![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](https://image.slidesharecdn.com/forum2017presentationfinal-171129052219/85/NCSEHE-2017-National-Equity-Fellows-Forum-PowerPoint-Presentation-52-320.jpg)
![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](https://image.slidesharecdn.com/forum2017presentationfinal-171129052219/85/NCSEHE-2017-National-Equity-Fellows-Forum-PowerPoint-Presentation-56-320.jpg)
![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](https://image.slidesharecdn.com/forum2017presentationfinal-171129052219/85/NCSEHE-2017-National-Equity-Fellows-Forum-PowerPoint-Presentation-73-320.jpg)
NCSEHE 2017 National Equity Fellows Forum PowerPoint Presentation
The document outlines Louise Pollard's work as the 2016 National Equity Fellow. Key points include: - Pollard analyzed policies and practices supporting remote students' access, participation, and success in higher education. - She identified two main profiles of remote students - campus-based and online - and challenges they face. - Pollard proposed applying a "remote lens" across the student life cycle to ensure equity practices specifically support remote students. This includes outreach, pathways to university, student support services, pedagogy, and post-completion support.
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NCSEHE 2017 National Equity Fellows Forum PowerPoint Presentation
- 1. National Centre forStudent Equity in Higher Education 20 November 2017 NATIONAL EQUITY FELLOWS FORUM
- 2. Acknowledgement to Country TheNCSEHE 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
- 3. Exits and Bathrooms Emergencyexits 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
- 4. WELCOME TO THE2017 NATIONAL EQUITY FELLOWS FORUM
- 5. Equity Fellows 2016 Fellows2017 Fellows Erica Southgate Nadine Zacharias Cathy Stone James A. Smith Louise Pollard Matthew Brett
- 6. Equity Fellows Program Buildsleadership in the equity sector Builds stronger relations with Government Increases collaboration between institutions Sets new and higher standards in research and evaluation
- 7. 2016 Equity FellowsReports Available online at: https://www.ncsehe.edu.au/publications /opportunity-online-learning-improving- student-access-participation-success- higher-education/ Available online at: https://www.ncsehe.edu.au/publications /fair-connection-professional-careers- understanding-social-difference- disadvantage-institutional-dynamics- technological-opportunities/ Available online at: https://www.ncsehe.edu.au/publications /the-australian-student-equity- programme-and-institutional-change- paradigm-shift-or-business-as-usual/
- 8. Impact of the2016 Equity Fellows
- 9. La Trobe UniversityTheUniversity of Western Australia Charles Darwin University Equity Fellowship Dissemination
- 10. Shaping the Futureof 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?’
- 11. LOUISE POLLARD Remote StudentUniversity Success: An Analysis of Policy and Practice
- 12. Remote Australia Remoteness: thecommunities access to education and health facilities.
- 13. Educational Disadvantage inAustralia: Index (Australia and Capital Cities)
- 14. 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.
- 15. Higher Education Information ManagementSystem: 2015 Student Enrolments
- 16. Invisible Cohort: Part-Time Enrolment Source:University Statistics Team and the Higher Education Information Management System (HEIMS), Australian Government Department of Education and Training
- 17. Source: University StatisticsTeam and the Higher Education Information Management System (HEIMS), Australian Government Department of Education and Training Invisible Cohort: Gender
- 18. Invisible Cohort: Indigenous Population Source:University Statistics Team and the Higher Education Information Management System (HEIMS), Australian Government Department of Education and Training
- 19. Invisible Cohort: Age Brackets Source:University Statistics Team and the Higher Education Information Management System (HEIMS), Australian Government Department of Education and Training
- 20. Invisible Cohort: Socioeconomic Status Source:University Statistics Team and the Higher Education Information Management System (HEIMS), Australian Government Department of Education and Training
- 21. Invisible Cohort: Online (External)Study Source: University Statistics Team and the Higher Education Information Management System (HEIMS), Australian Government Department of Education and Training
- 22. Remote Students: TwoProfiles Key Characteristics of the Two Profiles
- 23. Key Challenges Facedat University
- 24. Growth of StudentsStudying Online 2008-2015
- 25. Applying a RemoteLens 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)
- 26. Fellowship Principles 1. Knowyour 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
- 27. Applying a RemoteLens STUDENT LIFE CYCLE PRE-ACCESS ACCESS PARTICIPATION Undergraduate 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) 1. Know your students
- 28. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate 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) Applying a Remote Lens 1. Know your students
- 29. Applying a RemoteLens STUDENT LIFE CYCLE PRE-ACCESS ACCESS PARTICIPATION Undergraduate 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) 2. Collaboration
- 30. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate 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 • Embedded literacies and skills development Applying a Remote Lens 2. Collaboration • Inclusive curriculum: academic preparation taught in first year units • Community-based study hubs
- 31. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate 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 • Inclusive pedagogies (Celebrating remote Australia) • Contextual learning Applying a Remote Lens 3. Celebrate remote Australia In the classroom; through extra curricula activities
- 32. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate 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 • Inclusive pedagogies (Celebrating remote Australia) • Contextual learning Applying a Remote Lens 3. Celebrate remote Australia In the classroom; through extra curricula activities
- 33. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate 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 • 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) Applying a Remote Lens 4. Support across the whole life cycle Specific/whole of cohort; re-engagement programs
- 34. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate 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 • 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) Applying a Remote Lens 4. Support across the whole life cycle Specific/whole of cohort; re-engagement programs
- 35. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate Attainment Transition Out KEY PROGRAM ACTIVITIES (targeted 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) Applying a Remote Lens 5. Policies that recognise geographical disadvantage (Government and universities)
- 36. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate Attainment Transition Out KEY PROGRAM ACTIVITIES (targeted 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) Applying a Remote Lens 5. Policies that recognise geographical disadvantage (Government and universities)
- 37. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate Attainment Transition Out KEY PROGRAM ACTIVITIES (targeted 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 (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) Applying a Remote Lens 6. Financial support Grants for intensive, campus-based study
- 38. STUDENT LIFE CYCLE PRE-ACCESSACCESS PARTICIPATION Undergraduate Attainment Transition Out KEY PROGRAM ACTIVITIES (targeted 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 (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) Applying a Remote Lens 6. Financial support Grants for intensive, campus-based study
- 39. 2017 Equity Fellowship: Supportingstudents from remote Australia to succeed at university louise.pollard@uwa.edu.au
- 40. 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.
