What do we know about enabling education as an alternative pathway into Australian higher education, and what more do we need to know? A meta-scoping study

Baker, Sally; Irwin, Evonne; Hamilton, Emma; Birman, Holi

doi:10.1080/02671522.2020.1849369

Cited by 13 publications

(3 citation statements)

References 49 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Cross institutional opportunities for scholarship are crucial to showcase the transformative role enabling education plays in supporting novice, non-traditional students to transition successfully into higher education. Grounding enabling education in scholarship is particularly important to gain visibility and recognition for enabling educators' work which is often at the periphery of universities (Baker et al, 2022).…”

Section: Discussionmentioning

confidence: 99%

Benchmarking Australian Enabling Programs for a National Framework of Standards

Davis

Cook

Syme

et al. 2023

SUCCESS

View full text Add to dashboard Cite

Enabling education programs in Australia assist students, who would otherwise have been excluded from higher education, to transition into undergraduate study. These programs emerged independently in response to the needs of individual universities and the varying cohorts of students they serve. The exclusion of these programs from the Australian Qualifications Framework (AQF) has meant they remain unregulated, with no national framework for standards. The development of academic standards is a dynamic, consensus driven process, and benchmarking provides a method through which academics from across institutions can work in partnership to reach shared understandings and improve and align practices. This practice report outlines the results of the first comprehensive cross-institutional benchmarking project involving nine Australian universities and demonstrates there is shared understanding of the standards of enabling programs between institutions. These findings will contribute to the establishment of national standards for enabling programs in Australia.

show abstract

Section: Discussionmentioning

confidence: 99%

Benchmarking Australian Enabling Programs for a National Framework of Standards

Davis

Cook

Syme

et al. 2023

SUCCESS

View full text Add to dashboard Cite

show abstract

“…Given our insider status at the four research sites and the role of authors 1 and 2 in the analysis and interpretation of the data, it is imperative to explicate our positionality and backgrounds (Baker et al 2020) in this study. Authors 1 and 3 are disciplinary tutors with previous experience in EAP.…”

Section: Authors' Positioningmentioning

confidence: 99%

Tutors’ beliefs about language and roles: practice as language policy in EMI contexts

Heron

Dippold

Akşit

et al. 2021

Teaching in Higher Education

View full text Add to dashboard Cite

It has been well established that for all students, but particularly second language (L2) English speaking students, academic English speaking skills are key to developing specialist terminology and disciplinary content in an English as a medium of instruction (EMI) context. However, what is less clear in many contexts is the institutional language policy necessary to guide and support both L2 English speaking students and disciplinary tutors. In this paper, we focus on disciplinary tutors' beliefs of language and their roles with respect to language support to surface implicit and covert language policies. We argue that in the absence of explicit policy, showcasing the range of tutor perspectives and practice around language support can provide a way forward in explicating good practice and highlighting an approach in which all stakeholders take responsibility for supporting students' academic speaking skills in an EMI context.

show abstract

“…Higher education has become increasingly subject to regulation and standardisation (Bradley et al, 2008), with a particular emphasis on measuring and evaluating the impact of widening participation efforts. Despite years of funding, program development, and an overall exponential growth in the numbers of students accessing higher education, globally there has been a concerning failure of the widening participation movement to reverse the underrepresentation of equity groups benefiting from university education (Baker et al, 2020;Callender et al, 2020;Gale & Parker, 2017;Marginson, 2016). Pathway programs, which can offer nuanced programs to niche student cohorts, play an important role in addressing this persistent problem (McKay et al, 2018;Pitman et al, 2016).…”

Section: Introductionmentioning

confidence: 99%

Community, Engagement and Connectedness: Reflections on Pathway Programs at a Regional Australian University

Spence

Davis²,

Green³

et al. 2022

SUCCESS

View full text Add to dashboard Cite

The progressive democratisation of Australian higher education has numerous causes including the increase in the number of universities and therefore university places across the later 20th and into the 21st century, as well as initiatives by governments of different ideological hues to increase the total percentage of the population with a university degree. This latter impulse, in particular, has increased significantly the number of students entering university via pathway programs, meaning programs which provide the opportunity to undertake study to inculcate university-standard skills and enable matriculation into university for people who are otherwise ineligible. The students in pathway programs are sometimes disengaged from learning, coming from so-called non-traditional pathways that may signify a disconnect between them and their institutions of learning. This practice report, therefore, examines efforts to address “connectedness” in pathway programs at a regional university in Australia. The pathway programs at UniSQ College are underpinned by an inclusive and holistic teaching philosophy that supports students’ access to higher education. Through the lenses of social, emotional, cognitive, behavioural, and collaborative engagement, practitioners examined and reflected on ways in which this philosophy was embedded in the day-to-day work of UniSQ College through deliberate efforts to promote and maintain connectedness. By reflecting on and articulating these connections, we have provided a base for developing a future evaluative framework that will critically examine the extent to which our practices, through student engagement, foster connectedness.

show abstract

What do we know about enabling education as an alternative pathway into Australian higher education, and what more do we need to know? A meta-scoping study

Cited by 13 publications

References 49 publications

Benchmarking Australian Enabling Programs for a National Framework of Standards

Benchmarking Australian Enabling Programs for a National Framework of Standards

Tutors’ beliefs about language and roles: practice as language policy in EMI contexts

Community, Engagement and Connectedness: Reflections on Pathway Programs at a Regional Australian University

Contact Info

Product

Resources

About