Queensland University of Technology's Equity Director, Mary Kelly, presents "Social Justice and Universities: policy, partnerships and politics."

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policy, partnerships and politics
Mary Kelly, Equity Director, Queensland University of Technology 14/03/2014
Social Justice and Universities:

2. DASA-funded project 2008 – 2012
Findings:
• There is an important role for generic preparatory programs as pathways to
tertiary study
• ATP/ESS appear to be suited to low income participants, who are very
satisfied with their program and teachers
• Students have a positive attitude towards learning and are highly motivated
to do well
• There‟s no significant predictor of success by age, gender or equity group
• While generally well-prepared, the transition-to-uni experience is stressful
• About 50% of all starters successfully complete; about 50% of completers
enrol in tertiary study
• Provision of tertiary prep programs across Qld is variable and hard to find
• More careers counselling and pathways advice is needed state-wide.

3. Since 2012...
• The Network continues…
• Activities supporting learners continue
• Attempts to influence public policy esp. with VET and the
Cert IV ATP:
 Three meetings with senior State decision-makers
 Submission to the VET review and implementation
process
 Lobbying to preserve the affordability of the Cert IV
 Contributed to the Qld Consortium‟s state-wide
careers advice plan – submission unsuccessful in HEPPP round 2
• Cert IV ATP re-accreditation protracted; school/college
closure proposals (DETE); TAFE review implemented.

4. Network Outcomes
• Community of practice
• Exchange of ideas; problem-solving
• Access to data
• Professional development
• Community awareness-raising
• Resource development – website, video, booklet.

5. Public Policy Challenges
• Shifted from pro-active advocacy for improvements to
trying to save the furniture
• Project recommendations are still needed, but now
affordability and scale of public provision are the major
issues
• Awaiting a final decision on the Cert IV.

6. Queensland
Consortium:
Widening Tertiary
Participation
8 Universities + State
Education
Minister/Dept
Collaborative approach
to stimulate interest in
tertiary study
MoU to agree strategic
intent via a federated
model
6 „Widening
Participation‟ Projects
Vast geographic
„footprint‟ -
1,852,642 km2.

7.  Little unmet demand –
not enough in the pipeline
 Gaps and duplication of
effort
 Scale of effort required –
too much to do alone
 Useful for both LSES and
growth aspirations
 If successful, all HEIs
benefit
 HEPPP funding – an
incentive to collaborate
 Alignment of social justice
initiatives –
an opportune moment
Why?

8. Focus, scope and scale – achieved through
consensus
 Stimulating demand for all forms of tertiary study
 Not promoting an individual institution
 Working with the uninterested – from 10 years of age
 Taking all issues into account – awareness; aspiration; achievement; affordability;
access
 Focus on activities which unis are best-placed to provide
 Partnership-based and long-term
Schools Outreach (Project 1/6)
 In 2012, over 300 schools engaged (90,000 students enrolled in Yr 6-12)
 In 2013/14 over 500 schools will be targeted (110,000 students)
Indigenous Engagement (Project 2/6):
 12% Indigenous enrolment
 Queensland Indigenous population over 160,000 (3.5% of population)
Focu
s
Scope &
Scale

9. Clarifying the problem
 What people say about why they don‟t want to go
to uni
 The nature of the issues at play
 The nature of the change process
 The nature of the outreach required
 The uni-specific role in that outreach

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Traditional
Marketing / Recruitment
Widening Participation
Outreach
Primarily competitive Primarily collaborative
Material or activities primarily designed to
promote an individual institution and maximise
enrolments at that institution
Material or activities primarily designed to
promote post-school study or university study in
general
Focused on an audience who is presumed to
already aspire to university study, and who are
deciding which institution / course to choose
Focused on an audience that is not presumed to
already aspire to university study or any form of
post-school study; and who may experience real
(and imagined) barriers to access
Tries to influence the choice of university by
emphasising the unique or superior
characteristics of the institution
Tries to influence the life choices of the audience
through myth-busting, encouragement,
inspiration (e.g.: role models), and practical
assistance (scholarships / bridging programs,
etc.)
Focuses on a single choice Focuses on an aspiration-building journey which
has steps and stages over time, and is different
for each cohort
Core messaging:
“Choose this university, now”
Core messaging:
“Any university, any time” OR
“Post-school study is a good thing”

11. Curtin University is a trademark of Curtin University of Technology
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Demystification
experiences
for
first-in-family
Encouragement /
inspiration
through
role models,
awards / prizes
Value-adding to
learning and
achievement
especially with
discipline
connections
Alternative
pathways for
admissions and
scholarships
Awareness
  
Aspiration
  
Affordability

Achievement

Access


12. Program coherence
Program Impact
Program sustainability
 Build robust relationships – internally & externally
 Practical, pragmatic project management
 Embedded programs over stand-alone
 Build capacity – individuals; partners;
communities
 Create tools & resources
 Evidence of effectiveness; visibility
 Pursue additional/alternative funding sources
• Individual and all-uni approaches
• Individual experiences/activities (local)
evaluated
• Joint data-tracking – agreed parameters
• Uniform data collection for on-campus activities
• Joint research
 Simple governance
 Regular reporting
 Strategies, problems, solutions shared
 „Community of practice‟ seminars

13. Task EPHEA? Issues
Public policy (Govt) Yes – speak as one
on the big issues
•Vision
•Allies
•Opportunism, timing,
exploitable moments
Policy implementation
(Dept)
Yes – provide
advice to
bureaucrats
•Bureaucrats – consultative?
•Role of Minister‟s office
•Public vs private commentary
Local implementation
(University and
partnerships)
Yes - be part of the
feedback loop/s.
•Intra-institutional p‟ships
•Inter-institutional p‟ships
•Inter-sectoral p‟ships
•Community engagement

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Looking forward…
 20 years of bi-partisan support for equity
 Gonski?
 STEM?
 Demand-driven review / audit / budget?

15. Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
The most important partnership of all
 Policy-makers and bureaucrats
 Practitioners
 Researchers
NCSEHE is at the core of this dialogue and
partnership

16. qut.edu.au/about/equity
Ma.kelly@qut.edu.au
ncsehe.edu.au
ncsehe@curtin.edu.au
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