Higher Education Equity Literature Database

  • Dependence-deconstruction: widening participation and traditional-entry students transitioning from school to higher education in Ireland

    Date: 2011

    Author: Keane, E.

    Location: Ireland

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    Context: Transitions into higher education in Ireland, in context of WP agenda/ massification of higher education. Examines the juxtaposition of equality and quality (dropping standards argument with expansion of HE) by following the transitions of non-traditional/access students and traditional students as they move into an Irish university. Notes popular fears about dumbing down of HE because of WP and critiques of the Irish school system ('assembly-line model of education'; O'Kelly, 2009). Notes literature on 'gap' between school and HE. Argues there is a dearth of empirical work on post-entry experiences of students
    Aim:
    Theoretical frame: None explicit.
    Methodology: Constructivist/ grounded theory. Two groups of students: 1) = 'non-traditional': accessed higher education via Access course (called SLAs; n=23 mix of Year 1-3/ mix of disciplines) and all from lower social class groups; 2) matched group of 'traditional' students = articulated directly from school (TEs) and all from higher social class groups (n=22). Majority of participants = female (32/45) and doing Arts-based courses (34/45). Data collection = demographic questionnaire, 2 x interviews + email follow-up
    Findings: 3 themes.
    Transitioning from dependence to independence: more SLAs experienced issues with school (many 'hated' it - they perceived their teachers as having low expectations of them); broadly the TEs had positive experiences and were generally expected to go on to further education. Both SLAs and TEs described learning at school as dependent (one student = "'read, remember, regurgitate'", p.710) and spoon-feeding = dominant metaphor used by participants. University learning = stark contrast
    Figuring out/ enacting academic practice: both groups = patterns in academic experiences: poor attendance in Year 1, both groups considered dropping out (largely due to social/ work-related issues). Attendance improved for both groups in Years 2 and 3. Participants in both groups = failed modules and had to repeat; issues largely related to maths/statistical requirements of course, stress, workload, writing. TEs struggled more with transition to independence more than SLAs initially and needed process deconstructed. 3 phases identified: regurgitating, experimental enacting, and stable enacting. SLAs experienced some of phase 1 (regurgitation) and moved directly to phase 2. TEs' talk suggests the restricted code of schooling = difficult to replace with independent code/ practices. Second phase generally happened at end of Year 1/ Year 2 for TEs. Partly students (TEs in particular) struggled with this shift because it involved risk (incorporating own reading/ opinions in). Overall both groups received similar results (most achieving 2:1 degrees). Most of both groups = postgrad study or planning to go on to do so.
    Impacting factors: similarity in results = explained by 'balancing out' of dis/advantages. SLAs' previous poor school experiences = balanced out by explicit preparation and scaffolding offered in Access course; in contrast, TEs = initially lost because gap between school and university = larger and they needed to do more deconstruction of prior learning than the SLA group (who had largely disengaged from ways of schooling). However, SLAs = lower academic self-confidence
    Core argument: Findings challenge deficit views of WP students (actually SLAs were further along the 3-part transferral process due to attending Access course). Author suggests there is a "need for significant system-wide change, including assessment (particularly in terms of the current points system, due to its backwash
    effect on pedagogy), and teacher and academic staff development" (p.715).

  • Design for success: Did we get it right? Measuring the success of STEPS as a remodeled CQUniversity enabling offering

    Date: 2016

    Author: Seary, K.; Willans, J.; Cook, C.

    Location: Australia

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    Context: This paper examines the 2011 re-shaping of STEPS (Skills for Tertiary Education Preparatory Studies), an enabling program offered by CQUniversity, following an external review. CQUniversity is a large regional university (the largest in Australia at the time of publication) with 20 delivery sites across Australia and a high proportion of mature-age, Aboriginal and Torres Strait Islander, First-in Family and low socioeconomic background students. The STEPS program was established in 1985 out of Commonwealth Government Higher Education Equity Program funding; it has the prime objective of "student articulation into and successful completion of undergraduate study" and aligns with CQUniversity's strategic mission of accessibility and inclusion.
    Aim: To demonstrate how student feedback can be used for continuous improvement strategies in an enabling program.
    Methodology: Case study, incorporating two face-to-face semi-structured focus groups (n=10) and an online open-ended questions survey. One focus group was conducted on the Bundaberg campus and the other with students studying in the Distance mode, at the Bundaberg campus, with online video links to Brisbane, Rockhampton, Gladstone, Mackay and Noosa campuses. Participants were either current STEPS students or former STEPS students who had entered undergraduate study. 111 students completed the online survey which collected demographic data as well as asked a series of open-ended questions. 51 out of the 111 survey respondents were current undergraduate students, while the remaining 60 were current STEPS students (with the exception of a small number who had withdrawn from STEPS or who had completed and decided not to continue on to undergraduate study).
    Findings: Five themes were identified: flexibility; online testing and interview; required study plan; role of the Access Coordinator; benefits of a curriculum refresh. Participants valued the flexibility offered by the remodelled program, stating that they would have found it difficult to manage the previous requirement of studying four courses at once due to various reasons such as family and work commitments and specific learning needs. Students also valued the flexibility offered by the distance mode of the program and the ability to take a course more than once if the first attempt was unsuccessful. Flexibility and confidence were linked in the data.
    The online diagnostic testing was also valued by participants who saw the need for such entry testing, despite some participants indicating frustration with technical issues.
    The Required Study Plan was also viewed positively by participants especially because it was flexible and could be re-negotiated depending on circumstances such as work, family and course results.
    Access Coordinators were considered by participants to be essential to their success. Staff in these roles were perceived by participants as "advisor counsellor and administrator".
    Participants also valued the curriculum refresh with the core course, Preparation Skills for University at the centre, however, some survey participants in particular found the core course "not particularly helpful".
    Core Argument: The changes made to the STEPS program have been positive moves, ensuring greater flexibility and a strategic and more rigorous academic orientation. Student feedback from the data gathered will be taken to relevant program committees, while immediately actionable recommendations will be undertaken.

  • Developing 21st Century Diverse Adult Learning: Rural and Regional Student Access, Progression and Success in Higher Education

    Date: 2010

    Author: Townsend, R.

