PowerPoint slides from the Keynote presentation given by Professor Sue Trinidad, Director of the National Centre for Student Equity in Higher Education (based at Curtin University), at the 2013 EPHEA conference held at the University of Western Australia in November 2013.
Professor Trinidad introduces the new NCSEHE, advises as to the Centre's progress to date, outlines the performance milestones for the following two years, and concludes with a discussion about future activities and how equity practitioners, universities, researchers, and the Centre may work together.
In early 2013, the authors were commissioned by DIICCSRTE to develop a critical interventions framework for student equity in higher education. To answer the seemingly simple question of whether we as a sector were on track in achieving our national social inclusion goals, we must review the current student equity makeup of the sector, and determine how effective our equity initiatives are. The first part of that question was relatively easy to answer. However, finding clear, rigorous evidence of program efficacy from the literature was much more difficult. In this presentation, I will discuss the critical interventions framework and the difficulties with uncovering evidence of effectiveness as opposed to the theoretical strength of an initiative, and briefly discuss how the framework might be used in the future.
In early 2013, the authors were commissioned by DIICCSRTE to develop a critical interventions framework for student equity in higher education. To answer the seemingly simple question of whether we as a sector were on track in achieving our national social inclusion goals, we must review the current student equity makeup of the sector, and determine how effective our equity initiatives are. The first part of that question was relatively easy to answer. However, finding clear, rigorous evidence of program efficacy from the literature was much more difficult. In this presentation, I will discuss the critical interventions framework and the difficulties with uncovering evidence of effectiveness as opposed to the theoretical strength of an initiative, and briefly discuss how the framework might be used in the future.
Greg Ryan-Gadsden, General Manager (WA), The Smith Family, visited Curtin University to speak to (NCSEHE) and John Curtin Institute of Public Policy (JCIPP) guests about its pilot "hub" project, which seeks to bring together community organisations to assist schools in fighting social and educational disadvantage.
Professor Alexander Jun from Azusa Pacific University in California recently visited the National Centre for Student Equity in Higher Education at Curtin University. While Alex was here, he presented on the topic of academic mobility for disenfranchised Cambodian youth, having spent three years working in Cambodia.
Dr Ryan Naylor, from the Melbourne Centre for the Study of Higher Education at The University of Melbourne and NCSEHE Visiting Fellow, presented initial findings from the First Year Experience Survey 2014, a longitudinal study.
The Equity Scholarship Provision in Australian Universities: Insights and Directions forum was held at the University of Canberra on Wednesday 11 February 2015. Against the backdrop of the higher education deregulation debate, the NCSEHE undertook to deepen understandings and contribute in a meaningful way to the national discourse on equity scholarships.
Dr Bernadette Sanderson, Director of FOCUS West, based at the University of Glasgow, discussing widening participation efforts in Scotland, and the strategies for, and the challenges associated with, helping disadvantaged students access further education. Audio and transcript available at ncsehe.edu.au
John Curtin Institute of Public Policy Adjunct Professor, Dr Michael Schaper from the Australian Competition & Consumer Commission presents his thoughts on the changing Australian tertiary marketplace and what is potentially means for Australian universities.
Joe Slavens, Doctoral student from Azusa Pacific University and guest of the National Centre for Student Equity in Higher Education, presented "American Tales of Social Justice Engagement" at Curtin University in November 2015. Joe discussed his team's research on White professional staff in faith-based higher education institutions in the United States.
American Council on Education Fellow, Dr Janelle Chiasera, discusses the history of higher education in the United States, the diversity divide and current racial tensions within colleges across America requiring the development of more inclusive educational environments through strategic planning, governance and reporting.
Charles Darwin University Associate Professor James Smith presents his reflections on the HEPPP-funded* Whole of Engagement Initiative, launched in the Northern Territory, Australia.
*Higher Education Participation & Partnerships Programme
Dr Cathy Cupitt, Post Doctoral Research Fellow with the National Centre for Student Equity in Higher Education at Curtin University, recently presented some preliminary findings relating to a study she and colleague Nargess Golshan have undertaken on online students and grit.
Get to know Pinterest for personal and business use! Find out what pins, repins, follows and boards mean and what makes this social network so Pinteresting.
Presentation slides discussing a study for the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University, which found that Australia’s higher education system appears to level the playing field in terms of academic achievement for students, regardless of their socio-economic status (SES) background.
