NCSEHE 2017 National Equity Fellows Forum PowerPoint Presentation

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 O’Brien
EPHEA President

Exits and Bathrooms
Emergency exits Bathrooms
Connect
www.ncsehe.edu.au
@NCSEHE #NEFF17
National Centre for Student
NcseheEduAu
Equity in Higher Education
Refer to back of name
badges for Wi-Fi details

WELCOME TO THE 2017
NATIONAL EQUITY FELLOWS FORUM

Equity Fellows
2016 Fellows 2017 Fellows
Erica Southgate
Nadine Zacharias
Cathy Stone
James A. Smith
Louise Pollard
Matthew 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:
https://www.ncsehe.edu.au/publications
/opportunity-online-learning-improving-
student-access-participation-success-
higher-education/
/fair-connection-professional-careers-
understanding-social-difference-
disadvantage-institutional-dynamics-
technological-opportunities/
/the-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
‘What research questions should we be prioritising for student equity?’
POLICY
‘What is the relevance of student equity for tertiary education policy reform?’
PRACTICE
‘How can we ensure the value and impact of student equity practice?’

LOUISE POLLARD
Remote Student University Success: An Analysis of Policy and Practice

Remote Australia
Remoteness: the communities access to education and health facilities.

Educational Disadvantage in Australia:
Index (Australia and Capital Cities)

Key Fellowship Activities
• Secondment to Department of Education and Training.
• Canadian university visits and national Student Services
conference (CACUSS).
• Case studies of Australian Universities support of
remote students.

Higher Education Information
Management System:
2015 Student Enrolments

Invisible Cohort:
Part-Time Enrolment
Source: University Statistics Team and the Higher Education Information Management System (HEIMS),
Australian Government Department of Education and Training

Invisible Cohort:
Gender

Invisible Cohort:
Indigenous Population

Invisible Cohort:
Age Brackets

Invisible Cohort:
Socioeconomic Status

Invisible Cohort:
Online (External) Study

Remote Students: Two Profiles
Key Characteristics of the Two Profiles

Key Challenges Faced at University

Growth of Students Studying Online
2008-2015

Applying a Remote Lens to the
Equity Map
STUDENT 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 &
primary
students,
teachers &
parents
Primary &
secondary
school students,
teachers &
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 and/or
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
• Engagement and belonging
• Academic literacies
• Competencies in discipline area/relevant
knowledges developed through inclusive
pedagogies
• Employability
• 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. Celebrate/value remote Australia
4. Support across the student life cycle – 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 Lens
STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
ACTIVITIES (targeted
and specific)
• Outreach to early
years of schooling
(Years K–4)
• Community
outreach
(prospective
mature age
students)
• Outreach to
primary and middle
years schooling
(Years 5–9)
• Outreach to senior
secondary
schooling
(Years 10–12)
• OUTREACH TO
DEFERRING
UNIVERSITY
STUDENTS
• Pre-university
experience
programs
• School curriculum
enhancement and
support and foster
skills and
capabilities
• Professional
development for
careers advisors
and teachers
• Pathways programs: a
qualification that provides
entry into university upon
successful completion often
from enabling, VET or private
providers
• Foundation programs:
programs that provide extra
academic development to
build skills; may be a
separate qualification or part
of a degree
• Alternative selection criteria
and tools in entry
requirements
• Outreach to VET/adults
PROGRAMS
DEVELOPED FOR
CAMPUS AND ONLINE
STUDENTS:
• Orientation
programs
• First year inclusive
transition programs
• Academic service
provision
• Non-academic
service provision
(childcare, financial
aid, student
counselling and
health)
• Social activities
• Diversity of
strategies, including
extra-curricular
learning
development and
other programs
• Re-
engagement/early
alert programs
•Alternative exit
qualifications
• Careers and
employment
support post
completion
• VOLUNTEER
PROGRAMS FOR
ALUMNI TO
ENGAGE WITH
CURRENT
UNIVERSITY
STUDENTS
(ACADEMIC
SUPPORT /
CAREER
MENTORING)
• Bridging programs
• Engaging and inclusive curriculum/course design
• Inclusive pedagogies (Celebrating remote Australia)
• Reflexive practice
• Embedded literacies and skills development
• Contextual learning
• Continuing professional development for staff or students (to build capacity
and awareness of changing needs)
• SPACE AND PLACE FOR ABORIGINAL AND TORRES STRAIT ISLANDER STUDENTS
• IT SUPPORT FOR ONLINE STUDENTS
• SOCIAL ACTIVITIES (promote connection to broader community – ONLINE AND
CAMPUS STUDENTS)

