National Centre for Student Equity in Higher Education 20 November 2017
NATIONAL EQUITY FELLOWS FORUM
Acknowledgement to Country
The NCSEHE acknowledges the traditional custodians of the lands across Australia upon which we all live and work and pays respect to Elders past present and emerging
Gabrielle OrsquoBrienEPHEA President
Exits and Bathrooms
Emergency exits Bathrooms
Connect
wwwncseheeduau
NCSEHE NEFF17
National Centre for Student
NcseheEduAu
Equity in Higher Education
Refer to back of namebadges for Wi-Fi details
WELCOME TO THE 2017
NATIONAL EQUITY FELLOWS FORUM
Equity Fellows
2016 Fellows 2017 Fellows
Erica SouthgateNadine ZachariasCathy Stone
James A SmithLouise PollardMatthew Brett
Equity Fellows Program
Builds leadership in the equity sector
Builds stronger relations with Government
Increases collaboration between institutions
Sets new and higher standards in research and evaluation
2016 Equity Fellows Reports
Available online at httpswwwncseheeduaupublicationsopportunity-online-learning-improving-student-access-participation-success-higher-education
Available online at httpswwwncseheeduaupublicationsfair-connection-professional-careers-understanding-social-difference-disadvantage-institutional-dynamics-technological-opportunities
Available online at httpswwwncseheeduaupublicationsthe-australian-student-equity-programme-and-institutional-change-paradigm-shift-or-business-as-usual
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Acknowledgement to Country
The NCSEHE acknowledges the traditional custodians of the lands across Australia upon which we all live and work and pays respect to Elders past present and emerging
Gabrielle OrsquoBrienEPHEA President
Exits and Bathrooms
Emergency exits Bathrooms
Connect
wwwncseheeduau
NCSEHE NEFF17
National Centre for Student
NcseheEduAu
Equity in Higher Education
Refer to back of namebadges for Wi-Fi details
WELCOME TO THE 2017
NATIONAL EQUITY FELLOWS FORUM
Equity Fellows
2016 Fellows 2017 Fellows
Erica SouthgateNadine ZachariasCathy Stone
James A SmithLouise PollardMatthew Brett
Equity Fellows Program
Builds leadership in the equity sector
Builds stronger relations with Government
Increases collaboration between institutions
Sets new and higher standards in research and evaluation
2016 Equity Fellows Reports
Available online at httpswwwncseheeduaupublicationsopportunity-online-learning-improving-student-access-participation-success-higher-education
Available online at httpswwwncseheeduaupublicationsfair-connection-professional-careers-understanding-social-difference-disadvantage-institutional-dynamics-technological-opportunities
Available online at httpswwwncseheeduaupublicationsthe-australian-student-equity-programme-and-institutional-change-paradigm-shift-or-business-as-usual
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Exits and Bathrooms
Emergency exits Bathrooms
Connect
wwwncseheeduau
NCSEHE NEFF17
National Centre for Student
NcseheEduAu
Equity in Higher Education
Refer to back of namebadges for Wi-Fi details
WELCOME TO THE 2017
NATIONAL EQUITY FELLOWS FORUM
Equity Fellows
2016 Fellows 2017 Fellows
Erica SouthgateNadine ZachariasCathy Stone
James A SmithLouise PollardMatthew Brett
Equity Fellows Program
Builds leadership in the equity sector
Builds stronger relations with Government
Increases collaboration between institutions
Sets new and higher standards in research and evaluation
2016 Equity Fellows Reports
Available online at httpswwwncseheeduaupublicationsopportunity-online-learning-improving-student-access-participation-success-higher-education
Available online at httpswwwncseheeduaupublicationsfair-connection-professional-careers-understanding-social-difference-disadvantage-institutional-dynamics-technological-opportunities
Available online at httpswwwncseheeduaupublicationsthe-australian-student-equity-programme-and-institutional-change-paradigm-shift-or-business-as-usual
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
WELCOME TO THE 2017
NATIONAL EQUITY FELLOWS FORUM
Equity Fellows
2016 Fellows 2017 Fellows
Erica SouthgateNadine ZachariasCathy Stone
James A SmithLouise PollardMatthew Brett
Equity Fellows Program
Builds leadership in the equity sector
Builds stronger relations with Government
Increases collaboration between institutions
Sets new and higher standards in research and evaluation
2016 Equity Fellows Reports
Available online at httpswwwncseheeduaupublicationsopportunity-online-learning-improving-student-access-participation-success-higher-education
Available online at httpswwwncseheeduaupublicationsfair-connection-professional-careers-understanding-social-difference-disadvantage-institutional-dynamics-technological-opportunities
Available online at httpswwwncseheeduaupublicationsthe-australian-student-equity-programme-and-institutional-change-paradigm-shift-or-business-as-usual
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Equity Fellows
2016 Fellows 2017 Fellows
Erica SouthgateNadine ZachariasCathy Stone
James A SmithLouise PollardMatthew Brett
Equity Fellows Program
Builds leadership in the equity sector
Builds stronger relations with Government
Increases collaboration between institutions
Sets new and higher standards in research and evaluation
2016 Equity Fellows Reports
Available online at httpswwwncseheeduaupublicationsopportunity-online-learning-improving-student-access-participation-success-higher-education
Available online at httpswwwncseheeduaupublicationsfair-connection-professional-careers-understanding-social-difference-disadvantage-institutional-dynamics-technological-opportunities
Available online at httpswwwncseheeduaupublicationsthe-australian-student-equity-programme-and-institutional-change-paradigm-shift-or-business-as-usual
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Equity Fellows Program
Builds leadership in the equity sector
Builds stronger relations with Government
Increases collaboration between institutions
Sets new and higher standards in research and evaluation
2016 Equity Fellows Reports
Available online at httpswwwncseheeduaupublicationsopportunity-online-learning-improving-student-access-participation-success-higher-education
Available online at httpswwwncseheeduaupublicationsfair-connection-professional-careers-understanding-social-difference-disadvantage-institutional-dynamics-technological-opportunities
Available online at httpswwwncseheeduaupublicationsthe-australian-student-equity-programme-and-institutional-change-paradigm-shift-or-business-as-usual
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