The study, Socio-economic Status of Schools and University Academic Performance: Implications for Australia’s Higher Education Expansion by researchers Assistant Professor Ian Li from the School of Population Health at The University of Western Australia and Associate Professor Michael Dockery from Curtin’s NCSEHE, focuses on the role of schools’ SES in determining academic performance at university. For more information, we invite you to read the report, available on the NCSEHE website, here: https://www.ncsehe.edu.au/publications/socio-economic-status-of-schools-university-academic-performance/
Ever wondered how to share your Facebook updates with just the right people (and not the wrong people)? If used correctly, Facebook Lists could become your new best friend!
National Centre for Student Equity in Higher Education (NCSEHE) Director Professor Sue Trinidad presents, "Student equity: policy and practice" at the ACER-sponsored Strategies for Student Retention conference held in Melbourne on Tuesday 29 and Wednesday 30 September 2015. Professor Trinidad provides an overview of the NCSEHE's work, including the development of student personas in order to better identify cohorts of students requiring additional support, and strategies with which to assist.
At the 2015 UniSTARS conference held at the Crown Convention Centre in Melbourne, Victoria, NCSEHE Director Professor Sue Trinidad presented on the history of social inclusion in higher education in Australia, widening participation partnerships and HEPP(P) initiatives and strategies currently used by Australia universities.
Greg Ryan-Gadsden, General Manager (WA), The Smith Family, visited Curtin University to speak to (NCSEHE) and John Curtin Institute of Public Policy (JCIPP) guests about its pilot "hub" project, which seeks to bring together community organisations to assist schools in fighting social and educational disadvantage.
Professor Alexander Jun from Azusa Pacific University in California recently visited the National Centre for Student Equity in Higher Education at Curtin University. While Alex was here, he presented on the topic of academic mobility for disenfranchised Cambodian youth, having spent three years working in Cambodia.
Dr Ryan Naylor, from the Melbourne Centre for the Study of Higher Education at The University of Melbourne and NCSEHE Visiting Fellow, presented initial findings from the First Year Experience Survey 2014, a longitudinal study.
The Equity Scholarship Provision in Australian Universities: Insights and Directions forum was held at the University of Canberra on Wednesday 11 February 2015. Against the backdrop of the higher education deregulation debate, the NCSEHE undertook to deepen understandings and contribute in a meaningful way to the national discourse on equity scholarships.
Dr Bernadette Sanderson, Director of FOCUS West, based at the University of Glasgow, discussing widening participation efforts in Scotland, and the strategies for, and the challenges associated with, helping disadvantaged students access further education. Audio and transcript available at ncsehe.edu.au
John Curtin Institute of Public Policy Adjunct Professor, Dr Michael Schaper from the Australian Competition & Consumer Commission presents his thoughts on the changing Australian tertiary marketplace and what is potentially means for Australian universities.
Joe Slavens, Doctoral student from Azusa Pacific University and guest of the National Centre for Student Equity in Higher Education, presented "American Tales of Social Justice Engagement" at Curtin University in November 2015. Joe discussed his team's research on White professional staff in faith-based higher education institutions in the United States.
American Council on Education Fellow, Dr Janelle Chiasera, discusses the history of higher education in the United States, the diversity divide and current racial tensions within colleges across America requiring the development of more inclusive educational environments through strategic planning, governance and reporting.
Charles Darwin University Associate Professor James Smith presents his reflections on the HEPPP-funded* Whole of Engagement Initiative, launched in the Northern Territory, Australia.
*Higher Education Participation & Partnerships Programme
Dr Cathy Cupitt, Post Doctoral Research Fellow with the National Centre for Student Equity in Higher Education at Curtin University, recently presented some preliminary findings relating to a study she and colleague Nargess Golshan have undertaken on online students and grit.
Get to know Pinterest for personal and business use! Find out what pins, repins, follows and boards mean and what makes this social network so Pinteresting.
Presentation slides discussing a study for the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University, which found that Australia’s higher education system appears to level the playing field in terms of academic achievement for students, regardless of their socio-economic status (SES) background.