    Location: Australia

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    Context: Set in post- Bradley context (increased participation targets) and with La Trobe's strategic/operational planning intention to raise participation of regional participation rates (responding to need to increase numbers of R&R students). Focus = outreach and "enhanced relationships" with schools, VET and community providers. Particular focus = mature age students (defined as 21+). Scope of the literature = major themes include issues with motivation and challenges related to time, responsibilities and money
    Also set "in the context of increased competition between various cohorts for limited places in regional social science programs" (p.329).
    Aim: To identify how mature age individuals experience barriers in accessing, progressing and succeeding at university
    Theoretical frame:
    Methodology: Qualitative educational research with context-specific ethnographic elements with staff and students in one Faculty. Participants = 10 staff (7 tenured discipline lecturers + 3 support services staff) - interviewed on experiences of recruiting, teaching and coordinating mature age students. Also: email survey with 20 (16 f; 4 m) mature age students (Year 3 and 4 of Social Work and Social Policy) about negative and positive aspects of being a mature student on regional campus
    Findings:
    Mature age students have additional barriers to participation in higher = financial and time constraints and distance. Participants report that "mature age students present with pre-existing competing priorities when entering higher education" (p.332) which create greater complexity. Participants perceived requesting support (either formal or informal) = positive impact on studies.
    Staff perception = mature age students have higher expectations and greater commitment; they are more willing to engage in 'learning conversations'. Other perceived elements = connection to university and friends/ support networks. Major theme = significance of prior experiences; bringing a sense of 'richness' into classroom dynamic and more conceptual discussions (p.334). Staff did not feel separating younger and more mature age students was a useful strategy
    Core argument: Need to consider the principles of andragogy: "Adult learners in a regional community context could gain more from formal and informal learning experiences if all adult education programs adhered to well informed adult learning principles" (p.335)

  • Developing a Critical Interventions Framework for Advancing Equity in Australian Higher Education

    Date: 2013

    Author: Naylor, R.; Baik, C.; James, R.

    Location: Australia

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    Aim: To add to the evidence base - to help build a stronger platform for research and evaluation
    Context: Critical Interventions Framework (CIF) was designed "to assist in advancing equity in higher education" (p.5). Report includes - summary of patterns of access and participation post-Bradley Review, literature review, typology of equity initiatives (CIF), summary of plausibility and evidence base for initiatives in CIF, broad summary of national patterns of equity initiatives (analysis of HEPPP reports) against CIF.
    Access/Participation since Bradley Review: uncapping system (demand-driven system) "may have been the single most significant factor in the rising numbers of students from equity target groups who have been admitted to higher education" (p.5), but rise in numbers = "across the board", meaning that proportional representation has not changed. HEPPP funding has allowed "institutions, often working in partnerships, to influence particular key points in the student 'life cycle' to encourage more students from equity target groups to, among other things, consider higher education to be a possibility for them, to build academic attainment and to be more fully conversant with the opportunities available to them" (p.6).
    Key issues
    Student share (1.0 = parity):
    - low SES = 0.62
    - indigenous = 0.55
    - remote = 0.39
    High levels of differentiation between institutions (% of low SES)
    Assumptions that changing student profile = drop in quality/ retention. Retention/success is generally the same (96% of domestic students overall) but this is not the case for indigenous (85% retention; 81% success) or remote students (91% retention; 94% success).
    CIF typology (Fig. 1.1): 1) plausibility or theoretical case for types of equity initiatives based on timing and method; 2) available evidence on effectiveness; 3) analysis of HEPPP reports
    Typology "derived from widespread assumptions about potential barriers or inhibitors for low SES students rather than a comprehensive empirical conception of the terrain, for none exists" (p.9). Literature suggests there are 5 broad periods in a student's life cycle: a) prior to seeking access, b) at point of selection/admissions, c) during transition, d) during studies, e) post-completion period of finding work. Outreach is core of initiatives for aspiration-raising but there is little effectiveness. Literature points to school performance/ low SES so there is "an argument for implementing early initiatives aimed at improving students' academic achievement and year 12 retention rates; scholarships/ financial support are important but cost might not be the only barrier to participation. Literature strongly supports idea that transition/orientation initiatives are valuable. Evidence suggests that low SES students less likely to make use of support services - better/ more extensive support services doesn't necessarily increase retention.
    Prior to starting HE - discussion of Year 12 (p.15); aspirations (p.16); VET-HE (p.17)
    Selection/ Admissions - scholarships and grants (p.18-9)
    During transition - transition/ transition programs (p.19-20
    During studies - effective factors in successful completion for low SES, childcare, mature age, not seeking/using support services p.21-2
    Methodology: Draws on gov't (DIIRSRTE) data to examine % representation. Two methods use for determining low SES: postcode and census collection districts (CD measure) = see page 31-2. Examined 38 HEPPP reports for 2011
    Findings: Data analysis shows that population parity was still far off in 2011 (disability = 5.07 std pop v. 10.6% Aus pop; indigenous = = 1.38 std pop v. 2.5% Aus pop; NESB = = 3.1 std pop v. 3.8% Aus pop; WINTA = = 17.47 std pop v. 50.6% Aus pop; low SES = = 16.76 std pop v. 25% Aus pop; Regional = 18.63 std pop v. 29% Aus pop; Remote = 0.91 std pop v. 2.3% Aus pop). Students from equity groups "are almost as likely to successfully complete their studies as any other student" (p.25) - but see lower retention and success rates of indigenous students and attrition rates of remote students, especially in Year 1. Chapter 4: CIF and evidence/ plausibility table.
    Chapter 5: Distribution of HEPPP against CIF. 49.3% of HEPPP = pre-entry initiatives; 34.5% on post-entry and 16.2% on costs associated with management of equity programs. Highest % of HEPPP funding spent on provision of student services, scholarships and later-year outreach to schools. Lowest % was spent on marketing, school curriculum enhancement and adult ed outreach

  • Developing Conceptual Understandings of the Capacity to Aspire for Higher Education

    Date: 2012

    Author: Prodonovich, S.;Perry, L.;Taggart, A.