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
years of schooling
(Years K–4)
• Community
outreach
(prospective
mature age
students)
• Outreach to
primary and middle
years schooling
(Years 5–9)
secondary
schooling
(Years 10–12)
• OUTREACH TO
DEFERRING
UNIVERSITY
STUDENTS
• Pre-university
experience
programs
enhancement and
support and foster
skills and
capabilities
• Professional
development for
careers advisors
and teachers
providers
of a degree
and tools in entry
requirements
PROGRAMS
DEVELOPED FOR
CAMPUS AND ONLINE
STUDENTS:
• Orientation
programs
transition programs
provision
• Non-academic
service provision
aid, student
counselling and
health)
• Diversity of
extra-curricular
learning
development and
other programs
• Re-
engagement/early
alert programs
•Alternative exit
qualifications
• Careers and
employment
support post
completion
• VOLUNTEER
PROGRAMS FOR
ALUMNI TO
ENGAGE WITH
CURRENT
UNIVERSITY
STUDENTS
(ACADEMIC
SUPPORT /
CAREER
MENTORING)
CAMPUS STUDENTS)

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
years of schooling
(Years K–4)
• Community
outreach
(prospective
mature age
students)
• Outreach to
primary and middle
years schooling
(Years 5–9)
secondary
schooling
(Years 10–12)
• OUTREACH TO
DEFERRING
UNIVERSITY
STUDENTS
• Pre-university
experience
programs
enhancement and
support and foster
skills and
capabilities
• Professional
development for
careers advisors
and teachers
providers
of a degree
and tools in entry
requirements
PROGRAMS
DEVELOPED FOR
CAMPUS AND ONLINE
STUDENTS:
• Orientation
programs
transition programs
provision
• Non-academic
service provision
aid, student
counselling and
health)
• Diversity of
extra-curricular
learning
development and
other programs
• Re-
engagement/early
alert programs
•Alternative exit
qualifications
• Careers and
employment
support post
completion
• VOLUNTEER
PROGRAMS FOR
ALUMNI TO
ENGAGE WITH
CURRENT
UNIVERSITY
STUDENTS
(ACADEMIC
SUPPORT /
CAREER
MENTORING)
CAMPUS STUDENTS)
2. Collaboration

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
years of schooling
(Years K–4)
• Community
outreach
(prospective
mature age
students)
• Outreach to
primary and middle
years schooling
(Years 5–9)
secondary
schooling
(Years 10–12)
• OUTREACH TO
DEFERRING
UNIVERSITY
STUDENTS
• Pre-university
experience
programs
enhancement and
support and foster
skills and
capabilities
• Professional
development for
careers advisors
and teachers
providers
of a degree
and tools in entry
requirements
PROGRAMS
DEVELOPED FOR
CAMPUS AND ONLINE
STUDENTS:
• Orientation
programs
transition programs
provision
• Non-academic
service provision
aid, student
counselling and
health)
• Diversity of
extra-curricular
learning
development and
other programs
• Re-
engagement/early
alert programs
•Alternative exit
qualifications
• Careers and
employment
support post
completion
• VOLUNTEER
PROGRAMS FOR
ALUMNI TO
ENGAGE WITH
CURRENT
UNIVERSITY
STUDENTS
(ACADEMIC
SUPPORT /
CAREER
MENTORING)
2. Collaboration
• Inclusive curriculum: academic preparation taught in first year units
• Community-based study hubs

