2016

This article outlines preliminary findings of research on improving access, participation and success in online higher education.

The National Centre for Student Equity in Higher Education’s (NCSEHE) Facilitating an Innovation Future Through Equity Forum policy analysts and equity practitioners with the goal of advancing equity in higher education. This compendium to the Forum, Facilitating Student Equity in Higher Education, is a summary of relevant research to date.

As identified by many researchers working in the field of disability research, there is a lack of comprehensive information as to: the participation and performance of students with disability, the various pedagogical issues impacting their engagement with higher education, and the best approach to developing services to support students with disability. This review focuses on presenting the key findings, recommendations and future directions for further research for the equity group of students with disability.

This project builds on qualitative research undertaken at the University of Adelaide to explore the experiences of low-SES students in these programs. In addition, it sought to explore the experiences of students who didn’t quite ‘make it’. It compared the experiences of these students with those who had undertaken a similar pathway at a different university with a distinct mission, structure and program.

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.

Prior research has found that the higher one's perceived status in society, the better one's mental health and well-being. The research used a longitudinal design to investigate whether social contact with friends mediated this relation between subjective social status and mental health and well-being among first-year undergraduate students at an Australian university.

This paper focuses on whether there is a wage premium associated with private schooling in Australia. Outcomes in other selected life domains are also explored: namely household income, neighbourhood socio-economic status and life satisfaction. To the best of the author’s knowledge the existence and extent of a public-private divide for these post-education outcomes life has not previously been analysed in Australia.

This NCSEHE Briefing Note provides an update on domestic undergraduate student enrolment and equity outcomes from 2008 to 2015, following Koshy and Seymour (2015). In keeping with the earlier editions of this series, the briefing note focuses on undergraduate outcomes for Table A providers. It provides a guide to trends across equity groups during this period, which included substantial changes to Australian higher education.

The project aimed to identify cultural needs of Indigenous students in the online learning environment and articulating culturally inclusive learning for Indigenous students in an LMS. Based on the literature review in the fields of culturally inclusive learning, online and blended learning, and Aboriginal pedagogies, we created a conceptual framework for culturally inclusive learning.

The project examined the data that different countries and international agencies are collecting on access to HE. The goals were to draw attention to equitable access to HE; understand available data worldwide; create a map of data availability; make the case for improved data collection and monitoring; and highlight issues that were encountered in the attempt to collect comparable data.