2016 Equity Fellows Reports
Available online at httpswwwncseheeduaupublicationsopportunity-online-learning-improving-student-access-participation-success-higher-education
Available online at httpswwwncseheeduaupublicationsfair-connection-professional-careers-understanding-social-difference-disadvantage-institutional-dynamics-technological-opportunities
Available online at httpswwwncseheeduaupublicationsthe-australian-student-equity-programme-and-institutional-change-paradigm-shift-or-business-as-usual
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Impact of the 2016 Equity Fellows
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
La Trobe UniversityThe University of Western Australia
Charles Darwin University
Equity Fellowship Dissemination
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Shaping the Future of Australian Higher Education Equity Policy
RESEARCH
lsquoWhat research questions should we be prioritising for student equityrsquo
POLICY
lsquoWhat is the relevance of student equity for tertiary education policy reformrsquo
PRACTICE
lsquoHow can we ensure the value and impact of student equity practicersquo
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
LOUISE POLLARDRemote Student University Success An Analysis of Policy and Practice
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Remote Australia
Remoteness the communities access to education and health facilities
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Educational Disadvantage in AustraliaIndex (Australia and Capital Cities)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Key Fellowship Activities
bull Secondment to Department of Education and Training
bull Canadian university visits and national Student Services conference (CACUSS)
bull Case studies of Australian Universities support of remote students
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Higher Education Information Management System2015 Student Enrolments
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Invisible CohortPart-Time Enrolment
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortGender
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Invisible CohortIndigenous Population
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Invisible CohortAge Brackets
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Invisible CohortSocioeconomic Status
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Invisible CohortOnline (External) Study
Source University Statistics Team and the Higher Education Information Management System (HEIMS) Australian Government Department of Education and Training
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Remote Students Two ProfilesKey Characteristics of the Two Profiles
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Key Challenges Faced at University
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 94
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Growth of Students Studying Online2008-2015
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Applying a Remote Lens to the Equity MapSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
STAGE Outreach to Schools and Communities
Pathways and Admission
Transition and Engagement
Engagement and Progression During Studies
Completion Graduate Destinations
TARGET GROUPS Infants amp primary students teachers amp parents
Primary amp secondary school students teachers amp parents
Secondary school students and leavers
Commencing first year students
Continuing later year students
Completing students
Graduates
Mature age students
Community members VET students Employer groups and professional associations
MAJOR AIMS
Increase awareness of higher education pathways opportunities and associated careers by supporting developing andor maintaining aspirations expectations and attainment
Provide opportunities for people to access and achieve at university taking into account the degree of selectivity and distance to target communities
bull Engagement and belonging bull Academic literacies bull Competencies in discipline arearelevant
knowledges developed through inclusive pedagogies
bull Employability bull Postgraduate study
Address issues of affordability of higher education study provide information strategies and financial support to fund student life (recognising the challenges associated with geographical isolation)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Fellowship Principles
1 Know your students
2 Collaboration
3 Celebratevalue remote Australia
4 Support across the student life cycle ndash specific and whole of cohort
5 Policies that recognise the challenges associated with geographical isolation
6 Financial support to those who need it when they need it
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
1 Know your students
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
1 Know your students
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
Applying a Remote LensSTUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
2 Collaboration
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Embedded literacies and skills development
Applying a Remote Lens
2 Collaborationbull Inclusive curriculum academic preparation taught in first year unitsbull Community-based study hubs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Academic service provision
bull Non-academic service provision (childcare financial aid student counselling and health)
bull Social activities bull Diversity of
strategies including extra-curricular learning development and other programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
3 Celebrate remote AustraliaIn the classroom through extra curricula activities
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
STUDENT LIFE CYCLE PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach to early years of schooling (Years Kndash4)
bull Community outreach (prospective mature age students)
bull Outreach to primary and middle years schooling (Years 5ndash9)
bull Outreach to senior secondary schooling (Years 10ndash12)
bull OUTREACH TO DEFERRING UNIVERSITY STUDENTS
bull Pre-university experience programs
bull School curriculum enhancement and support and foster skills and capabilities
bull Professional development for careers advisors and teachers
bull Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
bull Foundation programs programs that provide extra academic development to build skills may be a separate qualification or part of a degree
bull Alternative selection criteria and tools in entry requirements
bull Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS bull Orientation