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
years of schooling
(Years K–4)
• Community
outreach
(prospective
mature age
students)
• Outreach to
primary and middle
years schooling
(Years 5–9)
secondary
schooling
(Years 10–12)
• OUTREACH TO
DEFERRING
UNIVERSITY
STUDENTS
• Pre-university
experience
programs
enhancement and
support and foster
skills and
capabilities
• Professional
development for
careers advisors
and teachers
providers
of a degree
and tools in entry
requirements
PROGRAMS
DEVELOPED FOR
CAMPUS AND ONLINE
STUDENTS:
• Orientation
programs
transition programs
provision
• Non-academic
service provision
aid, student
counselling and
health)
• Diversity of
extra-curricular
learning
development and
other programs
• Re-
engagement/early
alert programs
•Alternative exit
qualifications
• Careers and
employment
support post
completion
• VOLUNTEER
PROGRAMS FOR
ALUMNI TO
ENGAGE WITH
CURRENT
UNIVERSITY
STUDENTS
(ACADEMIC
SUPPORT /
CAREER
MENTORING)
3. Celebrate remote Australia
In the classroom; through extra curricula activities

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
years of schooling
(Years K–4)
• Community
outreach
(prospective
mature age
students)
• Outreach to
primary and middle
years schooling
(Years 5–9)
secondary
schooling
(Years 10–12)
• OUTREACH TO
DEFERRING
UNIVERSITY
STUDENTS
• Pre-university
experience
programs
enhancement and
support and foster
skills and
capabilities
• Professional
development for
careers advisors
and teachers
providers
of a degree
and tools in entry
requirements
PROGRAMS
DEVELOPED FOR
CAMPUS AND ONLINE
STUDENTS:
• Orientation
programs
transition programs
• Re-
engagement/early
alert programs
•Alternative exit
qualifications
• Careers and
employment
support post
completion
• VOLUNTEER
PROGRAMS FOR
ALUMNI TO
ENGAGE WITH
CURRENT
UNIVERSITY
STUDENTS
(ACADEMIC
SUPPORT /
CAREER
MENTORING)
CAMPUS STUDENTS)
4. Support across the whole life cycle
Specific/whole of cohort; re-engagement programs

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
years of schooling
(Years K–4)
• Community
outreach
(prospective
mature age
students)
• Outreach to
primary and middle
years schooling
(Years 5–9)
secondary
schooling
(Years 10–12)
• OUTREACH TO
DEFERRING
UNIVERSITY
STUDENTS
• Pre-university
experience
programs
enhancement and
support and foster
skills and
capabilities
• Professional
development for
careers advisors
and teachers
providers
of a degree
and tools in entry
requirements
PROGRAMS
DEVELOPED FOR
CAMPUS AND ONLINE
STUDENTS:
• Orientation
programs
transition programs
• Re-
engagement
/early alert
programs
•Alternative exit
qualifications
• Careers and
employment
support post
completion
• VOLUNTEER
PROGRAMS FOR
ALUMNI TO
ENGAGE WITH
CURRENT
UNIVERSITY
STUDENTS
(ACADEMIC
SUPPORT /
CAREER
MENTORING)
CAMPUS STUDENTS)
4. Support across the whole life cycle
Specific/whole of cohort; re-engagement programs

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
• Outreach
• Careers and employment support pre-course completion (including work integrated learning, part-time
employment, leadership programs and professional mentoring).
• Careers advice regarding educational pathways
• Mentoring and role models (TARGETED: CONNECT REMOTE STUDENTS WITH REMOTE STUDENTS)
• Support to continue to postgraduate study
(coursework and research higher degrees)
• Scholarships and prizes for potential
students currently at school or in the
community
• Scholarship provision and grants for commencing
students
• Scholarship provision and grants for students in
enabling, foundation, bridging or other access
programs
• Scholarship provision and grants for
continuing and completing students
(INCLUDING GRANTS FOR INTENSIVE,
CAMPUS BASED STUDY FOR ONLINE
STUDENTS)
• N/A Scholarship
provision and
grants for
postgraduate
study
INSTITUTION-WIDE
PRINCIPLES AND
PROCEDURES
• 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
• RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP, SCHOLARSHIP)
5. Policies that recognise geographical disadvantage
(Government and universities)

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
• Outreach
community
students
programs
• Scholarship provision and grants for
continuing and completing students
(INCLUDING GRANTS FOR INTENSIVE,
CAMPUS BASED STUDY FOR ONLINE
STUDENTS)
• N/A Scholarship
provision and
grants for
postgraduate
study
INSTITUTION-WIDE
PRINCIPLES AND
PROCEDURES • 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
• RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP,
SCHOLARSHIP)
5. Policies that recognise geographical disadvantage
(Government and universities)

