NCSEHE research themes, areas of interest and projects
An emerging research program
The National Centre for Student Equity in Higher Education has been established to facilitate the study of student equity policy and practice in Australian higher education and in related fields, and to lead the development of new knowledge in these fields.
A working definition of equity
The centre's view is that equity is predicated on recognition that social systems (including education systems) tend to produce unequal outcomes (advantage and disadvantage) and that in part this is because individuals' starting positions and the processes involved in the production of social and economic outcomes are unfair. In this context, equity is a commitment to adjusting social systems for socially just means and ends.
Implicit in this view is that 'equity' and 'social justice' are different but closely related. Equity is conceived as a strategy: (a) based on a commitment to achieving (more) socially just ends; and (b) developed from a theory about why a particular social system is not socially just. Given that equity can be understood differently in relation to different conceptions of social justice, there is the potential for contestation around at least two things: (a) the view of social justice engaged; and (b) the strategies selected to achieve it. Both need to be debated and researched. This includes research to assess strategies in terms of whether or not they are achieving or will achieve social justice ends.
This working definition of equity informs a range of research themes/questions, areas of interest and projects. The intention is that the centre's research projects will contribute to knowledge in certain areas of (current) interest guided by particular themes or questions. Together, these research themes, areas and projects constitute the centre's research program.
Key research themes/questions
The centre's current research themes/questions are as follows. These inevitably and appropriately overlap, and future revisions will articulate a hierarchy of conceptual, contextual and pragmatic importance among them.
What is equity?
- What social theories inform equity conceptions? What are the competing definitions?
- How is equity theorised in relation to equality, social justice, social inclusion, quality, disadvantage?
- How are conceptions of equity applied in Australian higher education? What assumptions about equity are evident in government and institutional policy and practice?
- How do equity definitions change over time and context?
What are the gaps in current knowledge about student equity in higher education that require (further) exploration?
- What principles should inform (better) measures of student groups and student equity?
- Are the current groupings of disadvantaged students in higher education the best ways in which to identify them? What groups are missing? What groups no longer should be a focus?
- What are the consequences for students of defining equity in terms of the proportional representation of marginalised groups in higher education?
What 'works' in the pursuit of equity for disadvantaged students in higher education?
- What can universities do to increase the access, participation, retention, and success of students from disadvantaged groups?
- What are the most effective points of 'intervention': at the point of transition from school to university (Years 11 and 12), from TAFE to university (diplomas and advanced diplomas); early interventions prior to Year 11? How early is early enough?
- How effective are equity programs that target disadvantaged students in higher education, in improving the availability and accessibility of universities, and the achievement and aspirations of students (Anderson's 4As)?
- What are the differences in effect among 'stand alone' equity programs, multi-dimensional programs (across Anderson's 4As) and collaborative efforts (across education sectors, universities and/or tertiary institutions)?
- What makes the difference for the few disadvantaged students who successfully negotiate higher education?
What are the required policy settings to achieve equity for disadvantaged students in higher education?
- What measures of student equity should be applied to institutional outcomes?
- How can institutions be enabled to achieve student equity outcomes?
- What are the best funding models?
- How can national policy account for the influences of the marketisation and globalisation of higher education on student equity?
- What policy settings to achieve student equity in higher education
are being employed in other countries? What are the trends?
Areas of research interest
The centre's current areas of interest are listed below. It is an indicative or suggestive list, subject to change and not comprehensive of all possible areas of interest to the centre, now or in the future.
- Post-compulsory education for students from low socioeconomic backgrounds
- higher education pathways, including second chance opportunities
- the interface between VET and higher education
- higher education and regional engagement
- higher education and students with disabilities.
Research projects
Early school intervention as a means to improve higher education outcomes
for disadvantaged students
2008–2009
Funding body: Commonwealth Department of Education, Employment and Workplace
Relations (DEEWR)
Research Team: Di Bills, Barbara Comber, Trevor Gale, Robert Hattam, Deborah
Tranter.
Description: An investigation of early interventions in schooling aimed at
increasing students' participation in higher education after completing
school. 'Early' refers to the school years prior to Years 11 and 12, before
the last two years of post-compulsory or senior secondary schooling.
'Interventions' refers to organised and strategic programs 'purposely
designed to manoeuvre a population in particular directions'.