programs bull First year inclusive
transition programs
bull Re-engagementearly alert programs
bull Alternative exit qualifications
bull Careers and employment support post completion
bull VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
bull Bridging programs
bull Engaging and inclusive curriculumcourse design bull Inclusive pedagogies (Celebrating remote Australia) bull Reflexive practice bull Embedded literacies and skills development bull Contextual learning bull Continuing professional development for staff or students (to build capacity
and awareness of changing needs) bull SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS bull IT SUPPORT FOR ONLINE STUDENTS bull SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND
CAMPUS STUDENTS)
Applying a Remote Lens
4 Support across the whole life cycleSpecificwhole of cohort re-engagement programs
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach to early years of schooling (Years Kndash4)
middot Community outreach (prospective mature age students)
middot Outreach to primary and middle years schooling (Years 5ndash9)
middot Outreach to senior secondary schooling
(Years 10ndash12)
middot OUTREACH TO DEFERRING UNIVERSITY STUDENTS
middot Pre-university experience programs
middot School curriculum enhancement and support and foster skills and capabilities
middot Professional development for careers advisors and teachers
middot Pathways programs a qualification that provides entry into university upon successful completion often from enabling VET or private providers
middot Foundation programs
programs that provide extra academic development to build skills may be a separate qualification or part of a degree
middot Alternative selection criteria and tools in entry requirements
middot Outreach to VETadults
PROGRAMS DEVELOPED FOR CAMPUS AND ONLINE STUDENTS
middot Orientation programs
middot First year inclusive transition programs
middot Re-engagementearly alert programs
middot Alternative exit qualifications
middot Careers and employment support post completion
middot VOLUNTEER PROGRAMS FOR ALUMNI TO ENGAGE WITH CURRENT UNIVERSITY STUDENTS (ACADEMIC SUPPORT CAREER MENTORING)
middot
middot
middot
middot Bridging programs
middot
middot
middot
middot
middot Engaging and inclusive curriculumcourse design
middot Continuing professional development for staff or students (to build capacity and awareness of changing needs)
middot SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
middot IT SUPPORT FOR ONLINE STUDENTS
middot SOCIAL ACTIVITIES (promote connection to broader community ndash ONLINE AND CAMPUS STUDENTS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
bull Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and
inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
Applying a Remote Lens
5 Policies that recognise geographical disadvantage(Government and universities)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
middot Support to continue to postgraduate study (coursework and research higher degrees)
middot Scholarships and prizes for potential students currently at school or in the community
middot Scholarship provision and grants for commencing students
middot Scholarship provision and grants for students in enabling foundation bridging or other access programs
middot Scholarship provision and grants for continuing and completing students (INCLUDING GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
middot NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE
PRINCIPLES AND PROCEDURES
middot Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars drawing on insights gained from both practice and research (eg IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES)
GOVERNMENT PRINCIPLES AND POLICY
middot RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS PARTICIPATION
Undergraduate
Attainment Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
bull Outreach bull Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
bull Careers advice regarding educational pathways bull Mentoring and role models (TARGETED CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
bull Support to continue to postgraduate study (coursework and research higher degrees)
bull Scholarships and prizes for potential students currently at school or in the community
bull Scholarship provision and grants for commencing students
bull Scholarship provision and grants for students in enabling foundation bridging or other access programs
Scholarship provision and grants (GRANTS FOR INTENSIVE CAMPUS BASED STUDY FOR ONLINE STUDENTS)
bull NA Scholarship provision and grants for postgraduate study
INSTITUTION-WIDE PRINCIPLES AND PROCEDURES
bull Development and review of university policies and procedures with an equity lens bull Review of university policies procedures and plans with an equity lens provided by equity practitioners and inclusive learning scholars
drawing on insights gained from both practice and research (praxis-approach) bull Continuing professional development for promoting inclusive practices and pedagogies bull Cultural engagement bull Inclusive non-stigmatising non-deficit language bull Data collection to facilitate provision of support and evaluation bull Institution-wide researchevaluation projects bull Monitoring at each stage (access performance outcomes) utilising inclusive approach and language bull IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT) bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND RESOURCES EG SCHOOLS)
Applying a Remote Lens
6 Financial supportGrants for intensive campus-based study
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 94
STUDENT LIFE CYCLE
PRE-ACCESS
ACCESS
PARTICIPATION
Undergraduate
Attainment
Transition Out
KEY PROGRAM ACTIVITIES (targeted and specific)
middot Outreach
middot Careers and employment support pre-course completion (including work integrated learning part-time employment leadership programs and professional mentoring)
middot Monitoring at each stage (access performance outcomes) utilising inclusive approach and language
middot IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT PRINCIPLES AND POLICY
bull COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
bull RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP SCHOLARSHIP) DESIGN OF ONLINE COURSES
bullESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
2017 Equity Fellowship Supporting students from remote Australia to succeed at university
louisepollarduwaeduau
Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Reference Listbull Bennett A R Naylor K Mellor M Brett J Gore A Harvey R James B Munn M Smith and G Whitty (2015) The Critical Interventions Framework Part 2
Equity Initiatives in Australian Higher Education A review of evidence of impactbull Browne V J Munro and J Cass (2017) Under the Radar The Mental Health of Australian University Students JANZSSA-Journal of the Australian and
New Zealand Student Services Association 25(2)bull Burke P A Bennett M Bunn J Stevenson and S Clegg (2017) Itrsquos About Time working towards more equitable understandings of the impact of time for
students in higher educationbull Cardak B M Brett P Barry and R McAllister (2017) Regional Student Participation and Migration Analysis of factors influencing regional student
participation and internal migration in Australian higher education National Centre for Student Equity in Higher Educationbull Cassells R M Dockery A Duncan A Gao and R Seymour (2017) Advance Australia Fair Education Inequality in Australia Focus on The States
Bankwest Curtin Economics Centrebull Department of Education and Training (2017) Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014 Australian Governmentbull Devlin M and J McKay (2017) Facilitating success for students from low socioeconomic status backgrounds at regional universities Federation
University Australiabull Evans J (2017) Indigenous university say lack of cultural understanding affecting graduate numbers Australian Broadcasting Commissionbull Higher Education Standards Panel (2017) Improving retention completion and success in higher education Department of Education and Trainingbull James R E Bexley A Anderson M Devlin R Garnett S Marginson and L Maxwell (2008) Participation and equity A review of the participation in higher
education of people from low socioeconomic backgrounds and Indigenous people University of Melbourne Centre for the Study of Higher Educationbull Kahu E (2013) Framing student engagement in higher education Studies in Higher Education 38(5) 758-773bull Kahu E R and K Nelson (2017) Student engagement in the educational interface understanding the mechanisms of student success Higher Education
Research amp Development 1-14bull Kift S (2009) Articulating a transitional pedagogy to scaffold and to enhance the first year student learning experience in Australian higher education
Final Report for ALTC Senior Fellowship Program Australian Learning and Teaching Councilbull Nelson K J C Quinn A Marrington and J A Clarke (2012) Good practice for enhancing the engagement and success of commencing students Higher
Education 63(1) 83-96bull Pink B (2011) Australian Statistical Geography Standard (ASGS) Volume 5 - Remoteness Structure Australian Bureau of Statisticsbull Richardson S D Bennett and L Roberts (2016) Investigating the relationship between equity and graduate outcomes in Australia National Centre for
Student Equity in Higher Education Curtin Universitybull Stone C (2016) Equity Fellowship Final Report Opportunity through online learning Improving student access participation and success in
higher educationbull University Statistics Team (2017) Higher Education Information Management System (HEIMS) Australian Government Department of Education
and Trainingbull Zacharias N (2017) The Australian Student Equity Program and Institutional Change Paradigm Shift or Business and Usual National Centre for Student
Equity In Higher Education
KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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KELLIE POLLARD KIM ROBERTSON amp FIONA SHALLEYStrengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 94
Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduatedegree level
GradDiplomaGrad
Certificate degreelevel
Bachelor degreelevel
AdvancedDiplomaDiploma
degree level
Certificate level
Indigenous Non-Indigenous
Census 2016 Highest post-school qualification as a proportionof adult working population (15 ndash 64 years) Australia 2016
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
Slide Number 5
Slide Number 6
Slide Number 7
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Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Snapshot of Indigenous Students Enrolled in Higher Education Australia
0
2000
4000
6000
8000
10000
12000
14000
16000
18000
2007 2008 2009 2010 2011 2012 2013 2014 2015
All studentsCommencing students
6979 (+77)
15587 (+69)
9228
3936
Source Department of Education Higher Education Information Management System 2015
Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Student Progress for Students Who Commenced Study in 2006
completed (any year)
left after one year and never returned
re-enrolled but dropped out
still enrolled at end of period
Non Indigenous
Indigenous
6842
284143
17576
473739
Source Department of Education Higher Education Information Management System 2015 Cohort study
What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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What Do We Know About Indigenous Evaluation
Need to produce more high quality evaluations that generate evidence to drive future policy and program improvements (Productivity Commission 2013 Hudson 2016)
Integration of Indigenous and Western knowledge systems that support innovative approaches to evaluation within Indigenous contexts are required(Productivity Commission 2013 Hudson 2016)
Indigenous scholarship has emphasised the importance of decolonisingIndigenous research methods and data sovereignty but similar concepts have seldom been applied to evaluation contexts(Smith 2012 Kovach 2014 Walter 2016)
Release of Indigenous Advancement Strategy Evaluation Framework in response to Productivity Commission and Australian National Audit Office(DPMC 2017) Monitoring and evaluation system within Indigenous
Affairs Group (DPMC 2017)
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 94
What Do We Know About Evaluation in Indigenous Higher Education
While considerable data was available through departmental program-based reporting to monitor progress there was not always sufficient evidence to assess the overall success or otherwise of specific programs In some cases there were no independent evaluations of programs for the Panel to draw on
(Behrendt et al 2012 p154)
Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Why Is This Important
There are unique considerations in the Indigenous HE space
bull On Stony Ground ndash emphasised importance of Indigenous governance and participation in Australian universities (Moreton-Robinson et al 2011)
