers new ideas for expanding public good. More than 20 experts take up the debate about our public universities: who they are for; what their mission is (or should be); what strong higher education policy entails; and how to cultivate a robust and constructive relationship between government and Australian universities. Issues covered include: – How to change a culture of exclusion to ensure all are welcome in universities, especially Aboriginal and Torres Strait Islander students as well as those from low socio-economic backgrounds. – How "educational disadvantage" in Australia often begins in school and is still the major barrier to full university participation. – The reality that funding for research and major infrastructure requires significant additional funds from non-government sources (e.g. international student fees). – A lack of policy recognition that international university students increase Australia’s social, cultural and economic capital. – Pathways to making policy decisions wide-ranging, consultative, inclusive and inspired rather than politically partisan and ideologically driven. – The impact of COVID-19 on universities, and particularly how the pandemic and governmental responses exacerbated extant and emerging issues. Australian Universities rekindles a much-needed conversation about the vital role of public universities in our society, arguing for initiatives informed by the realities of university life and offering a way forward for government, communities, students and public universities – together – to advance public good.
| Author | : Mahsood Shah |
| Publisher | : Springer Nature |
| Total Pages | : 363 |
| Release | : 2021-09-15 |
| Genre | : Education |
| ISBN | : 3030800458 |
This book draws together international research to assess the quality of successful efforts to retain students. The editors and contributors unite diverse global research from countries who have led student retention and success projects at national, institutional, faculty or program level with positive outcomes. The book is underpinned by the philosophy that a more diverse student population requires higher education institutions to fundamentally change, in order to facilitate the success of all students. All of humanity, its economies and societies, are being pummelled by waves of pandemic-induced crises in tandem with globalisation and demographic shifts. Ultimately, this book acts as a clarion to higher education institutions to better support and retain their students, in order to create a more stable learning environment.
| Author | : Noah Riseman |
| Publisher | : UoM Custom Book Centre |
| Total Pages | : 254 |
| Release | : 2010 |
| Genre | : Education |
| ISBN | : 1921775289 |
"This book brings together a wide range of higher education practitioners from across disciplines. Their chapters suggest innovative approaches to learning, teaching and delivering a tertiary education experience that centres social justice as a core mission of universities. The authors address the ways in which universities grapple with the challenges involved in the selection processes, administration, teaching and learning and student support associated with an increasingly large student population drawn from a broad range of socioeconomic and cultural backgrounds, including many students who will be returning to live overseas. Some of the specific challenges of these developments have included those of selection, academic literacy, independent learning, student support and student engagement. A second dimension is the traditional role of the universities as sources of independent intellectual and ethical critique of social institutions, both in terms of research and public intellectual contribution to political and social policy debates, and in terms of the formation of students in their capacities as critical, ethical, citizens and professionals. This social-ethical critique has traditionally been built into the humanities and the social science disciplines and the 'helping professions' but has now found its way into other disciplines and professional areas, such as business and engineering. As well, broader social policy and political discourse has more explicitly embraced social-ethical agendas of inclusiveness and marginalisation of social groups; recognition of the damage to the overall society of enduring and increasing social inequality." -- BOOK JACKET.
| Author | : |
| Publisher | : |
| Total Pages | : 80 |
| Release | : 2019 |
| Genre | : |
| ISBN | : |
This report investigates the social demography, learning outcomes and educational experiences of students enrolled in two distinct modes of higher education delivery in Australia â university programs delivered through third party arrangements, and higher education courses delivered by non-university higher education institutions (NUHEIs). In short, the research examines equity at and beyond the boundary of Australian universities. University courses delivered through third party arrangements â particularly those that involve sub-contracting and franchising of program delivery â are not provided directly by public universities, and can therefore be considered as residing at the boundary of the public university. Programs delivered by NUHEIs are positioned definitively beyond the boundary of the Australian public university. Our research examines the equity group participation, retention and success rates â as well as the educational experiences â of students within these two domains of delivery. While maintaining a particular focus on students from low socioeconomic status (SES) backgrounds, we analyse and present data on five of the six nationally recognised equity groups within higher education, including Indigenous students, students with a disability, and students from low SES, regional and non-English speaking backgrounds (NESB). [Executive summary, ed]