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
• Outreach
community
students
programs
Scholarship provision and grants (GRANTS FOR
INTENSIVE, CAMPUS BASED STUDY FOR
ONLINE STUDENTS)
• N/A Scholarship
provision and
grants for
postgraduate
study
INSTITUTION-WIDE
PRINCIPLES AND
PROCEDURES
• Development and review of university policies and procedures with an equity lens
• 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)
• Continuing professional development for promoting inclusive practices and pedagogies
• Cultural engagement
• Inclusive, non-stigmatising, non-deficit language
• Data collection to facilitate provision of support and evaluation
• Institution-wide research/evaluation projects
• Monitoring at each stage (access, performance, outcomes) utilising inclusive approach and language
• IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT
PRINCIPLES AND
POLICY
• COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
• RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP, SCHOLARSHIP), DESIGN OF ONLINE COURSES
•ESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
6. Financial support
Grants for intensive, campus-based study

STUDENT LIFE CYCLE
Attainment
Transition
Out
KEY PROGRAM
and specific)
• Outreach
community
students
programs
Scholarship provision and grants
(GRANTS FOR INTENSIVE,
CAMPUS BASED STUDY FOR
ONLINE STUDENTS)
• N/A Scholarship
provision and
grants for
postgraduate
study
INSTITUTION-WIDE
PRINCIPLES AND
PROCEDURES
• Development and review of university policies and procedures with an equity lens
• 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)
• Continuing professional development for promoting inclusive practices and pedagogies
• Cultural engagement
• Inclusive, non-stigmatising, non-deficit language
• Data collection to facilitate provision of support and evaluation
• Institution-wide research/evaluation projects
• Monitoring at each stage (access, performance, outcomes) utilising inclusive approach and language
• IT POLICY FOR REMOTE STUDENTS STUDYING ONLINE PROVIDING ALLOWANCE FOR CONNECTIVITY ISSUES
GOVERNMENT
PRINCIPLES AND
POLICY
• COLLARBORATION WITH DEPARTMENT OF SOCIAL SERVICES (DATA COLLECTION AND POLICY DEVELOPMENT)
• RECOGNISE THE CHALLENGES ASSOCIATE WITH GEOGRAPHICAL ISOLATION IN RELEVANT POLICY (HEPPP, SCHOLARSHIP), DESIGN OF ONLINE COURSES
•ESTABLISHMENT OF COMMUNITY BASED STUDY CENTRES FOR TECHNICAL AND ACADEMIC SUPPORT (UTILISING EXISTING INFRASTRUCTURE AND
RESOURCES EG SCHOOLS)
6. Financial support
Grants for intensive, campus-based study

2017 Equity Fellowship:
Supporting students from remote
Australia to succeed at university
louise.pollard@uwa.edu.au

Reference List
• 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 impact.
• 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).
• Burke, P., A. Bennett, M. Bunn, J. Stevenson and S. Clegg (2017). "It’s About Time: working towards more equitable understandings of the impact of time for
students in higher education."
• 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 Education.
• 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 Centre.
• Department of Education and Training (2017). Completion Rates of Higher Education Students - Cohort Analysis 2005 - 2014, Australian Government.
• Devlin, M. and J. McKay (2017). Facilitating success for students from low socioeconomic status backgrounds at regional universities, Federation
University Australia.
• Evans, J. (2017). Indigenous university say lack of cultural understanding affecting graduate numbers. Australian Broadcasting Commission.
• Higher Education Standards Panel (2017). Improving retention, completion and success in higher education. Department of Education and Training.
• 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 Education.
• Kahu, E. (2013). "Framing student engagement in higher education." Studies in Higher Education 38(5): 758-773.
• Kahu, E. R. and K. Nelson (2017). "Student engagement in the educational interface: understanding the mechanisms of student success." Higher Education
Research & Development: 1-14.
• 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 Council.
• 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): 83-96.
• Pink, B. (2011). Australian Statistical Geography Standard (ASGS): Volume 5 - Remoteness Structure, Australian Bureau of Statistics.
• 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 University.
• Stone, C. (2016). Equity Fellowship Final Report: Opportunity through online learning: Improving student access, participation and success in
higher education.
• University Statistics Team (2017). Higher Education Information Management System (HEIMS). Australian Government Department of Education
and Training.
• 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 & FIONA SHALLEY
Strengthening Evaluation within Indigenous Higher Education Contexts in Australia
JAMES SMITH