bull Behrendt Review (2012) ndash recommended the development of an Indigenous HE monitoring and evaluation framework
bull HEPPP 2014 NPP Grant ndash lsquobuilding an evidence base about Indigenous pathways and transitions into HErsquo
bull Aboriginal and Torres Strait Islander Higher Education Advisory Council (2016) ndash recommended development of an Indigenous HE Performance Framework
bull Release of the Universities Australia Indigenous Strategy 2017-2020
NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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NCSEHE Equity Fellowship
AimTo investigate ways of strengthening the evaluation of Indigenous Higher Education (HE) programs and policies in Australia
Project TeamJames Smith
Kellie Pollard
Fiona Shalley
Kim Robertson
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 94
Expert Project Advisory Group
Dr Wendy LudwigProf Adrian Miller ndash (Acting) PVC-IL CDU
Ms Kim Robertson ndash Senior Policy Analyst CDU
Prof Steven Larkin ndash PVC-IER University of Newcastle (UoN)
Prof Penny-Jane Bourke ndash Director Centre of Excellence for Equity in Higher Education (CEEHE) UoN
Prof Sue Trinidad ndash Director National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore ndash Chair Community of Associate Deans of Research in Education
Mr Michael Bullot ndash Assistant Director Centre of Excellence for Aboriginal and Torres Strait Islander Statistics (NCATSIS)
Ms Elouise Arch ndash Assistant Director Department of Education and Training
Dr Mark Diamond ndash Assistant Director Department of Education and Training
Mr Glen Hansen ndash Senior Adviser Department of Prime Minister and Cabinet
Ms Cheryl Godwell ndash Executive Member National Aboriginal and Torres Strait Islander Higher Education Consortium (NATSIHEC)
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 94
2017 NCSEHE Equity FellowshipProject Overview
bull CDU Human Research Ethics Committee approval (HE17005)
bull Two (nearly three) secondments with Department of Education and Training
bull Data Collection and Analysis
o 15 interviews with policy-makers working in Indigenous andor equity policy and program contexts in DPMC and DET
o 24 interviews with Indigenous scholarsthinkers in HE education across Australiao Coding and preliminary analysis (Sept-Nov 2017)
bull Overseas Study Tour in July 2017 - Finland Norway and Canada
bull Visit to Centre of Excellence for Equity in Higher Education amp Wollotuka Institute
bull Conceptual Model Development
bull Strategic conversations ndash NATSIHEC Universities Australia DPMC DET TEQSA CEATSIS
bull Funding proposal for the development of an Indigenous higher education monitoring and evaluation framework (under development)
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 94
Interviews With Indigenous ScholarsThinkersLeaders in Higher EducationParticipant Pool
bull 24 participants
bull Two inclusion criteria - identify as Aboriginal andor Torres Strait Islander work in a senior Indigenous focused role within a HE institution in Australia
bull Range of roles (DVC PVC Director Manager Strategist Researcher Lecturer)
bull Average time working in the education sector = 20+ Yrs (n=14)
bull Average time working in the higher education sector = 17 Yrs (n=17)
bull Participants from ALL States and Territories across Australia
bull Diversity in preferences to remain anonymous vs attribution
bull Multiple language groups and regions across Australia (including but not limited to) Worimi Palawa Ngugi Birapai Wakka Wakka Noongar Kungarakung Tharwal Kaurna Gurindji NarunggaNgarrindjeri Kabi Kabi Anaiwan Far North Queensland Boigu Island Pertame (Southern Arrernte) Tugga-Gah Wiradjuri Stolen Generation
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 94
Emerging ThemeslsquoEvaluationrsquo Defined Broadly
The problem with the deficit-based [reporting] is is that it falls into all of those data sins in that itrsquos always just talking about problems and rarely do they ever use the high-quality Indigenous scholarship thatrsquos out there that actually contextualises and engages with these topics so you tend to just get stuff stripped out of issues of health and welfare and other bits Itrsquos all about the lsquowhatrsquo therersquos almost nothing about the lsquowhyrsquo and itrsquos not nuanced Professor Maggie Walter - Palawa Woman
Other conceptsbull Conceptualisations of evaluationbull Concerns about deficit-based reportbull Self-evaluation
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 92
Slide Number 93
Slide Number 94
Emerging Themes(Re)conceptualising Data in Indigenous Higher Education Contexts
1 Using Data2 Contextual information3 Quantitative Data4 Qualitative Data
I think the main thing is that if were evaluating a particular set of realities then we have to understand that theres different ways of seeing that and understanding it Its not that ones right or wronghellipits that complementarity across different knowledge systemshellipto get a third space where weve got a new epistemology or a new knowledge that comes from drawing these together Professor Steve Larkin Kungarakan
We have to have the measures that speak to the issues we think are important with the character the narrative Professor Shane Houston Gangulu
5 Research-Evidence6 Data Sovereignty7 Indigenous Knowledges8 IntegrityLegitimacy
9 AnalysingInterpreting10 StorytellingStoriesNarratives11 Systems Approaches12 Indigenous Methods
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Emerging ThemesContextual Evidence ndash Narratives and Stories
The concept of narrative and storying is much more a part of an Indigenous practice than the hard data in numbers in the statistics Thats not to say that I dismiss that statistical information but its the narrative its the story that needs to be important in terms of thinking about the work were doing in Indigenous higher education Professor Tracey Bunda - NgugiWakka Wakka
Its really important that we get quality data for a narrative and story to go with things absolutely in no way does that mean we cant concentrate on getting better numerical data Amber Collins (pseudonym) Far North Queensland
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Emerging ThemesContextual Evidence ndash The Full Picture
We need to look more closely at the qualitative measure of how we engage with the community How do we provide a culturally safe and responsive learning environment for Indigenous students The connection between some the graduates that graduate from these institutions and then their destination where do they go Anonymous