    Location: Australia

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    Context: Set in Australian context where recent policy and funding efforts have concentrated on raising aspirations for higher education, especially in low SES students in relation to 20/40 targets set in Bradley Review (2008).
    Aim: "to provide the reader with a clear understanding of the capacity to aspire and its use in the field to support practical measures designed to both broaden participation in higher education for those who aspire to it, and to support alternative strategies to build educational aspirations, particularly for students who attend low SES secondary schools" (p.174). Specifically discusses MAP4U (Murdoch University's equity program)
    Theoretical frame: Draws on Appadurai (2004): aspiration as navigational capacity; draws on notion that 'the poor and the disadvantaged' have lesser navigational capacity "as the social resources and networks that they have access to may be fewer in number and less likely to be connected to aspirations such as university attainment" (p.178).
    Methodology: Literature review
    Findings: Authors discuss Appadurai, pose question relating to what students are aspiring to (determined by culture and social networks; desirable aspirations formed by dominant groups). Authors explore constraints to aspiration (structural, social and access issues), including "adverse terms of recognition" (Conradie, 2013) - in terms of others' perceptions of an individual's aspirations - as well as time and money restraints on 'disadvantaged' students capacity to realize aspirations (aka go to university).
    Core argument: Two core ideas emerge from literature on aspirations: 1) there is no real difference in aspirations of students according to SES but 2) 'disadvantaged' students have a larger 'aspiration gap' (distance between where they are and where they want to be due to systemic inequalities and inequitable access to knowledge - not individual deficit)

  • Developing Cultural Competency in Higher Education: An Agenda for Practice

    Date: 2017

    Author: Kruse, S.; Rakha, S.; Calderone, S.

    Location: Australia

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    Context: Due to changing national values and unrest, demographic and population shifts, and ever-changing admissions practices and policies, implementing a diversity and cultural-competency agenda within university settings has become a priority across the UK, Europe, and US. Moreover, public HE institutions across the UK, EU, and US are now more racially and ethnically diverse than ever. However, cultural competency efforts on campuses remain largely under theorised.
    Aim: To outline an agenda for developing cultural competency on campuses, and highlight the outcomes of cultural competency learning, consequently underscoring the role of campus leadership in the development of supportive characteristics ('attention to shared knowledge, professional learning at all levels of the organization, inclusive instructional methods, integration with other campus initiatives, and inclusivity of diversity foci') (p. 733).
    Discussion: 1)Agenda for professional learning: a)Increased efficacy: A sense of collective success & effectiveness. b)Increased satisfaction: Increases with increased efficacy. c)Greater responsibility: Faculty & staff's intensified focus on work. 2) Characteristics of a cultural competency agenda: a)Shared basic conceptions & knowledge b)Professional development for all c)Professional learning instructional learning methods d)Integration with other diversity-related initiatives e)General or specific professional development f)Desired outcomes (eg: cognitive, attributional, experiential, an/or behavioural (Bezrukova, Jehn & Spell, 2012). 3)Conditions that support strong cultural competency agenda: a)Time to meet, learn & process new learning (Dixon et al. 2014; Zhu and Engles 2014): Time spent for knowledge acquisition & interpersonal learning b)Time to monitor, evaluate, and refine processes and practices across the campus (Bezrukova, Jehn, and Spell 2012; Griffiths 2005; Smith 2015; Thelin 2011): Institutions as a collective require time to revisit & evaluate joint work c)Communication structures that support the work of cultural competency (Anand and Winters 2008; Brown 2004; Engberg 2004; Smith 2015): Developing an environment which cultivates cultural competency requires the exchange of ideas within and across the institutions. d)A climate of trust & openness to improvement and learning (Dlouha, Huisingh, and Barton 2013; Dlouha, Machackova-Henderson, and Dlouhy 2013; Lozano 2014): Enhances the cultural competency agenda by creating campus spaces to support individual learning & growth & enhances the extent of the sharing of relevant information & the communication among staff & faculty. e)Supportive leadership (Johnson, 2016; Smith, 2015): Supportive leadership needs to focus attention & effort on issues of shared purpose, goals, values & institutional change to ensure that cultural competency agendas are successful f)Access to expertise designed to support new individual & organisational learning (Adserias, Charleston, and Jackson 2016; Johnson 2016; Popli and Rizvi 2016; Smith 2015): The success of cultural competency agenda is based on the collective attainment of the intellectual & practical knowledge & skills that underlie the field (Greenholtz 2000; Johnson 2016; Schuh 2013; Thelin 2011). [All characteristics are 'mutually reinforcing' - no single feature is sufficient to insure positive campus outcomes]
    Core argument: Well-meaning attention to cultural competence is insufficient to support sustained and successful effort, although such effort is necessary if HE institutions, both within the US and Europe, are to gain traction concerning difficulties currently faced. Hence, there is a need to focus on the development of organizational characteristics and conditions that support cultural competency to develop cultural competence in HE institutions.

  • Developing inclusive educators: enhancing the accessibility of teaching and learning in higher education

    Date: 2016

    Author: Marquis, E.; Jung, B.; Schormans, A.F.; Lukmanji, S.; Wilton, R.; Baptiste, S