Snapshot of Post-Education Success
42
0
5
10
15
20
25
Postgraduate
degree level
Grad.
Diploma/Grad.
Certificate degree
level
Bachelor degree
level
Advanced
Diploma/Diploma
degree level
Certificate level
Indigenous Non-Indigenous
Census: 2016 Highest post-school qualification as a proportion
of adult working population (15 – 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 students
Commencing students
6,979 (+77%)
15,587 (+69%)
9,228
3,936
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
6.8%
4.2%
28.4%
14.3%
17.5%
7.6%
47.3%
73.9%
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
decolonising/Indigenous 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:
• On Stony Ground – emphasised importance of Indigenous
governance and participation in Australian universities (Moreton-
Robinson et al 2011).
• Behrendt Review (2012) – recommended the development of an
Indigenous HE monitoring and evaluation framework.
• HEPPP 2014 NPP Grant – ‘building an evidence base about Indigenous
pathways and transitions into HE’.
• Aboriginal and Torres Strait Islander Higher Education Advisory
Council (2016) – recommended development of an Indigenous HE
Performance Framework.
• Release of the Universities Australia Indigenous Strategy 2017-2020.

NCSEHE Equity Fellowship
Aim
To investigate ways of strengthening the evaluation of Indigenous Higher
Education (HE) programs and policies in Australia.
Project Team
James Smith
Kellie Pollard
Fiona Shalley
Kim Robertson

Expert Project Advisory Group
Dr Wendy Ludwig/Prof Adrian Miller – (Acting) PVC-IL, CDU
Ms Kim Robertson – Senior Policy Analyst, CDU
Prof Steven Larkin – PVC-IER, University of Newcastle (UoN)
Prof Penny-Jane Bourke – Director, Centre of Excellence for Equity in Higher Education (CEEHE), UoN
Prof Sue Trinidad – Director, National Centre for Student Equity in Higher Education (NCSEHE)
Prof Sue Shore – Chair, Community of Associate Deans of Research in Education
Mr Michael Bullot – Assistant Director, Centre of Excellence for Aboriginal and Torres Strait Islander
Statistics (NCATSIS)
Ms Elouise Arch – Assistant Director, Department of Education and Training
Dr Mark Diamond – Assistant Director, Department of Education and Training
Mr Glen Hansen – Senior Adviser, Department of Prime Minister and Cabinet
Ms Cheryl Godwell – Executive Member, National Aboriginal and Torres Strait Islander Higher Education
Consortium (NATSIHEC)

2017 NCSEHE Equity Fellowship
Project Overview
• CDU Human Research Ethics Committee approval (HE17005).
• Two (nearly three) secondments with Department of Education and Training.
• Data Collection and Analysis:
o 15 interviews with policy-makers working in Indigenous and/or equity policy and program
contexts in DPMC and DET.
o 24 interviews with Indigenous scholars/thinkers in HE education across Australia.
o Coding and preliminary analysis (Sept-Nov 2017).
• Overseas Study Tour in July 2017 - Finland, Norway and Canada.
• Visit to Centre of Excellence for Equity in Higher Education & Wollotuka Institute.
• Conceptual Model Development.
• Strategic conversations – NATSIHEC, Universities Australia, DPMC, DET, TEQSA, CEATSIS.
• Funding proposal for the development of an Indigenous higher education monitoring and evaluation
framework (under development).