The study, Socio-economic Status of Schools and University Academic Performance: Implications for Australia’s Higher Education Expansion by researchers Assistant Professor Ian Li from the School of Population Health at The University of Western Australia and Associate Professor Michael Dockery from Curtin’s NCSEHE, focuses on the role of schools’ SES in determining academic performance at university. For more information, we invite you to read the report, available on the NCSEHE website, here: https://www.ncsehe.edu.au/publications/socio-economic-status-of-schools-university-academic-performance/
Ever wondered how to share your Facebook updates with just the right people (and not the wrong people)? If used correctly, Facebook Lists could become your new best friend!
National Centre for Student Equity in Higher Education (NCSEHE) Director Professor Sue Trinidad presents, "Student equity: policy and practice" at the ACER-sponsored Strategies for Student Retention conference held in Melbourne on Tuesday 29 and Wednesday 30 September 2015. Professor Trinidad provides an overview of the NCSEHE's work, including the development of student personas in order to better identify cohorts of students requiring additional support, and strategies with which to assist.
At the 2015 UniSTARS conference held at the Crown Convention Centre in Melbourne, Victoria, NCSEHE Director Professor Sue Trinidad presented on the history of social inclusion in higher education in Australia, widening participation partnerships and HEPP(P) initiatives and strategies currently used by Australia universities.
Professor Sue Trinidad, Director of the National Centre of Student Equity in Higher Education at Curtin University, spoke at the Albury-Wodonga Forum on Regional and Rural Higher Education on Monday 2 February 2015 at La Trobe University's Albury-Wodonga campus. Professor Trinidad emphasised the wonderful work taking place within the universities across Australia and reiterated the importance of regional education and the need to continue investing in Australia's regions.
Presentation to the Dual Sector Provider Network Meeting of the Independent Higher Education Australia. 19 April. It outlines the sate of play for Microcredentials in the Australian post secondary sector context. Particularly post the release of the DESE Microcredentials Framework. It also draws on the Universities Australia report of September 2021 and some of the outcomes from recent ACODE White papers on the state of Microcredentials in Australasia. All linked from within the presentation.
ANZAC perspectives: Strategies, leading indicators and busting international ...LearningandTeaching
This webinar is a unique collaboration between agencies that promote New Zealand and Australian international education – Education New Zealand and Austrade. Kadi Taylor also throws into the mix the perspective of an education provider that straddles both sides of the Tasman, Navitas.
The presenters bring together disparate data sets from both destinations to illuminate the lead indicator data trends, compare these trends and provide qualitative context to how these played out in these major international education destinations.
Introduction to Strategic Doing in AustraliaEd Morrison
This presentation, by Pam Wardner of the Univeristy of the Sunshine Coast, introduces Strategic Doing to economic developers in Australia.
The University is introducing Strategic Doing to the Sunshine Coast region in a Futures conference in November 2015.
From Awareness to Action – Disability Inclusion in Higher Education
Speaker: Matt Brett, Director, Academic Governance and Standards, Deakin University and NCSEHE Adjunct Fellow
AIEA 2011 Presentation: International Education in AustraliaAEINorthAmerica
The success of the last 25 years of active international engagement by Australian education institutions has brought international education to the forefront of the thinking not only of the institutions, but also governments, media and the Australian community generally. This presentation focuses on the educational, public policy and community aspects of Australian international education.
Centre for eResearch and Digital Innovation - Research OverviewHelen Thompson
The Centre for eResearch and Digital Innovation (CeRDI) is a Federation University Australia (FedUni) Centre focused on:
• The application of information communications technology (ICT) and the development of innovative, world class knowledge management systems;
• Significantly advancing the digital literacy and knowledge management capabilities and capacity of partner organisations;
• Fostering, development and implementation of eResearch within academia and industry; and
• Measuring the impact of eResearch and digital innovation through longitudinal research.
CeRDI is also gaining national and international recognition in innovative spatial information systems.
This presentation showcases some of the diverse range of projects are that being supported through the team at CeRDI.
Projects are at various stages of their evolution with many sharing common goals to inform ‘big picture’ understanding and enhance decision making, create greater efficiencies in communication, increase the quality of information and support policy formulation and evaluation.
Latin America Researc Visit to FedUni Centre for eResearch and Digital Innova...Helen Thompson
Under the Australia Awards Fellowship (AAF), the Victorian State Government’s Department of Economic Development, Jobs, Transport and Resources Division of International Education has organised and sponsored a delegation of Latin-American Universities’ senior research administrators and researchers to visit Victorian universities in September.