    Location: Canada

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    Context: Set within the Canadian context where there is 'no federal legislation specific to disability' (p. 339), with the Accessibility for Ontarians with Disabilities Act (AODA) instated by the Ontarian government in 2005 being the first and at the point of writing, the only overarching provincial disability legislation in the country. The authors highlight that with the growing number of students with disability at HE institutions, 'faculty development connected to accessible teaching is of paramount importance' (abstract).
    Aim: To interpret 'existing recommendations for development in the context of data gathered pertaining to the accessibility of teaching and learning at one university' (p. 339). The study which the article draws on explored 'how a range of campus stakeholders perceive and experience the relative accessibility of teaching and learning at one institution as the AODA legislation is implemented' (p. 339).
    Theoretical frame: Not specified in study.
    Methodology: 'Longitudinal, qualitative case study methodology' (p. 339); Data collection methods & participants: Phases 1 & 3 - one-on-one semi-structured interviews, participants: 'instructors (n = 7 [Phase 1], n = 5 [Phase 3]) students with (n = 12, 3) and without disabilities (n = 4 [both Phases]), administrators (n = 4 [both Phases]), and staff (n = 9, 6)' (p. 339); Phase 2 - journal entries (once a week for 10 weeks), participants: participating students with disabilities (n=6); Data analysis: Inductive analysis using constant comparison (Merriam, 2009).
    Findings: 1)Perceived needs or improvements - comments from participants underlined need for improved accessibility training; many were not aware of development opportunities available on campus; need for improved professional development was discussed 'particularly frequently in relation to existing training modules connected to the AODA legislation' (p. 340) - most participants claim that the training offered to the AODA customer service standard is 'highly ineffective and potentially even detrimental to accessibility' (p. 340); most participants displayed minimal awareness on the existence of subsequent AODA training; 2) Participants' ideas on factors which contribute to quality academic development related to accessibility: a) Content - Data highlight the 'potential utilility of providing further education about AODA and about the accommodations procedures administered by the university's accessibility services office' (p. 342); many participants showed scepticism towards he the realisation of universal design in practical terms, or its negative impact on teaching quality or academic integrity of courses/programs; b)Design strategies - Findings suggest the value of including students with disabilities (who are willing) in the design and delivery of training programs; many participants argue for a 'discussion-based approach to training' (p. 342) which allows for opportunities to share and discuss experiences and concerns; some participants pointed out the value of online resources as a supplement to in-person workshops; data also highlighted issues regarding 'which development initiatives should be mandated or optional, centralised or discipline-specific' - some participants valued 'in housing development initiatives in departments', while many also highlighted the potential for 'valuable, interdisciplinary knowledge exchange via cross-campus initiatives' & one staff member revealed concerns on the possibility of poor attempts at providing accessibility if efforts were localised in departments.
    Recommendations: Authors propose 'an approach to educator accessibility training that draws from and builds on established academic development practices; strong initial step - 'develop small, interdisciplinary faculty learning communities focused on accessibility' (Ward & Selvester, 2012); Other implications: Face-to-face developmental opportunities should be supplemented with online resources regarding key, basic information - relevant accessibility legislation; accommodation procedures on place in campus & support staff contacted for additional consultation)
    Core argument: Given the increasing diversity of the student population in HE, an institutional commitment to faculty development in accessibility is crucial, and have the potential for multiple benefits for student learning.

  • Developing pre-requisites for empathy: increasing awareness of self, the body and the perspectives of others,

    Date: 2016

    Author: McNaughton, S.

    Location: New Zealand

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    Context: Importance of self- and bodily-awareness for the development of empathy, particularly in professional/ social work/ healthcare relationships. Developing empathy can be difficult, particularly for students who cannot relate to experiences of others, particularly for Social Work, Healthcare and Education students, and are difficult to teach (see overview of literature on pedagogical approaches; p.502). Scopes literature on empathy - most effective strategies from literature appear to require immersion of student in experiences of being 'the other'. Developing sense of self (being and becoming) = critical for preparing students in hypercomplex world full of unknowns - need to be able to unpack own beliefs etc. in order to empathise with others. Body = important because it "generates important sub-conscious processes such as intuition, directing behaviour and responses to others through unique perceptual interactions with the world" (p.504) - but is rarely mentioned in the literature
    Aim: To report on "the efficacy of body-focused wellness activities aimed at increasing self-, bodily and other-awareness in an early non-clinical undergraduate health course" (p.502).
    Theoretical frame: Body and empathy
    Methodology: Reflective writing (formative and summative reflections): "formative diarising followed by structured summative reflection answering specific guided questions to maximise formative and summative reflection benefits" (p.506)- students' journals reflecting on wellness activities (see p.507). Students n=32; non-clinical health majors at NZ university; journals = non-assessed. At end of semester, students write 800w summative reflection). 16 students gave permission for reflections to be used for research. Reflections = thematically analysed for 3 pre-determined themes: self-, bodily and other-awareness
    Findings:
    Self-awareness and improved performance: less emotionally stressed, fitter, healthier, less tired/ anxious and more confident; sometimes related to body awareness. Participants also broadly aware of need for personal wellness (comparison with before), and gave sense of achievement.
    Specific body awareness noted in 13/16 students' reflections (e.g., feeling full, working off bad foods, tired)
    Undertaking wellness activities produced "awareness of cognitive and motivational reactions and attitudes" (p.510), and self-awareness of cognition, affect and beliefs. Also participants became aware of body and previously unnoticed responses = both part of and outside of self-awareness
    Core argument: Body and self-awareness = important for the development of empathy; wellness activities that encourage students to reflect on changes/ learnings = one pedagogical approach: "Activities that restore awareness of bodily agency and physicality may thus be important precursors to empathy development" (p.512).

  • Developing Productive Relationships with Partner Schools to Widen Participation. A Practice Report

    Date: 2010

    Author: Skene, J.

    Location: Australia

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    Context: 'Practice Report'. Working from context of underrepresentation of equity groups, especially in Group of Eight universities, the paper offers strategies for forming productive relationships with partner schools to widen participation = Aspire UWA program, which has partnerships with 24 schools (6 in rural area, 18 in outer-metropolitan Perth). Aims to raise aspirations with students from Year 9
    Methodology: Description of program
    Discussion/ description:
    UWA Aspire = outreach program. Started in 2009 directly due to Bradley Review targets [and new compacts and HEPPP presumably]. Program "aims to raise aspirations and improve academic readiness of students in high schools with a low transfer to higher education" (p.78). Has been 'received enthusiastically' by schools = program has 'whole of university' approach via reference groups with various schools and faculties. There is also teacher reference group to ensure school investment/ feed-in & representation from DET.

  • Development of Southern Cross College

    Date: 2013

    Author: MacGillvray, W.