Interviews With Indigenous Scholars/
Thinkers/Leaders in Higher Education
Participant Pool
• 24 participants.
• Two inclusion criteria - identify as Aboriginal and/or Torres Strait Islander; work in a senior Indigenous
focused role within a HE institution in Australia.
• Range of roles (DVC, PVC, Director, Manager, Strategist, Researcher, Lecturer).
• Average time working in the education sector = 20+ Yrs (n=14).
• Average time working in the higher education sector = 17 Yrs (n=17).
• Participants from ALL States and Territories across Australia.
• Diversity in preferences to remain anonymous vs attribution.
• Multiple language groups and regions across Australia (including but not limited to) Worimi, Palawa,
Ngugi, Birapai, Wakka Wakka, Noongar, Kungarakung, Tharwal, Kaurna, Gurindji, Narungga
Ngarrindjeri, Kabi Kabi, Anaiwan, Far North Queensland, Boigu Island, Pertame (Southern Arrernte),
Tugga-Gah Wiradjuri, Stolen Generation.

Emerging Themes
‘Evaluation’ Defined Broadly
1. Reporting (usually for funding purposes)
2. Measurement
3. Outcomes
4. Impact
5. Targets
6. Performance
7. Monitoring
8. Assessment
The problem with the deficit-based [reporting] is, is that it falls into all of those data
sins, in that it’s always just talking about problems and rarely do they ever use the
high-quality Indigenous scholarship that’s 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. It’s all about the ‘what’; there’s almost nothing about the
‘why’, and it’s not nuanced.
Professor Maggie Walter - Palawa Woman
Other concepts:
• Conceptualisations of evaluation
• Concerns about deficit-based report
• Self-evaluation

Emerging Themes
(Re)conceptualising Data in Indigenous Higher
Education Contexts
1. Using Data
2. Contextual information
3. Quantitative Data
4. Qualitative Data
I think the main thing is that if we're evaluating a particular set of realities then we
have to understand that there's different ways of seeing that and understanding it. It's
not that one's right or wrong…it's that complementarity across different knowledge
systems…to get a third space where we've 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-Evidence
6. Data Sovereignty
7. Indigenous Knowledges
8. Integrity/Legitimacy
9. Analysing/Interpreting
10. Storytelling/Stories/Narratives
11. Systems Approaches
12. Indigenous Methods

Emerging Themes
Contextual Evidence – 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.
That's not to say that I dismiss that statistical information; but it's the
narrative, it's the story that needs to be important in terms of thinking
about the work we're doing in Indigenous higher education.
Professor Tracey Bunda - Ngugi/Wakka Wakka
It's really important that we get quality data for a narrative and story to
go with things, absolutely in no way does that mean we can't
concentrate on getting better numerical data.
Amber Collins (pseudonym), Far North Queensland

Emerging Themes
Contextual Evidence – 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
what’s going on.
Professor Lester-Irabinna Rigney - Kaurna, Narungga Ngarrindjeri and English

Emerging Themes
Towards Greater Accountability
1. Of Universities
2. Of Government
3. Of Vice Chancellors/Executives
4. To community(ies)
5. Of Ministers/Politicians
Accountability-wise, the accountability to the universities, aside
from the fact that it’s commonwealth tax payers’ dollars, but it’s
actually accountability to the community on receiving the money
that is actually meant to make an impact to Aboriginal and Torres
Strait Islander [people]….it is a two-way responsibility of accountability
from the universities to government , but were all accountable to the
community outcome.
Anonymous

Emerging Themes
Towards Greater Accountability
Look, nationally, institutions are starting to realise that they need to evaluate
Indigenous higher ed better. There’s 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 they’re measuring, who is accountable and what the
implications of that are…There are some uni’s that are really putting themselves
out there to demonstrate the way that they’re really trying to improve and make
change. I think that’s 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 and/or the lack of transparency
around what they’re doing and why they’re doing it.
Anonymous

Emerging Themes
Drivers of Evaluation
1. Indigenous Leadership
2. Funding/Resources
3. Strategy Development
4. Policy/Behrendt Review
5. Change/Transformation/QI
6. Colonial Privilege & Power
7. Student Outcomes
8. Indigenous Knowledges
9. Political Endeavour
10. Accreditation/Standards
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 there's 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 they're
looking at it.
Dr Leanne Holt - Worimi/Birapai 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 ‘community’ 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 – Indigenous Leadership
Charles Darwin University
james.smith3@cdu.edu.au
0455 088 501

MATT BRETT
Equity, 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 groups
QILT: Student Experience Survey (2016) demographic groups
Strategy: 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
51.4%
2016 Census, persons aged 18 and 19
Students who belong to any equity group
49.4%
2015 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 Challenge
Equity 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
15/24
Mean estimate
2.7%
Interviews with policy experts, including current and former Vice-Chancellors

Equity and Accountability Framework
Clear Objectives
Equity objectives articulated at a system and institutional level.
Embedded in Policy and Governance
Equity objectives integrated across the higher education system.
Transparency
Public access to equity objective, financing and performance information.

