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    The Use of Enabling Programs as a Pathway to Higher Education by Disadvantaged Students in Australia

    Access Status
    Fulltext not available
    Authors
    McKay, Jade
    Pitman, Tim
    Devlin, Marcia
    Trinidad, Sue
    Harvey, Andrew
    Brett, Matt
    Date
    2018
    Type
    Book Chapter
    
    Metadata
    Show full item record
    Source Title
    University Pathway Programs: Local Responses within a Growing Global Trend
    DOI
    10.1007/978-3-319-72505-5_3
    ISBN
    331972505X
    9783319725055
    Faculty
    Faculty of Humanities
    Faculty of Business and Law
    School
    Humanities Research and Graduate Studies
    School of Management
    URI
    http://hdl.handle.net/20.500.11937/81660
    Collection
    • Curtin Research Publications
    Abstract

    This chapter explores the use of enabling programs by Australian universities to improve participation and success for students historically underrepresented in the nation’s higher education system. It draws on empirical evidence from a national research project designed to undertake a review of current enabling programs offered by Australian higher education providers and to examine the effectiveness of these programs in increasing access to, participation in, and subsequent success in undergraduate courses for domestic students from disadvantaged groups. This chapter firstly outlines the rationale for providing enabling programs, their history of use in Australia against the wider context of higher education disadvantage, and a review of previous research. Secondly, it provides a typology of enabling programs in Australia detailing: their design and composition; how they are delivered; their prevalence throughout the sector; how they articulate to tertiary degrees; the types of students targeted; and numbers of students using them. Specific attention is on the representation of disadvantaged students throughout. Thirdly, the chapter provides a statistical analysis of the efficacy of these programs, as defined by retention and success. The fourth section details the findings of a national survey of 980 students who transitioned to higher education studies via an enabling program. This survey explores student perceptions, their experience of the program and their reflections on the extent to which it did or did not prepare them for tertiary studies. Finally, concluding comments are made and suggestions to improve the ongoing tertiary success of disadvantaged students are proposed.

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