FedUni hosted the delegation on Wednesday 23 September at Mt Helen
Key facts for the Energy Priority • It is estimated that approximately $190 million of the $2.65 billion supporting national priorities is allocated directly to the Energy Priority area.* • In terms of citation impact, an indicator of research quality, Australian research on this Priority ranks: • 2nd out of 11 when compared against selected Asia Pacific countries** • 9th out of 15 when compared to selected European countries, Canada, New Zealand and US
National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellows Tim Pitman and David Eckstein presented their research on how universities can support students with disability during and after their studies.
National Centre for Student Equity in Higher Education (NCSEHE) Equity Fellows Cathy Stone and Nicole Crawford present their research on online university students and the ways online higher education providers can best support their learning needs and wants.
Former National Centre for Student Equity in Higher Education (NCSEHE) Director Professor Sarah O'Shea's overview of NCSEHE's activity for the period 2018 to 2021.
Equity Practitioners in Higher Education Australasia (EPHEA) WA and the NCSEHE hosted a special presentation screening by Associate Professor Lydia Woodyatt on Friday 9 July 2021.
Addressing key issues for maintaining mental wellbeing through challenging circumstances, the presentation was played at the EPHEA WA Chapter meeting
The Student Transitions Achievement Retention and Success (STARS) Student Equity Network met on 22 June, ahead of the 2021 STARS Conference.
Sally Kift, Nadine Zacharias and Kylie Austin led the discussion on emerging opportunities and challenges presented by recent policy changes and the COVID-19 pandemic.
As part of National Careers Week 2021, the NCSEHE hosted a virtual event on 21 May, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
More info: https://www.ncsehe.edu.au/careers-week-webinar-careers-student-equity/
The NCSEHE hosted a webinar on 15 April 2021, presenting new research led by Dr Bret Stephenson (CHEEDR at La Trobe University) on “ghost student” failure in higher education.
Professor Maria Raciti (USC) presents at a NCSEHE panel discussion: Tips for outreach staff on how to evaluate outreach programs for Aboriginal and Torres Strait Islander students
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
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NCSEHE Director Presentation - EPHEA Conference 2013
1. Closing The Gap Between Equity
Policy, Research and Practice
Professor Sue Trinidad, NCSEHE Director
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
27/11/2013
2. Closing the gap between Equity
Policy, Research & Practice
Introducing the National Centre
Role of the Centre and progress to date
Program 1 - Equity Policy and Program Evaluation
- Leadership and support
Program 2 - Equity Policy and Planning Research
- Analysis of student equity groups
- Produce and disseminate publications
- Engagement activities
Program 3 - Student Equity Data
- Collect and analyse data
- Mapping
- Provide access to sources for data and data-driven research
Future activities and how we might work together
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
4. NCSEHE Objectives
To be at the centre of public policy dialogue about equity in
higher education
To „close the gap‟ between equity policy, research and practice
by:
- supporting and informing evaluation of current equity practice, with a
particular focus on identifying good practice
- identifying innovative approaches to equity through existing research and
the development of a forward research program to fill gaps in knowledge
- translating these learnings into practical advice for decision-makers and
practitioners alike.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
6. Access and Participation in Higher Education:
Outreach | Access | Support
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7. Supporting developing a national approach
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
11. PROGRAM 2
Equity Policy and Planning Research
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
12. Equity Policy and Planning Research
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
13. PROGRAM 3
Student Equity Data Clearinghouse & Analysis
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
14. Student Equity Data Map
Source: http://www.dfat.gov.au/aib/
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
15. Domestic Undergraduate Enrolments, Higher
Education, Table A Providers, 2007-2012
2007
2008
2009
2010
2011
2012
Growth
(07-12)
Growth
%
National
528,844
532,527
553,374
580,372
600,412
634,434
105,590
20.0%
Low SES
85,873
86,581
90,447
96,706
102,163
109,788
23,915
27.8%
Students
with
Disabilities
23,148
23,447
24,948
28,057
30,094
33,220
10,072
43.5%
Indigenous
6,828
6,820
7,296
7,943
8,445
9,005
2,177
31.9%
100,826
101,339
104,266
110,646
115,250
121,476
20,650
20.5%
5,428
5,240
5,368
5,532
5,572
5,804
376
6.9%
16,702
17,222
17,649
18,227
19,226
21,289
4,587
27.5%
Regional
Remote
CALD
Source: DIICCSRTE (2012).