If you limit what you know about Aboriginal education to those evaluative factors and you seek statistical evidence of compliance on how the problem is to be represented you only get the story that you want to get If the story is represented differently that these students have a whole range of other aspects that tell us bigger and insightful stories about their success or their incompletion you then get a fuller picture about whatrsquos going on
Professor Lester-Irabinna Rigney - Kaurna Narungga Ngarrindjeri and English
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 93
Slide Number 94
Emerging ThemesTowards Greater Accountability
1 Of Universities
2 Of Government
3 Of Vice ChancellorsExecutives
4 To community(ies)
5 Of MinistersPoliticians
Accountability-wise the accountability to the universities aside from the fact that itrsquos commonwealth tax payersrsquo dollars but itrsquos actually accountability to the community on receiving the money that is actually meant to make an impact to Aboriginal and Torres Strait Islander [people]hellipit is a two-way responsibility of accountability from the universities to government but were all accountable to the community outcome Anonymous
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Emerging ThemesTowards Greater Accountability
Look nationally institutions are starting to realise that they need to evaluate Indigenous higher ed better Therersquos some good examples of universities who are implementing systemic changes around the way that they measure and account for Indigenous higher education outcomes They are being really overt about the way that they measure why theyrsquore measuring who is accountable and what the implications of that arehellipThere are some unirsquos that are really putting themselves out there to demonstrate the way that theyrsquore really trying to improve and make change I think thatrsquos really commendable Amber Collins (pseudonym) Far North Queensland
We have zero visibility of what the Commonwealth is actually auditing reviewing researching assessing or anything So that can be quite frustrating and I guess it makes you highly suspicious about the motives andor the lack of transparency around what theyrsquore doing and why theyrsquore doing it Anonymous
Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Emerging ThemesDrivers of Evaluation
1 Indigenous Leadership
2 FundingResources
3 Strategy Development
4 PolicyBehrendt Review
5 ChangeTransformationQI
6 Colonial Privilege amp Power
7 Student Outcomes
8 Indigenous Knowledges
9 Political Endeavour
10 AccreditationStandards
11 Improved Pedagogies
12 Sovereign Rights-Position
So look I have no issue with non-indigenous researchers looking at it but I think that sometimes theres difference between looking through a non-indigenous lens and looking through an indigenous lens and actually understanding some of the other considerations particularly the cultural considerations of our communities and our students while theyre looking at itDr Leanne Holt - WorimiBirapai Woman
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 92
Slide Number 93
Slide Number 94
Fellowship Propositions
1 The Australian HE sector NATSIHEC Universities Australia and the Australian Government need to prioritise the development of an Indigenous HE Monitoring and Evaluation Framework This should be Indigenous led
2 A summit about evaluation in Indigenous HE contexts should be held to strategically discuss the scope and nature of evaluation priorities This should be informed by Indigenous scholarship and led by Indigenous academics and strategists
3 Understanding that stories and narratives provide a culturally relevant source of evidence for evaluating the impact and outcome of Indigenous HE
4 Reporting processes that accommodate qualitative data and which complement existing quantitative data reporting will provide greater contextual information about the impact and outcomes in Indigenous HE
5 Consideration of innovative qualitative evaluation strategies aligned with Indigenous methodologies and methods could provide new insights suitable for reforming Indigenous HE policy and practice
6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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6 Student enrolment success and completion data is an important measure of Indigenous HE trajectories but there are broader systemic considerations within community school and university contexts that need to be considered
7 Accountability needs to viewed as a shared responsibility between universities and government with the lsquocommunityrsquo as the focal point in such discussions
8 Consideration should be given about embedding cultural standards into TEQSA accreditation requirements
9 Constructing evaluation approaches that acknowledge and respond to the interplay between Indigenous Government and University control mechanisms is important
10 The Australia higher education sector has the necessary Indigenous capability and leadership to drive this agenda globally
Fellowship Propositions
Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Associate Professor James Smith
Office of the Pro Vice Chancellor ndash Indigenous Leadership
Charles Darwin University
jamessmith3cdueduau
0455 088 501
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
MATT BRETTEquity Performance and Accountability
Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Accountability Question
Who is accountable to whom for what purposes for whose benefit by which means
and with what consequences
64
Burke J (2005) The Many Faces of Accountability In Burke (ed) Achieving accountability in higher education Balancing public academic and market demands San Francisco CA Jossey-Bass P2
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
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Slide Number 89
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Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
The Faces of Equity and Accountability
65
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
Slide Number 5
Slide Number 6
Slide Number 7
Slide Number 8
Slide Number 9
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Slide Number 84
Slide Number 85
Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Indicator Equity performance indicator groups$ Appropriations targeting equity groupsQILT Student Experience Survey (2016) demographic groupsStrategy University Strategic Plans (2017) equity group objectives Review University Annual Reports (2015) quantitative performance data