    Location: Australia

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    Context: The establishment of Southern Cross University (SCU) College to increase access to and widen participation in higher education in the space between the two structures in Australia's differentiated tertiary education system: Vocational Education and Training (VET) and higher education (HE). SCU is a regional Australian HE institution with 23% of its student population classified as low SES and 30% of the student cohort studying by distance. SCU College was established to provide pathways to university for potential students who: did not qualify for entry to SCU; did not wish to enrol in TAFE-based VET programs; or did not wish to travel to one of the three SCU campuses in the region.
    Aim: To demonstrate the processes, rationale and strategies in establishing SCU College which may have potential value for other institutions who want to explore the integrated College model to "fill the educational gap that responds to removing barriers and enhancing access, as well as successful outcomes" (abstract)
    Methodology: Descriptive report-style paper outlining rationale for establishment of this particular and unique integrated College structure.
    Findings: Includes detail on policy, structural, geographic and demographic context; rationale and mission of College including widening access and participation, community engagement and VET institutional partnerships; internal structure and programs within the College, including associate degrees, enabling and English Language programs; governance and staffing arrangements; and infrastructure funding arrangements.
    Core Argument: SCU College is a unique 'integrated' college in the Australian tertiary education landscape because of its integration within SCU, but with MOUs with institutions delivering VET qualifications. This, it is argued, makes it a potentially valuable model (including lessons learned) for other higher education institutions in Australia and internationally who wish to "address educational gaps, inadequacies and inequalities (geographic, education history and socio-economic obstacles) faced by many otherwise willing students, which often lead to lifelong barriers to entering a higher education institute" (p. 40).

  • Deviating from the Norm: Innovative Student Pathways for Successful TAFE/University Transition

    Date: 2014

    Author: Weadon, H.; Baker, A.

    Location: Australia

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    Context: Set in context of call in Bradley Review for greater cross-sectoral partnership between VET and HE. Explores the shift of tertiary education provision that means that HE qualifications are now offered outside HE (aka in TAFEs). Paper explores perceptions and experiences of 7 TAFE program coordinators who have implemented HE programs within TAFE environments (in conjunction with Federation), with the catalyst being high retention rates. Business program deliberately offered in TAFE and "was a decision that enabled students who would not have considered a university degree for a variety of reasons to have access to higher education" (p.193). Argues there is limited literature that explores VET-HE pathways, but there are reports of arrangements (such as credit transfer), these tend to be with newer/ less research intensive universities, thus increasing the stratification within the HE system. Argues that improved pathways between VET and HE need to be greater focus of collaboration between 2 sectors. Literature review identifies 4 common factors that tend to exclude TAFE students from transitioning successfully into HE: lesser accessibility to low SES students, privileged forms of knowledge in HE; existing systemic and cultural barriers; inadequate relationships between sectors.
    Aim: Asks: "'What are the characteristics of the TAFE educational environment that promote successful transition into a higher education program for non-traditional students?' (p.193)
    Theoretical frame:
    Methodology: Qualitative exploratory approach. Recognises limitation of relying on one perspective (TAFE program coordinator). Constructivist focus: face-to-face, in-depth interviews conducted. Adopts grounded theory
    Findings: Participants believed the blended learning (12 hours of online delivery of subject materials, 12 hours
    of online activities and 12 hours of face-to-face workshops per course at the TAFE institution they had previously studied at) and location within TAFE was fundamental to students' success and made it more accessible: "the blended delivery style favoured the students transitioning from competency-based learning into outcome-based learning" (p.197). However, participants noted that some teaching staff had issues adapting to different ways of teaching [aka different ways of knowing etc.]. This suite of blended programs helped students with identified barriers to accessing HE (FiF, poor educational experiences, low SES, low academic self-efficacy). Students struggled to move from a "competency-based environment to [one] requiring 'self-directed knowledge acquisition'" (p.197) = described by one participant as a "big paradigm shift" (same page). Also note that students suffered 'transitional shock' (p.198) and discuss the 'TAFE effect' (smaller classes, familiarity between teachers and students: 'learner partners'). Issues for staff = feel like they have to have their hands held' and a philosophical challenges. Authors also report that participants perceive a hierarchy between TAFE and university, with TAFE being in a subordinate position: "Universities were generally perceived as displaying an attitude
    towards TAFE institutions that did not always acknowledge the teaching and program credentials of VET and, consequently, universities within the same region may not be a 'fit for organisational objectives' due to an unwillingness to engage in a productive, inter-organisational dialogue" (p.199)
    Core argument:
    this innovative learning model may facilitate the reduction of 'transitional shock' amongst students encountering bachelor-level scholarship for the first time, thus encouraging the widening of participation in higher education.

  • Difference in higher education pedagogies: gender, emotion and shame

    Date: 2017

    Author: Burke, P.

    Location: Australia

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    Context: Examines how gendered inequalities play out in higher education pedagogical practices (lived, embodied, re/produced) = emotions and shame. Paper illuminates the subtle and invisible ways gendered inequalities (re)occur. Shame = tangled in gendered inequalities and individualising discourses of 'success' and 'failure'. Draws on own work to argue that gender "intersects with other, pathologized identities to inflame anxieties about 'lowering standards'" and that equity/WP students = "compelled to participate in a neoliberal project of transforming themselves to conform to the regulating and disciplining narratives of ' success' at play in educational institutions and policies" (p.2). Othering = creates issues for women and men: relational (against dominant/hegemonic subjects), in terms of performance and assessment against discourses of neoliberalism and the market. 'Excellence' discourse can be analysed for how it "evokes particular masculinized epistemologies, pedagogies and subjectivities" (p.3) = not often excellence for equity.
    Shame = "underlie gendered, embodied and everyday experiences of inequality and exclusion, which are difficult to name and to speak in the wider context of ' evidence-based' approaches to equity in HE" (p.4) = invisibilised by WP policies under the labels 'inclusion' and 'resilience'. Universities often take remedial approaches to respond to conditions that produce shame (which is in itself a practice of misrecognition)
    Aim: To examine lived and embodied experiences of gendered inequalities (acknowledging complex intersections with other forms of disadvantage) with emotions, particularly shame
    Theoretical frame: Draws on Fraser's (2003, 2010) "multi-dimensional framework for ' parity of participation'" (p.5); Sara Ahmed's theorization of the embodiment of shame
    Methodology: Draws on 2 previous research projects: the NTFS-funded GaP project and the Capabilities (NCSEHE-funded) project
    Findings: Shame = embodied and felt (see Ahmed, 2004) - universities respond with remedial services that require students to trust institutional representatives (unfamiliar, unknown) = often seen as "individual lack of confidence or capability, seen as detached from histories of gendered, classed and racialized misrecognitions" (p.7) - privileges confidence, assertiveness and forthcoming behavior. This = true for students and staff = plays into discourse of 'dumbing down' or 'soft' teaching: what = appropriate level of caring/ feminization of teaching. This serves to construct students (often WP) as needing help/ 'childlike': "A vicious cycle of misrecognition is put into place, subtly reasserting the dominance of certain forms of hegemonic academic masculinity" (p.8).
    Examines the place of difference: as a marketing discourse under the term 'diversity' which jostles against local experiences of anxiety regarding challenging difference/ labeling and limiting 'different' students [which need a relational 'familiar' to compare against]. Draws on Zembylas' (2013) critical framework (critical pedagogies of compassion) to draw on power, praxis and emotion to enrich HE pedagogies but notes challenges with operationalization. Makes case for 'ethics of care' to notions of connection - often at individual level rather than social transformation, "in which pedagogical participants share the responsibilities of creating inclusive and equitable spaces" (p.12).
    Core argument: Need to move towards a 'pedagogy of difference' - whereby the notion and practice of trust = interrogated and where notion of 'difference' = considered a resource to "reflexively develop collective and ethical participation in pedagogical spaces" (p.13).