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
16. Growth By Institutional Grouping
Growth
(07-12)
Growth
%
2007
2008
2009
2010
2011
2012
National
528,844
532,527
553,374
580,372
600,412
634,434
105,590
20.0%
Group of
Eight (Go8)
147,609
148,484
152,718
157,289
159,749
163,643
16,034
10.9%
ATN Group
94,486
95,520
97,467
99,423
102,097
109,302
14,816
15.7%
1960s/70s
152,594
154,202
160,429
168,290
174,518
186,530
33,936
22.2%
Post-1988
134,155
134,321
142,760
155,370
164,048
174,959
40,804
30.4%
Source: DIICCSRTE (2012).
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
17. Growth By Institution Location
2007
National
Regional
Universities
Network
Regionally
Headquarter
ed
Metro
Institutions
with
Regional
Campuses
No Regional
Campuses
2008
2009
528,844
532,527
553,374
63,787
62,928
89,761
Growth
(07-12)
Growth
%
2011
2012
580,372
600,412
634,434
105,590
20.0%
64,779
68,117
70,492
73,613
9,826
15.4%
88,873
92,109
97,115
99,752
105,739
15,978
17.8%
306,688
309,942
320,711
333,902
345,675
363,823
57,135
18.6%
132,395
133,712
140,554
149,355
154,985
164,872
32,477
24.5%
Source: DIICCSRTE (2012).
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
2010
18. Growth By State
2007
2008
2009
2010
2011
2012
Growth
(07-12)
Growth
%
New South
Wales
168,521 170,055
177,540
185,704
191,504
198,720
30,199
17.9%
Victoria
125,606 126,444
128,467
134,030
138,037
147,157
21,551
17.2%
Queensland
105,434 104,966
109,415
114,602
118,218
124,619
19,185
18.2%
Western
Australia
51,857
52,367
55,201
58,311
60,740
65,231
13,374
25.8%
South Australia
38,716
38,970
40,203
41,669
43,227
45,169
6,453
16.7%
Tasmania
12,042
12,108
12,612
13,160
13,061
14,990
2,948
24.5%
4,339
4,469
4,865
5,243
5,213
5,609
1,270
29.3%
13,810
14,094
14,734
15,776
16,403
17,141
3,331
24.1%
8,519
9,054
10,337
11,877
14,009
15,798
7,279
85.4%
Northern
Territory
Australian
Capital Territory
Multi-Statea
Note: a Australian Catholic University is the Multi-State institution.
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
19. Equity Groups: % Shares of Total (2007 – 2012)
2007
2008
2009
2010
2011
2012
16.2%
16.3%
16.3%
16.7%
17.0%
17.3%
Students with
Disabilities
4.4%
4.4%
4.5%
4.8%
5.0%
5.2%
Indigenous
1.3%
1.3%
1.3%
1.4%
1.4%
1.4%
Regional
19.1%
19.0%
18.8%
19.1%
19.2%
19.1%
Remote
1.0%
1.0%
1.0%
1.0%
0.9%
0.9%
CALD
3.2%
3.2%
3.2%
3.1%
3.2%
3.4%
Low SES
Source: DIICCSRTE (2012).
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
20. Low SES Students % – Groupings/Location
2007
2008
2009
2010
2011
2012
National – Low SES
16.2%
16.3%
16.3%
16.7%
17.0%
17.3%
Group of Eight
10.1%
9.9%
9.8%
10.0%
10.6%
10.6%
ATN Group
14.5%
14.7%
14.8%
15.3%
15.4%
16.0%
1960s/70s
19.4%
19.3%
19.3%
19.5%
19.9%
20.0%
Post-1988
20.6%
20.9%
21.0%
21.1%
21.3%
21.6%
28.0%
28.3%
28.7%
28.8%
29.1%
29.5%
27.3%
27.3%
27.6%
27.9%
28.1%
28.4%
14.4%
14.6%
14.6%
14.8%
15.2%
15.6%
12.9%
12.9%
12.9%
13.5%
13.9%
14.0%
Regional
Universities Network
Regionally
Headquartered
Metro Institutions
with Regional
Campuses
No Regional
Campuses
Source: DIICCSRTE (2012).