Snapshot of Equity and Accountability
66
Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Explaining the Coordination Challenge
School leavers in tertiary education
5142016 Census persons aged 18 and 19
Students who belong to any equity group
4942015 Table A and B providers Bachelors degrees
Low SES Regional Remote Indigenous Disability NESB WINTA
Equity Policy Has Not Adjusted to Era of Universal Participation
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 94
Explaining the Equity ChallengeEquity May Be Ubiquitous But Perceived as Peripheral
Please estimate the proportion of higher education system financing that is associated with student equity objectives
Experts prepared to make an estimate
1524
Mean estimate
27Interviews with policy experts including current and former Vice-Chancellors
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 86
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Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objective financing and performance information
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
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Slide Number 85
Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Clear ObjectivesCan We Articulate New Principle-Driven Objectives That Accommodate Values of Various Stakeholders
In terms of reflecting back on the conversation I think that the interesting question around what equity is is where does it sit in the value spectrum Because its a very loaded term It assumes a moral framework but it articulates none I guess thats why I ask the question What do you mean by itrdquo
Director Teaching and Learning
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
Slide Number 5
Slide Number 6
Slide Number 7
Slide Number 8
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Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Clear Objectives
So now in the 21st C I think our focus for participation should be on diversity which includes colour ethnicity religion disability as well as gender Were focusing too much on getting women onto boards and not enough on broader diversity and always we must focus on getting women enabled to be educated
Vice-Chancellor
Can or Should the Equity Objectives be Broadened to Encompass a More Diverse Range of Characteristics
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
Slide Number 5
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Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Clear Objectives
There are lots of questions about who were talking about and what does it really mean But I dont like to get too lost in that because in the meantime theres stuff to do there is stuff we could do right now that were not doing that we know we should and get on with that while we have these philosophical theoretical discussions
Deputy Vice-Chancellor
The Pursuit of Clearer Objectives Should Not Impede Progress
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
Slide Number 5
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Slide Number 7
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Slide Number 85
Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Embedded in Policy and GovernanceHow Can We Best Integrate Equity Objectives Across the Higher Education System
I also believe that the overall design of the system is by far the most important thing determining how successful it is in recruiting and graduating equity studentshellip You could argue that this [accountability] has changed with the demand driven funding but even though this is not called a performance measure the reality is its a very brutal performance system
Program Director
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 94
Will TEQSA Save the Day
So the standards and the regulatory framework I think are perfectly suited to support and promote an equity agenda but its more in terms of the individual institutions commitment and outcomes
Former Vice-Chancellor
I dont think a university with a weak equity profile will actually get massive red flags from TEQSA and be at risk of de-registration because of it
Policy Analyst
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 91
Slide Number 92
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Slide Number 94
Is it Just About Universities
The vast majority of private providers donrsquot get access to Commonwealth Supported Places They have no intersection with funding from the Commonwealth Government thats my starting point Most private providers receive no government funding They receive no assistance through programs like HEPPP that seek to enhance participation The only assistance they do get is access to FEE-HELP for which their students pay a 25 loading on their debt
Policy Manager
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 85
Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
TransparencyHow Do We Encourage Stakeholders to See Equity in Big Picture Terms
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
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Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Equity and Accountability Framework
Clear ObjectivesEquity objectives articulated at a system and institutional level
Embedded in Policy and GovernanceEquity objectives integrated across the higher education system
TransparencyPublic access to equity objectives financing and performance information
Australian Higher Education System
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
Slide Number 5
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Slide Number 7
Slide Number 8
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Slide Number 91
Slide Number 92
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Slide Number 94
Thank You
Acknowledgements
National Centre for Student Equity in Higher Education
Department of Education and Training
Equity Fellows ndash Louise and James
All those who participated in the research
Steering group colleagues and collaborators
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
MORNING TEA
1030 ndash 1100am
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
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Slide Number 85
Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Facilitator
Robert LattaDepartment of Education and Training
