Curtin University is a trademark of Curtin University of Technology

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Curtin University is a trademark of Curtin University of Technology

CRICOS Provider Code 00301J

The Agenda

Curtin University is a trademark of Curtin University of Technology

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of equity scholarship provisionProfessor Sue Trinidad and Professor Gail Whiteford, NCSEHE

The Research: A national “snapshot”

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Research Overview

Background

Methods

Desktop audit – key findings

Interviews with key informants – key findings

Synthesis of findings – works in progress

Iterative process & input today – attendees as “elite”

cohort

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Background & Methods

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Impetus and Development

NCSEHE Board reading the “zeitgeist” intelligently and

perceiving a need for national leadership on equity

scholarships through focussed enquiry

Management commitment to a project plan based on

value of expected outcomes and consistency with remit

of the Centre

Scoping process within time constraints - 3 months last

quarter 2014

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Methods

Agreement re “two pronged” approach – desk top audit

and in depth interviewing, purpose of which was to

counterpoint user vs provider perspectives

Development of sample strategy in order to gain a national

“snapshot”

Ethics clearance from Curtin University’s Human Research

Ethics Committee

Research questions informing each approach were

focused on what constitutes best practice in equity

scholarship provision and how equity scholarships are

communicated, processed and evaluated

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Additional Detail

Findings

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Findings – Desktop Audit

Sample –websites of 37 universities were reviewed

during October 2014 “point in time” data snapshot

The approach was that of a potential student seeking to

find equity scholarship information – audit was

conducted by postgraduate research assistant

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Identified Best Practice Areas Requiring Development

Indigenous scholarships – information

generally clear and easy to find

Information re eligibility for

scholarships

Rural/regional/remote scholarships –

as above

Search engines variable – some filter

by equity group, some by field of study

– in some cases need to “drill down” to

reach relevant information

Sites providing all inclusive information

– Make Your Mark site identified as

exemplar (Bridges/UAC collaboration)

Difficulty in undertaking comparative

analysis between university offerings

Overall, the information available on websites

was… variable

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Findings – Qualitative Data

11 interviews with key informants at a range of levels from

all States and Territories and from all groupings

(eg. ATN, GO8 etc.)

Key themes:

Need for better evidence to inform practice

Need for an holistic approach

The need for collaboration – within universities and with

external stakeholders

The need for transparency in processing

The need for autonomy – to address contextual realities

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Some standout quotes:

“Scholarships are good but they are one small part of a

broader attrition strategy, its a three part thing...timely

support services, inclusive curriculum and a sense of

belonging…”

“Best practice is being transparent, being accessible,

being able to convey those messages to your core

stakeholder, and being mindful of the needs and

challenges of the institution and those the students

themselves are facing - and being flexible and

responsive to those challenges.”

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“We are also looking at fairness and transparency…trying

to remove from many of our scholarships the arbitrary

decision making of panels…the principles we are looking

at is the support of those in need and the fairness and

transparency of everyone in the applicant pool.”

“At the end of the day, equity arrangements have a long

gestational period before full impact…so, short term

palliatives in relation to equity don’t do equity a great

cause, all we ask for is more time and consistency and

probably greater autonomy in relation to all of this.”

Some standout quotes:

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Synthesis of findings Additional Detail

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Decision making grid – guide best practice

development and link to policy“Elements” developed into 8 self review type questions:

1. Context: What’s our profile now and aspirationally?

2. Demography: Who are our students?

3. Needs: What are the individual, general and context-specific needs of our students?

4. Resources: What are the financial and other resources available from university and

other sources to support equity scholarships?

5. Evidence: How do we know we are using our resources for maximal impact? Right

person / right time / right duration / right amount?

6. Institutional culture: How do students and staff perceive equity scholarships and their

role in the institution?

7. Structure: Do we have administrative arrangements that ensure efficiency as well as

highlight the importance of equity scholarships?

8. Relationships: Who do we need to work with to ensure relevance, transparency &

effective processing?

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Your input today:

Salience of the Recommendations and Decision Making

Grid

Responses to stimulus questions emerging from issues

identified in the research to inform policy directions

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Professor John Dewar, Vice Chancellor, La Trobe University

The Context

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Ellie Rowland and Jonathan Goerlach, University of Canberra

The Impact of Equity Scholarships

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Equity Director Mary Kelly, QUT

The Future

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Income Sources

Typical sources of income for a low-SES student – single, no

children, dependent, away from home.

Source of income Annual value

1a. Income Support – YA/Austudy $11,096

1b. Income support - Start-up scholarship $2,050

1c. Income support – Relocation scholarship,

rent assistance.

Variable - $6,500 to $1,500

2. Paid work Variable - $11,000

3. Family support or institutional scholarship Variable - equity scholarships typically $3-$5k.

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Dimensions of current Bills

Course price

Student debt (interest rates)

Scholarships

HEPP

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Key design issues from 2004

Defining ‘need’ – financial hardship; complicated life

Assessing relative need in a large applicant pool

The role of merit (marks)

Business processes

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QUT’s scholarship schemes

Holistic evidence-based decisions; criterion-referenced

assessment.

Income, expenditure, life circumstances; cash-poor and

time-poor.

Open eligibility; one form.

Aggregated points determine place in queue (need).

Impact-tracking – strong retention effect; mild recruitment

effect.

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Professor Gail Whiteford, NCSEHE

Open Forum and Feedback from Sector

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Professor Sue Trinidad, NCSEHE

Thank you and Close