  • Different strokes for different folks: diverse students in diverse institutions - experiences of higher education

    Date: 2008

    Author: Crozier, G.; Reay, D.; Clayton, J.; Colliander, L.; Grinstead, J.

    Location: United Kingdom

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    Context: Reports on ESRC-funded project. Explores students experiences of higher education according to social class (middle/ working class) and across 4 different types of universities (context = "apparent polarisation of types of university attracting working class and minority ethnic students" and attrition of working class/ethnic minority students, p.167)
    Aim: To locate discourse of widening participation in discussion of classed privieged
    Theoretical frame: Bourdieu: field, capital, habitus + illusio + agoraphobia + playing the field
    Methodology: Qualitative, longitudinal methodology using critical ethnographic methods + questionnaire (n=1209) + classroom observations. Mix of student participants (n=88): working (n=27)/middle class, mix of ethnicities (wgite British = 89%), gender (female = 58%), age, Year 1 and 2, FinF. Followed 4 types of HEI = 3 geographic areas (post-1992 Northern, FE college + partnership with Northern Uni, elite southern university and pre-1992 civic Midlands
    Findings:
    Students at Northern = have qualifications/ achievements = tenuous (lower tariff for entry) = demonstrates WP but also has implications for students (attrition/ self-confidence), especially for working class students. Middle class students = greater confidence and sense self-worth (often previously successful students). Intellectual/ academic challenge = highest at elite uni where competition is highest; less so at midlands and northern universities.
    Family grooming: middle class students = varying levels of preparation for university [opposite experience in general for working class students, who were more likely to gain entry to HE via 'second-chance' pathways. High rates of previous family engagement at southern elite (83% been to uni; 19% = been to southern elite) compared with less than 50% at FE college (meaning more than 50% = FinF)
    Conditions of learning = adapting to new worlds (e.g. working class students moving into 'middle class milieu' of university; p.172). Variety of facilities (e.g. learning support, IT facilities etc.) across institutions = more at southern elite, less at northern where = online self-service. At southern, support= more tailored to student; at midlands and northern = more generic support offered.
    Different approaches to transition/ orientation taken by 4 institutions = Southern = more explicit and confronting; midlands = more implicit and facilitated by clubs/societies. Social capital and familial experience - mentions extra curricula activities. Different reasons for studying - working class students = "means to an end" (p.175).
    Core argument: Not polarisation around institutions, rather = "an interrelated spectrum of differentiated experiences exists across and within the institutions" (p.167). Need to help all students understand 'invisible pedagogy'/rules of the game (see p.173). "Higher education not only needs to address the widening of access to university but it needs to get to grips with what goes on inside the hallowed grounds" (p.176).

  • Differentiation of English universities: the impact of policy reforms in driving a more diverse higher education landscape

    Date: 2016

    Author: Purcell, W.M.; Beer, J.; Southern, R.

    Location: United Kingdom

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    Context: Set in the context of the HE setting in the UK after the fundamental policy shift in the way undergraduate teaching was resourced, where the Higher Education Funding Council for England (HEFCE) moved away from giving block grants to universities with the grants supported by tax payer funds, and developed a funding system that was almost entirely supported by student fees. The deregulation in funding led to an increase in alternative providers, resulting in a more marketized HE sector, which aligned with the policy objective to increase student choice through competition. Consequently, universities have begun to differentiate themselves to express their offers more clearly and attract students.
    Aim: To contribute to the 'debate on the role & importance of diversity within the HE system by drawing on empirical findings from a HEFCE-funded study (The Leading, Governing, Managing (LGM) Enterprising Universities project) and positioning them within a possible theoretical framework' (p. 33).
    Theoretical frame: Red oceans & blue oceans (based on Kim & Mauborgne's (2005) work on uncontested market space); Red ocean: The known market space, where 'industry boundaries are well defined and rules of the game are known' (p. 28). The more crowded the market space gets, the more intense the competition becomes, limiting space for profit & growth; Blue oceans: Represent 'new, emerging and distinctive market spaces' (p.28), where 'demand and value is created rather than fought over, leaving room for growth' (p. 28).
    Methodology: An analysis of the mission statements (or equivalent vision statements), other strategic documents & key performance indicators of 128/130 universities in England.
    Findings: 1) 72 universities had broadly similar mission statements, and could be clustered in what is described as a crowded 'middle market space' (p. 28). 2) Second analysis in 2012: 34 institutions had changed their mission statements since 2010, with seven showing significant changes in direction; Small number of universities in the blue ocean 'racing back to the middle' (p. 29), large number of institutions moving horizontally to occupy new spaces; Evidence of two 'entirely new & unique positions' appearing from: a 'research and enterprise' space & a 'practice-based education' space (p. 29). 3)Re-analysis in 2014: 35 universities (almost one-third) have changed their mission statements since 2010; an increase of 23 institutions classified as 'non-aligned'. 4) Representation of universities through mission group alliances: 4 distinct mission groups - a) The Russell Group (20 major research-intensive universities throughout the UK; b) The 1994 Group (now dissolved) (19 smaller research-focused universities); c) The University Alliance (23 UK universities with a strong focus on business & professions); d) Million+ - (a university think tank with 27 members - defined by social inclusion and a focus on teaching) (p. 31).
    Discussion: 1)Which differentiation strategy to use? (Vertical vs horizontal differentiation - See Teichler (2008)) - Adopting a vertical strategy will lead to HE institutions to 'compete harder and run faster' due to increased competition in the red ocean, especially for those without an outstanding reputation or heritage; adopting a horizontal strategy (striving for blue oceans) - could support institutional sustainability & high quality. Risks with horizontal strategy- universities may specialise in subjects that do not attract students, or with marginal return of investment. 2) Implications from study: Two key issues from analysis of mission statements - a) 'ability to capture horizontal value at institutional level'; b) the relevance of the existing representative structures for mission based groups in the future. 3)Broader question from findings - is a 'one size fits all' approach in an increasingly diverse sector still appropriate in HE institutions?
    Core argument: 'Differentiation of universities is certainly a subject that warrants further research taking a global perspective' (p. 33).