- 41. KELLIE POLLARD, KIMROBERTSON & FIONA SHALLEY Strengthening Evaluation within Indigenous Higher Education Contexts in Australia JAMES SMITH
- 42. Snapshot of Post-EducationSuccess 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.
- 43. Snapshot of IndigenousStudents 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.
- 44. Student Progress forStudents 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.
- 45. What Do WeKnow 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)
- 46. What Do WeKnow 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)
- 47. Why Is ThisImportant? 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.
- 48. NCSEHE Equity Fellowship Aim Toinvestigate 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
- 49. Expert Project AdvisoryGroup 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)
- 50. 2017 NCSEHE EquityFellowship 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).
- 51. Interviews With IndigenousScholars/ 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.
- 52. Emerging Themes ‘Evaluation’ DefinedBroadly 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
- 53. Emerging Themes (Re)conceptualising Datain 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
- 54. 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
- 55. 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
- 56. Emerging Themes Towards GreaterAccountability 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
- 57. Emerging Themes Towards GreaterAccountability 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
- 58. Emerging Themes Drivers ofEvaluation 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
- 60. Fellowship Propositions 1. TheAustralian 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.
- 61. 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
- 62. Associate Professor James Smith Officeof the Pro Vice Chancellor – Indigenous Leadership Charles Darwin University james.smith3@cdu.edu.au 0455 088 501
- 63. MATT BRETT Equity, Performanceand Accountability
- 64. Accountability Question Who isaccountable 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.
- 65. The Faces ofEquity and Accountability 65
- 66. Indicator: Equity performanceindicator 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
- 67. Explaining the CoordinationChallenge 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
- 68. Explaining the EquityChallenge 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
- 69. Equity and AccountabilityFramework 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.
- 70. Clear Objectives Can WeArticulate 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
- 71. Clear Objectives So nowin 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?
- 72. Clear Objectives There arelots 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
- 73. Embedded in Policyand 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
- 74. Will TEQSA Savethe 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
- 75. Is it JustAbout 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
- 76. Transparency How Do WeEncourage Stakeholders to See Equity in Big Picture Terms?
- 77. Equity and AccountabilityFramework 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
- 78. Thank You Acknowledgements National Centrefor 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
- 79. MORNING TEA 10:30 –11:00am
- 80. Facilitator Robert Latta Department ofEducation 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).
- 81. SHAPING THE FUTURE OFAUSTRALIAN HIGHER EDUCATION POLICY
- 82. Purpose and IntendedOutcomes Facilitate Dialogue Around the Three Pillars of the NCSEHE Work
- 83. Expectations and GroundRules 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
- 84. Research What Research QuestionsShould 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?
- 85. Policy What is theRelevance 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?
- 86. Practice How Can WeEnsure 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?
- 87. Priority Areas forAction What Must We Include in This Events Communique?
- 88. The NCSEHE Communique Evidence-basedapproach 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’.
- 89.
- 90. Equity Fellows Program ProfSue 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
- 91. NCSEHE Advisory Board MsErin 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)
- 92. NCSEHE Advisory Committee EmeritusProf Lesley Parker (Chair) Prof Michele Fleming Prof Liz Cameron A/Prof John Guenther Prof Denise Wood Ms Lara Rafferty Ms Ruth Tregale (outgoing)
- 93. EPHEA Committee Gabrielle O’Brien DeeGibbon Lara Rafferty Juliet Nanai Louise Pollard Kate Flynn Cathie Walsh
- 94. Website: ncsehe.edu.au Email: ncsehe@curtin.edu.au Twitter:@NCSEHE Google+: NcseheEduAu Facebook: National Centre for Student Equity in Higher Education THANK YOU