Curtin University is a trademark of Curtin University of Technology
CRICOS Provider Code 00301J
21. Low SES Students % – By State
2007
2008
2009
2010
2011
2012
New South Wales
16.7%
16.8%
16.9%
17.4%
17.8%
17.8%
Victoria
13.7%
13.8%
14.0%
14.1%
14.6%
15.2%
Queensland
19.7%
19.4%
19.3%
19.6%
19.7%
19.9%
Western Australia
11.1%
11.2%
11.1%
11.2%
11.4%
12.2%
South Australia
20.3%
20.6%
20.8%
21.4%
22.1%
22.6%
Tasmania
32.4%
31.3%
31.5%
32.4%
32.8%
32.0%
Northern Territory
14.6%
15.5%
17.9%
19.8%
19.6%
19.3%
Australian Capital
Territory
4.4%
4.7%
4.9%
5.6%
5.7%
5.9%
12.4%
13.0%
12.4%
12.7%
13.0%
13.3%
Multi-State
Source: DIICCSRTE (2012).
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Excellence
Targets
18.4%
17.4%
19.4%
16.7%
22.9%
32.8%
24. Higher Education: a good long-term investment
Source: OECD educationtoday blog
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25. The Future – 2014 & 2015
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26. Closing The Gap Between Equity
Policy, Research and Practice:
Connecting with Practitioners
27/11/2013
Professor Sue Trinidad, NCSEHE Director
Professor Sue Trinidad and Dr Tim Pitman
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27/11/2013
27. Connecting with Practitioners: Overview
It is part of the National Centre‟s role and intent to be a
resource for, and to interact with, practitioners. This session
is an opportunity for a facilitated consultation/discussion
session between the Centre and practitioners around
evaluation, possible models, advantages and issues.
Delegates are invited to contribute to the discussion about
the role of the Centre in evaluation and hosting resources,
looking at how to connect the Centre‟s role with the
practitioner role, input and expertise, sharing current
initiatives and enabling connections to be made between
policy, research and practice over the next two years.
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28. Curtin University is a trademark of Curtin University of Technology
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30. “If we are required to report, count, are funded,
and held accountable for something, it starts to
matter a lot. It encourages institutions to put in
place mechanisms that are accessible, for
champions to raise the issue and push for further
development within institutions, and for students
to push for its greater implementation”
Wheelahan, et al., 2003, p. 41
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32. Closing the gap between Equity Policy,
Research & Practice
In the case of student equity in higher education, any
program or initiative needs to measure, as best it can, its
effect on one or more of the following outcomes:
1. The number of disadvantaged students aspiring to higher education
(e.g. applications)
2. The number of disadvantaged students accessing higher education
(e.g. offers and enrolments)
3. The number of disadvantaged students surviving higher education
(i.e. retention rates), and
4. The number of disadvantaged students succeeding in higher education
(i.e. success and completion rates).
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33. Working together 2014 -2015
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Editor's Notes
Examining trends in enrolment by institutional location shows that regionally headquartered universities saw growth of 17.8% -- somewhat below the national average. This includes the Regional Universities Network which saw growth between 2007 and 2012 of 15.4%.Metropolitan institutions saw greater degrees of expansion. Metro institutions with regional campuses, saw growth of 18.6% over this period and counted for 363,823 students out of 634,434 in 2012. Institutions without regional campuses saw the fastest growth, with their numbers increasing by 24.5%, admittedly off a low base.
The three largest states (New South Wales, Victoria and Queensland) recorded growth just under the national average. Western Australia (25.8%) and the Northern Territory (29.3%) saw much faster expansions off relatively smaller initial bases. The marked variation in state and territory aggregate outcomes (Table 5b) reflects the nature of the low SES measure which in large part (two-thirds weighting) is determined by the SES of the postcode of student home addresses and relies on a national ranking of postcodes using ABS household census data to determine an area’s SES. Under this ranking, states such as Victoria and Western Australia have smaller low SES populations from which students can be drawn simply because they have fewer low SES postcodes in the national ranking.
As a consequence of faster growth in equity group enrolments, the relative share of equity groups in total higher education enrolments has been increasing to 2012. Low SES students accounted for 17.3% of student enrolments in 2012, up from 16.2% of 2007 enrolments. This compares with a national target of 18.5% for 2014-15. Students with disabilities represented 5.2% of all domestic undergraduates in 2012, up from 4.4% in 2007, although still below the national reference target of their population share of 8%Indigenous, regional and remote students have seen static shares, CALD students have seen their share increase.