  • Differentiation, distinction and equality - or diversity? The language of the marketised university: an England, New Zealand comparison

    Date: 2018

    Author: Bowl, M.

    Location: United Kingdom

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    Context: Examines the impacts of marketization of higher education; author specifically explores how universities reconcile their participation as 'global competitors' with need to respond to national policy imperatives, such as equality (inequity) by looking at the language used in publicly available websites of universities in England and New Zealand. Article begins with discussion of global league tables and the tension with meeting social justice goals: "There is thus a tension between the need for universities to project themselves as strong competitors in a global market and leading contributors to the knowledge economy, while at the same time responding to national policy requirements to widen the social base of higher education" (p.2). Global league tables 'ostensibly' provide transparency to enable 'choice' and ensure parable measurements of quality of institutions across the world. Rankings = symbolic of managerialism and 'growth of the audit culture' (p.2; see also Deem, 2001; Deem et al., 2007). However, league tables take no heed of local or national contexts, and there are no ranking systems of universities' performance with regard to equity/ inclusion. Bowl points to work by Ball (1998) and Marginson (2006) that argues that the flow of global market principles "do not straightforwardly transfer to national contexts" (p.3); aka each nation gives global market logics their own spin. At an institutional level, "universities are shaped by their own histories, cultures and norms which, in turn, shape internal priorities and external perceptions about what 'type' of institution they are" (p.3).
    Bowl offers an overview of 'widening the social base of HE' of England and NZ.
    Aim: To reveal how four universities (English/ New Zealand) use language to 'reconcile the tensions' between global competition and equity; to demonstrate how "the language of 'distinctiveness' and 'diversity' are employed to mask the incompatibility of market competition and equality, and to bolster claims for elite status" (p.2)
    Theoretical frame:
    Methodology: Essay; comparative [linguistic] analysis (draws on Fairclough but does not describe = discourse analysis). Institutions chosen as 'pairs', according to world rankings (2 = elite/ 'aspirant research' universities; 2 = regional). Documents taken from website home pages (WP), mission, vision and value statements (MVV), annual reports (AR), strategic plans (SP) and profiles (P). Also, Investment Plans (IP) and Access Agreements (AA) analysed.
    Findings:
    'Doing business': AR and SP = confirm "extent to which commercial priorities have penetrated the strategic heart of university planning and policy-making" (p.8), although there is clear difference between the 2 types of university. Auckland and Durham stress financial sustainability, freedom from government funding constraints, 'diversified' income sources [in partnership with business]; Waikato and Aston = foreground entrepreneurialism and business responsiveness [serving business]. Analysis of the language used to describe links between teaching/ learning and national economic priorities: "moderated language suggests that high-status institutions, with greater holdings of cultural, social and economic capital, are somehow 'above' the market" (p.8).
    'Standing out from the crowd': all four universities professed 'excellence' (e.g., 'world-class', world-ranking', 'world-leading' or 'world-wide', see p.10), particularly with reference to global rankings. Lower status universities talk more about 'potential', rather than 'achievement'. All universities claim 'distinctiveness'. A regard for equality is not noticeable in the 'public utterances' of the universities. For the high status universities, where it is mentioned, equality = made in terms of qualifying a commitment to social justice (for instance, justifying the selection of promoting merit and potential of applicants which recognize 'equality of opportunity; see p.12): "What is visible in these statements around equality is that, while national legislation and policy priorities concerning under-represented groups and social mobility are addressed, there is a tendency to limit equality commitments to what is required for the purposes of compliance, rather expressing them as principles" (p.13). Equality is thus performative rather than principled approach to social justice (p.14). Bowl also notes 'linguistic slippage' between diversity and equality: "The vagueness of the term serves a number of purposes. It invokes the warmth and harmony of institutional inclusiveness without threatening an elitist ethos. It evades specification of who is currently excluded, what structural and economic constraints may perpetuate their exclusion, and what action might be needed to end it" (p.14). Moreover, with this vagueness, 'diversity' can also refer to the international student body
    Core argument: Lower status institutions linguistically position themselves in servitude to business; organisational positioning and responses to policy pressure = reflect their position in relation to one stream of funding (aka government). Particular buzzwords are employed: differentiation, distinctiveness (which "helps to soften of the harder edges of competitive differentiation", p.14), diversity (an 'empty word', p.15), and potential.

  • Digital and Technological Considerations with Equity

    Themes:

    lensResearch
    lensBlog
    lensOpen Access Bibliography
    lensHigher Education

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    This blog post is part of the Gonski Institute for Education’s open access annotated bibliography (OAAB) series, a project led by Dr Sally Baker. OAABs offer a snapshot of some of the available literature on a particular topic. The literature is curated by a collective of scholars who share an interest in equity in education. These resources are intended to be shared with the international community of researchers, students, educators and practitioners. The literature has been organised thematically according to patterns that have emerged from a deep and sustained engagement with the various fields.

  • Dimensions of conflict: reflections on the higher education experience from an access education perspective

    Date: 2012

    Author: Murray, N.; Klinger, C.