Clear Objectives
Can 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 it's a very loaded term. It assumes a moral
framework, but it articulates none. I guess that's why I ask the
question, "What do you mean by it?”
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. We're 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 we're talking about and what
does it really mean. But I don't like to get too lost in that because in the
meantime there's stuff to do... there is stuff we could do right now that
we're 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 Governance
How 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 students… 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, it's 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 it's more in terms
of the individual institutions commitment and outcomes.
Former Vice-Chancellor
I don't 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 don’t get access to
Commonwealth Supported Places. They have no intersection with
funding from the Commonwealth Government, that's 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

Transparency
How Do We Encourage Stakeholders to See Equity in Big
Picture Terms?

Equity and Accountability Framework
Clear Objectives
Equity objectives articulated at
a system and institutional level.
Embedded in Policy
and Governance
Equity objectives integrated across
the higher education system.
Transparency
Public 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 – Louise and James
All those who participated in the research
Steering group, colleagues
and collaborators

Facilitator
Robert Latta
Department 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 Outcomes
Facilitate Dialogue Around the Three Pillars of the NCSEHE Work

Expectations and Ground Rules
Help Us to Capture Your Ideas as Thought Leaders in Student
Equity in Higher Education
• Each pillar will be introduced by one of the 2017 Fellows
• Wait for a microphone
• Introduce yourself
• Be frank
• Think big
• Focus on the sweet spot - where research, policy and practice meet
• Be succinct

Research
What Research Questions Should We Be Prioritising for
Student Equity?
• 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?
• 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?
• How can we reconcile Indigenous reservations about its status as an equity group
within an overarching equity research agenda?
• What are the limitations in terms of higher education data that impedes our
ability to do research with policy and practical relevance?
• 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?

Policy
What is the Relevance of Student Equity for Tertiary Education
Policy Reform?
• How will future increases in tertiary participation be accommodated and
financed? What equity implications arise if reform remains elusive?
• Do we have the sufficient valid data on equity in tertiary education that can
inform the direction of tertiary education policy reform?
• How can we design accountability frameworks to foster collaboration between
tertiary providers and governments to drive better equity outcomes?
• What strategies work best to ensure that recommendations from comprehensive
and sector-wide evaluation and review processes are integrated in policy reform?
• 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?

Practice
How Can We Ensure the Value and Impact of Student
Equity Practice?
• 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?
• How can we best measure concepts of nature, quality and effectiveness in
Indigenous and/or equity-focused higher education work?
• What capacity building across the higher education sector needs to occur to
enhance evaluation (and subsequent accountability) in Indigenous and/or equity
higher education spaces?
• 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 Action
What 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 ‘National Narrative on Equity’.

Equity Fellows Program
Prof Sue Trinidad
NCSEHE
Prof Richard James
University of Melbourne
Ms Vicki Ratliff
Dept. Education
and Training
Ms Mary Kelly
Queensland University
of Technology
Emeritus Prof
Lesley Parker
Chair
Dr Erica Southgate
University of Newcastle
Dr Nadine Zacharias
Deakin University
Dr Cathy Stone
University of Newcastle
A/Prof James Smith
Charles Darwin
University
Ms Louise Pollard
University of
Western Australia
Mr Matt Brett
La 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 O’Brien 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
A/Prof John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale
(outgoing)

EPHEA Committee
Gabrielle O’Brien
Dee Gibbon
Lara Rafferty
Juliet Nanai
Louise Pollard
Kate Flynn
Cathie Walsh

Website: ncsehe.edu.au
Email: ncsehe@curtin.edu.au
Twitter: @NCSEHE
Google+: NcseheEduAu
Facebook: National Centre for
Student Equity in Higher Education
THANK YOU

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