Dr Nadine Zacharias (Deakin University-based NCSEHE Equity Fellow) and Dr Juliana Ryan (Deakin University Manager, Communications and Engagement) presented on behalf of their research team work funded by the NCSEHE examining effective scholarships for equity students at the recent 2016 Equity Scholarships Forum held at the University of Technology, Sydney on Monday 29 February. More information on the underlying research is available on the NCSEHE's website: https://www.ncsehe.edu.au/effective-scholarships-equity-students/

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MOVING BEYOND “ACTS OF
FAITH”: EFFECTIVE SCHOLARSHIPS
FOR EQUITY STUDENTS
Dr Nadine Zacharias, Deakin
University (Chief Investigator)
Dr Juliana Ryan, Deakin University
(Research Manager)
An equity research project funded by
the National Centre for Student Equity
in Higher Education (NCSEHE)

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THE TEAM
Deakin University:
Dr Nadine Zacharias, Director Equity and Diversity (Chief Investigator),
Professor Brenda Cherednichenko, Pro Vice-Chancellor (Arts and Education) (Investigator)
Dr Juliana Ryan, Deakin University (Research Manager),
Dr Kelly George (Data reporting and quantitative analysis)
Ms Linda Gasparini (Data extraction)
QUT:
Ms Mary Kelly, Equity Director, QUT (Investigator)
Ms Smitha Mandre-Jackson (Data extraction and analysis)
The University of Sydney:
Ms Annette Cairnduff, Director, Social Inclusion, University of Sydney (Investigator)
Mr Danny Sun (Data management)

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OVERVIEW
• Background and context
• Scope and purpose
• Methodology
• Overall findings
• Recommendations
• Further research

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BACKGROUND AND CONTEXT
Background:
• Lack of evidence on effectiveness and good practice in
equity scholarships
Context:
• Proposed HE reform: fee deregulation, ‘Commonwealth
Scholarships Program’, Start-up scholarship status change
(from grant to loan)

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SCOPE AND PURPOSE
Research question:
• Which types of equity scholarships have a positive influence on the success and retention of
students from equity groups, particularly regional and remote, low SES, Indigenous students and
students with disability?
Participating universities:
• Selected for geographic and institutional differences:
o Deakin University (Victoria; unaligned)
o QUT (Queensland; Australian Technology Network)
o The University of Sydney (NSW; Group of Eight).
Purpose:
• To inform the future design of equity scholarship programs at institutional and
sectoral levels.

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METHODOLOGY
Institutional case studies
Triangulation of 2 data sets:
1. Quantitative data snapshot: 2013 Institutional data on
retention and success of recipients of selected equity
scholarship schemes
2. Qualitative data: Scholarships impact survey of 2013
scholarship recipients

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QUANTITATIVE DATA PROTOCOLS
• Protocols agreed to guide institutional data extraction and analysis by
specifying and defining:
o‘Equity’ and ‘equity-merit’ scholarships
oStudent demographics
oAdministrative categories
oData fields

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SELECTED SCHOLARSHIP SCHEMES
• Deakin University (UG and PG students):
1. Deakin University Retention and Support Grants
2. Deakin Access Scholarships
• QUT (UG and PG students):
1. Equity Scholarships
2. Indigenous Commonwealth Scholarships
3. Equity Starter Bursary
• The University of Sydney (UG students only):
1. Sydney Scholar
2. University of Sydney Bursaries

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SCHOLARSHIPS IMPACT SURVEY
• Designed by QUT to assess influence of equity scholarships and gain
feedback, and implemented since 2005.
• 2013 survey implemented 7 November-6 December 2013 at QUT.
• Survey implemented retrospectively in 2015 with 2013 equity
scholarship recipients at Deakin University (1-24 July) and University
of Sydney (1-28 July 2015).
Institution Invited population No of survey
respondents
Response rate
Deakin University 1073 254 24.0%
QUT 2191 553 25.5%
University of Sydney 728 119 16.0%

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OVERALL FINDINGS
1. Equity scholarships are effective in retaining
students across 3 participating universities,
demographic groups and scholarship products.
2. Success rates were variable but scholarships
reduced stress and boosted recipients’ morale
(survey data).

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OVERALL FINDINGS
3. Differences in scholarship design mattered, including value, duration and
selection criteria
4. Selection criteria are an important variable in the relationships between
scholarship type and student outcomes, reflecting institutional priority
groups, especially ATAR/prior academic achievement
5. Scholarships help overcome financial disadvantage but not life complexity
6. The value of scholarships goes beyond the financial and includes time to
focus on study, psychological lift, realisation of previously latent potential
7. Targeted scholarships are strategic support mechanisms, not ‘acts of faith’

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RECOMMENDATIONS (PRACTITIONERS)
1. Design simple scholarship programs with high
volume products for effective support, process
efficiency and meaningful data.
2. A multi-factor assessment for scholarship
eligibility is better than single-factor (e.g. include
Centrelink status, existing financial support,
first in family, parent/carer).

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RECOMMENDATIONS (POLICY MAKERS)
1. Institutional income support should be part
of a holistic support system to attract, retain
and graduate ‘equity’ students.
2. Consistent, predictable and appropriate
Commonwealth income support is needed.
3. Financial support should be grant-based, not
loans.

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FURTHER RESEARCH?
1. Longitudinal study of trends identified in this study.
2. Statistical modelling of observed relationships
between scholarships and equity student retention
and success.
3. Relationship between recipient characteristics and
student outcomes.
4. Recruitment effect of equity scholarships (not strong
in this study’s data).

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LAST WORDS …
Deakin: “I’m so thankful to have been given this opportunity, if I did not receive
this scholarship I truly believe I wouldn’t be where I am today, it motivated me
to work my hardest as well as allowed me to be less focused on finances, and
my GPA has improved trimester by trimester ever since, thank you …!”
QUT: “It is a wonderful initiative and makes things from a maybe to a
certainty, it also gives a person in a low socio-economic situation a hand up
not a hand-out this again sustains the self-worth and the self-esteem and helps
a person to have a dream become a reality.”
Sydney: “They are so important to help students with financial difficulties who
have significant academic potential.”

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QUESTIONS/COMMENTS?