    Location: Australia

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    Context: Explores how the 'skills, experiences and personal attributes' that enabling students bring with them to their studies present challenges for enabling educators to transform prior 'procedural' knowledge into 'corresponding propositional form' (p.117) needed for academic study. Draws on FYE literature to situate paper. Comments on human investment (as opposed to financial investment) required for higher education (and associated affective, cultural challenges): "It is incumbent upon receiving institutions to regard widening participation not merely as a recruitment strategy but as a commitment to 'follow through' and ensure that students who might otherwise not have the opportunity are given the means necessary to reach their full potential and succeed in their academic studies and beyond" (p.118). Examines Foundation Studies at UniSA (est. 2006): purpose = "is to provide alternative pathways to higher education, affording first-chance opportunities to those who have experienced educational disadvantage and second-chance opportunities to those who made earlier life decisions not to pursue tertiary-level study" (p.119). Authors note the complexity of teaching such diverse students without teaching qualifications: "Given that many academics have no formal teaching qualification, this raises the question of how and where they acquire and hone the skills needed to mitigate the negative and potentially destructive effects of such conflict" (p.121)
    Aim: To explore notions of 'value added' in enabling education; sought to explore whether themes that had emerged in earlier focus groups re-emerged, looked for conflict/consistency and sought to track transformations in experiences over 4 months. Specifically = mature age students
    Methodology: Case study ('Judy') - 4 in total, selected randomly from earlier participation in enabling research project. 4 x monthly interviews conducted with each c/s participant (approx. 4 hours per person)
    Judy: Completed FS with GPA 6.38/possible 7 and started Early Childhood Education degree. Judy = married and has 7 children (5-20 yoa) = had variety of roles/ jobs from age 16 when she left school. Other work has highlighted cognitive challenges; authors highlight affective challenges of studying for mature age learners = anxiety about balancing family/work/ inadequate support for induction and transition. Themes:
    Confidence (p.122-4) - largely due to familiarity developed through FS (e.g. writing essays, physical layout of university, information literacies, systems). Discusses strict planning (multiple calendars, one for study, one for children's movements, one for birthdays)
    Motivation (p.124-5) - to get bigger house (from aspired-for job), prior work experience (recognition of past), interactions with staff (who recognised her interests and strengths).
    However, there were contradictions (conflicts): for example the lack of formal recognition of mothering experience/ past work experience (no RPL) = 'irritation': "I don't need to practise how to look after children, and my running playgroup for two and a half, nearly three, years doesn't count for anything either' (Judy's words, p.126). She also had more experience than her tutor = resentment of lack of recognition: "Mature students, who bring to their learning situations considerable relevant life experience, would seem to be more
    likely to recognise a lack of authenticity, which in turn can seed discontent-discontent that may be experienced by both parties: the student resenting the failure (perceived or actual) to acknowledge their experience; the academic resenting the challenge to the authority of their opinions and thus seeing mature students as a threat rather than a resource" (p.127)... also prior experience of FS (e.g. writing essays) led her to question some of UG assessment activities (example on p.128 of finding essay plan a waste of time)
    Core argument: Research Question: how can universities support mature age students in widening participation agenda? Case study of Judy suggests that the self-efficacy and confidence/ practices learnt through FS led to both positive and negative consequences when she entered UG study, as she "struggled to transform effectively her experiential procedural knowledge into its propositional form, with its theoretical underpinnings" (p.130). Mature age students = high levels of motivation but also unrealistic expectations = exposure to emotional and intellectual distress

  • Direct entrants in transition: becoming independent learners

    Date: 2013

    Author: Christie, H.; Barron, P.; D'Annunzio-Green, N.

    Location: United Kingdom

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    Context: Sits in the context of the government policy for HE in the UK, which encourages more students to take 'direct entry' into university. However, the article highlights that there is a paucity in research regarding the experiences of direct entrants in the UK. *Direct entrants: students who experience their first year at university in year two/three of their degree programme
    Aim: To offer information from 'the direct entrants themselves about the transitions made from their year group within the university' and the factors that helped them succeed at university, via an 'interpretation of the students' success which attends to their perceptions about, and experiences of learner autonomy, as they move between their previous and new learning environments' (p. 624).
    Theoretical frame: Not specified in study.
    Methodology: Qualitative, longitudinal approach; Data collection methods: Semi-structured interviews Participants: Direct entrants who joined the university's business school in 2006/07 (n=20); from low SES groups; 12 mature students; 16 women & 4 men, Data analysis: Inductive approach.
    Findings: 1) Two key factors in negotiating students' transition to university: a)'Perceptions of their ability to cope with, and succeed in, module assessments. b) 'Good time management' (p. 628) 2)Three groupings of students were identified in terms of their relative success in becoming independent learners: Group 1 (5 students) - 'Successful independent learners' (Smooth transition) (p. 628); Group 2 (11 students) - Working hard to adjust & conscious of need to develop as independent learners ('High expectations, uneven transitions') (p. 628); Group 3 (4 students) - 'Struggling to become independent learners' (Crisis in transition) (p. 28). 3); Group 1: Key characteristics - 'ability to be flexible & adapt quickly to the new learning environment' (p. 628), good time management; Group 2: 'Limited awareness of practicalities of becoming an independent learner' - indicated 'real difficulties involved in 'coming to know' the rules & practices of their new learning community (Christie, 2009) (p. 628), less effective time management, limited awareness on the need to 'self-study' (p. 629), struggle in achieving balance between studies & other commitments; aware of need to improve on time management; Group 3 - Limited understanding on independent learning, expect to continue studies the same way they did in college, poor time management, difficulties balancing studies with employment & family responsibilities, found university to be a 'lonely & unsupportive environment' (p. 633), missed being directed by their lecturers on what to do and read.
    Discussion: 1)Two factors distinguishing three groups of students in their successful transition to university: Motivation & agency; Group 1: Their willingness to act & actively seek assistance & information from staff when needed were factors impacting their successful transition; the 'lack of explicit mention of challenges' in being direct entrants also highlight their 'recognition of the need to adjust quickly to the learning environment'; Group 3 (and some in Group 2): Key sociocultural competence lacking - commitment to seek assistance & information proactively; More aware of struggles of taking direct entry; disadvantaged by limited availability of time to adapt to their new environment.
    Core argument: Direct entrants do not make 'seamless transitions to university' (p. 635), which should be acknowledged within articulation frameworks. Universities should also 'question the form and nature of the support available to direct entrants, as well as to students entering first year, throughout their time at university' (p. 635).