Mr Latta manages the Quality and Access Branch in the Higher Education Group within the Department of Education and Training In this role he manages equity and access programs governance and system design Mr Latta has held various positions in the Department including in parliamentary coordination business improvement the management of financial and corporate systems and international education Earlier employment includes various roles in the private sector (largely IT focused) and the higher education sector (with a particular focus on international education)
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 91
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Slide Number 93
Slide Number 94
SHAPING THE FUTURE OF AUSTRALIAN HIGHER
EDUCATION POLICY
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 85
Slide Number 86
Slide Number 87
Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Purpose and Intended OutcomesFacilitate Dialogue Around the Three Pillars of the NCSEHE Work
Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
Slide Number 2
Slide Number 3
Slide Number 4
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Expectations and Ground RulesHelp Us to Capture Your Ideas as Thought Leaders in Student Equity in Higher Education
bull Each pillar will be introduced by one of the 2017 Fellows
bull Wait for a microphone
bull Introduce yourself
bull Be frank
bull Think big
bull Focus on the sweet spot - where research policy and practice meet
bull Be succinct
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 88
Slide Number 89
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Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
ResearchWhat Research Questions Should We Be Prioritising for Student Equity
bull Data sovereignty is emerging as an important concept in Indigenous higher education What opportunities exist to address power imbalances and strengthen Indigenous leadership in the academy through the adoption of decolonising research and evaluation approaches
bull The Indigenous workforce has played a pivotal role in improving Indigenous higher education outcomes in Australia How can we effectively measure and acknowledge the influence of such work
bull How can we reconcile Indigenous reservations about its status as an equity group within an overarching equity research agenda
bull What are the limitations in terms of higher education data that impedes our ability to do research with policy and practical relevance
bull There is significant overlap between different Equity Groups How do we respond or acknowledge this intersectionality and the cumulative impact of different elements of disadvantage
PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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PolicyWhat is the Relevance of Student Equity for Tertiary Education Policy Reform
bull How will future increases in tertiary participation be accommodated and financed What equity implications arise if reform remains elusive
bull Do we have the sufficient valid data on equity in tertiary education that can inform the direction of tertiary education policy reform
bull How can we design accountability frameworks to foster collaboration between tertiary providers and governments to drive better equity outcomes
bull What strategies work best to ensure that recommendations from comprehensive and sector-wide evaluation and review processes are integrated in policy reform
bull How do we ensure that policy consultation processes engage with understand and respond to the educational needs of different groups be they large or small mainstream or marginalised
PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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PracticeHow Can We Ensure the Value and Impact of Student Equity Practice
bull How do we best meet the needs of diverse populations geographies and operating contexts in Australian higher education within a Commonwealth funded public university system
bull How can we best measure concepts of nature quality and effectiveness in Indigenous andor equity-focused higher education work
bull What capacity building across the higher education sector needs to occur to enhance evaluation (and subsequent accountability) in Indigenous andor equity higher education spaces
bull How do we better surface and respond to the perspectives and needs of students and communities in equity practice in higher education
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 89
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Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
Priority Areas for ActionWhat Must We Include in This Events Communique
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
The NCSEHE Communique
Evidence-based approach to our work and to policy with a national impact
Cooperative and coordinated approach to equity between institutions across Australia
Building a lsquoNational Narrative on Equityrsquo
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Slide Number 88
Slide Number 89
Slide Number 90
Slide Number 91
Slide Number 92
Slide Number 93
Slide Number 94
CONCLUSION
Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
Slide Number 1
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Equity Fellows Program
Prof Sue TrinidadNCSEHE
Prof Richard JamesUniversity of Melbourne
Ms Vicki RatliffDept Education
and Training
Ms Mary KellyQueensland University
of Technology
Emeritus Prof Lesley Parker
Chair
Dr Erica SouthgateUniversity of Newcastle
Dr Nadine ZachariasDeakin University
Dr Cathy StoneUniversity of Newcastle
AProf James SmithCharles Darwin
University
Ms Louise PollardUniversity of
Western Australia
Mr Matt BrettLa Trobe University
NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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NCSEHE Advisory Board
Ms Erin Watson-Lynn(Chair)
Prof Carmen Lawrence
Prof Colleen Hayward Mr Paul Nicholls Prof Kerri-Lee Krause
Ms Gabrielle OrsquoBrien Mr Robert Latta Prof Louise Watson Dr Buly Cardak Prof Bruce Chapman (outgoing)
Mr David Fintan(outgoing)
NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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NCSEHE Advisory Committee
Emeritus Prof Lesley Parker (Chair)
Prof Michele Fleming Prof Liz Cameron
AProf John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale(outgoing)
EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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EPHEA Committee
Gabrielle OrsquoBrienDee Gibbon
Lara RaffertyJuliet Nanai
Louise PollardKate Flynn
Cathie Walsh
Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
THANK YOU
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Website ncseheeduau
Email ncsehecurtineduau
Twitter NCSEHE
Google+ NcseheEduAu
Facebook National Centre for Student Equity in Higher Education
