Deakin University

Research found free textbooks with more diverse content could reduce inequities in learning experiences and outcomes for students from disadvantaged backgrounds.

This NCSEHE funded research finds that, while a significant proportion of funding is allocated to university access for domestic Culturally and Linguistically Diverse Migrants and/or Refugees (CALDM/R), dedicated career guidance and supports could be better resourced.

Disparity in educational and career outcomes between rural, regional and remote (RRR) students and their metropolitan counterparts persists despite successive federal and state government initiatives. In this paper, we will present a study that highlights one important, yet overlooked, avenue to improve outcomes for RRR students: early-stage careers education.

This article outlines the adjustments to universities shifting to online study, and explores how we use the different technologies available to us, highlighting the need for cheaper and more inclusive online resources.

What explains the gap between education access and employment outcomes, and how might we improve the overall employment outcomes of Somali Australians? To explore these questions, we conducted a mixed methods study examining employment motivations, experiences, and outcomes of Somali Australians. Our findings confirm the need for greater education on the benefits of workforce diversity, and a sustained, strategic approach to improving social inclusion.

This paper presents the results of a systematic review of literature from 2014 to 2018. The aim was to investigate the extent that MOOCs and other free open education programs provide equitable forms of online education to address global widening participation agendas. Recommendations are provided for addressing gaps in offerings, and improving design and research.

Research found early results have a significant bearing on whether or not a student feels they ‘belong’ in higher education and that support structures and networks are critical factors in how a student responds to success. The study showed a student’s first assessment at university can be a defining moment in their future success.

This Australian-first comprehensive analysis of the Higher Education Participation and Partnerships Program (HEPPP) informed recommendations for systemic change in policy and practice in student equity, and set benchmarks for a national evaluation framework reflecting broader measures of success.

The report focuses on the influence of schools on their students’ higher education (HE) preferences – particularly their preferences for TAFE bachelor degrees – as recorded by the Victorian and South Australian Tertiary Admissions Centres (VTAC and SATAC). Influence is researched in terms of a school’s socioeconomic status, geographical location and sector.

This paper explores the notion of a ‘just imaginary’ for social inclusion in higher education. The paper argues that while social inclusion policy has ‘first-order’ effects in higher education, a just imaginary is required for more inclusive ‘second-order’ effects to be realized.