Achieving diversity : pathways may be the solution!

This paper examines the role of pathways in increasing the diversity of higher education student cohorts. The Commonwealth Government has as its higher education reform agenda the increased participation of under-represented groups to a 20% diversity target for Australian universities. Yet for many universities, reaching this target will require significant changes to entry and access conditions. This paper examines two case studies of construction education pathways and evaluates their effectiveness in addressing diversity using the DEMO matrix developed by the National Centre for Student Equity in Higher Education (NCSEHE). The first case study was based on a VET in Schools model that articulates school students into construction courses in TAFE and higher education. The second case study targets mature aged people who do not have formal qualifications in construction, but wish to participate in higher education. The results indicate that pathways into construction degrees can improve student equity ratios, but element such as learner engagement, confidence, resources and collaboration are critical features of successful pathways. These results have important implications for future decision making regarding university articulation models in light of higher education diversity targets.

Navigating student transition in higher education: induction, development, becoming

Student transition into higher education (HE) has increased in importance in recent times, with the growing trend in OECD nations towards universal HE provision and the concomitant widening of participation to include previously under-represented groups. However, 'transition' as a concept has remained largely uncontested and taken for granted, particularly by practitioners but also by many researchers. Based on an analysis of recent research in the field, the chapter suggests three broad ways in which transition can be conceived and, hence, three approaches to managing and supporting student transition in HE: as (1) induction; (2) development; and (3) becoming. The third — transition as 'becoming' — offers the most theoretically sophisticated and student sympathetic account, and has the greatest potential for transforming understandings of, and practices that support, transitions in HE. It is also the least prevalent and least well-understood. Apart from being explicit about how transition is defined, this chapter argues that future research in the field needs to foreground students' lived realities and to broaden its theoretical and empirical base if students' capacities to navigate change are to be fully understood and resourced.

Construction pathway : attracting the missing students and workers to university

The Commonwealth Government has the increased participation of under-represented groups to a 20% diversity target for Australian universities. It also has minimum targets of 40% of all Australians (25-34 years) holding a Bachelor’s degree by 2020. These targets are baseline items in a government agenda of improving educational outcomes for Australians and pivotal in addressing skill shortages in industries such as construction. In construction there is a skewing of skill shortages to the higher order or post entry level skills. Demand for higher skilled occupations such as construction managers, outstrips demand for construction trades (DEEWR, 2010). But whilst 41% of the industry have VET qualifications, only 10% possess HE qualifications in construction. Movement between the VET and HE sectors is low: of all construction students qualifying at AQF 4, less than 10% continue on to higher education and less than 1% of VET qualified persons in the construction workforce seek re-entry to university. This paper examines national data in construction education pathways and evaluates, using the DEMO matrix, the enablers in pathways to HE qualifications. The evaluation is based upon survey responses of two cohorts entering higher education from non-traditional pathways- articulating VET students and mature-aged workers. The results indicate that pathway programmes into construction degrees can attract non-traditional cohorts, but elements such as learner engagement, confidence, people-rich resources and collaboration are critical features of successful pathways.

To aspire: a systematic reflection on understanding aspirations in higher education

Aspirations for higher education by people from low socioeconomic status backgrounds are now a focus of government policy in many OECD nations. This is part of a global trend emphasizing the perceived benefits of ‘raising’ aspirations among under-represented groups as a social inclusion strategy to widen university participation, but also ultimately as a strategy to increase national competitiveness in the global knowledge economy. Yet despite its importance, aspiration tends to carry simplistic meanings in much higher education policy and practice. This paper attempts to craft a more nuanced account of the term, informed by four concept-clusters derived from sociological and philosophical literatures and research, and with a more mutual relation of public and private interests. It complements this ‘intellectual craftsmanship’ or ‘systematic reflection’ (Mills in The sociological imagination, 1959) with data drawn from a future-focused survey of secondary school students from low and low-mid socioeconomic status backgrounds in regional Australia. Results from the survey provide illustrations that help expand understandings of student aspirations for higher education, from a group presumed to be deficit in aspirations.

Widening and expanding participation in Australian higher education: in the absence of sociological imagination

Social inclusion in Australian higher education was high on the agenda of the recent Rudd/Gillard Australian Government. This paper offers an assessment of that agenda, particularly the extent to which it worked in favour of under-represented groups. It argues that the Government’s widening and expansion policies and its equity and aspiration strategies lacked sociological imagination, projecting deficits onto individuals who refused to be taken in by its ambitions for higher education participation. The paper concludes that in the absence of a sociological imagination in government policy, the freedoms of disadvantaged groups continued to be curtailed: not just to choose futures in keeping with their goals but also the freedom to formulate choices.

The equity raw-score matrix - a multi-dimensional indicator of potential disadvantage in higher education

Issues surrounding student participation, transition, retention and successful completion in higher education are topical. While the Australian federal government has identified broad groupings of under-represented students, these do not shed light on the complexities underlying the issues of the educationally disadvantaged, such as the compounding problems of multiple equity-group membership or the overlay of the acute or chronic effects of equity sub-group membership. This paper details the Equity Raw-Score Matrix. The matrix is a multi-dimensional indicator of potential disadvantage in learners, created for the specific purposes of diagnosing the complexities of educational disadvantage and creating pre-emptive strategies for the participation, transition and retention of students who are disadvantaged. The paper also describes the qualitative research study that was the catalyst for the creation of the matrix.

Understanding the multidimensional nature of student disadvantage to better inform the provision of 'glocal' learning

There are growing calls to make equity a focus of research concern in Australian higher education. In turn such research will, it is anticipated, inform the planning, delivery and implementation of education in an era of rapid global and technological change. Yet to undertake such research requires generating a greater understanding of the complex and multidimensional nature of educational disadvantage for the purposes of equity. This paper explores the Equity Raw-Score Matrix as a means of capturing economic, geographic and social disadvantage.

Arts marketing challenges in multicultural societies

With an increasingly diverse, multicultural society in many countries, it is timely to look more closely at the current literature on arts marketing, ethnic identity and segmentation issues. The growth of diverse, multicultural societies in many countries warrants a closer examination of arts marketing and the use of ethnicity as a basis for segmentation, as these issues have implications for attracting and retaining arts audiences and other consumers of arts related activities. Researchers in the arts industry have stressed the importance of understanding the fundamentals of audience development and the ability to focus on satisfying the needs and wants of their audiences. The focus on marketing activities comes at a time when there is greater pressure on arts organisations to move beyond their traditional role as subsidized non-profit organisations in order to become more self-supporting. Internationally, audience development in the arts industry has focused on segmentation dimensions such as youth, mature aged individuals, geographic location (rural), individuals with disabilities, low income earners, and individuals with culturally diverse backgrounds. Most of these potential segments are under represented in the population of arts consumers in Australia, the United Kingdom, Singapore, and North America. Of those dimensions, segmentation of arts markets by cultural differences such as ethnic identity appears to be a somewhat under researched area. Hofstede's (1980) model of national cultural differences continues to be widely used as a basis for strategic and marketing decisions in international business. However, the cultural characteristics attributed to individuals in their country of birth are likely to change through immigration to another country. In this situation, the ability to predict the consumption behaviour of various ethnic groups is complicated by acculturation processes in which arrivals attempt to adapt to their new environment. Over time, this process has resulted in the emergence of bicultural individuals who are able to switch, at will, between their ethnic identity and an identity aligned with their host country, or a combination of both at any time. Ethnic identity and affiliation with ethnic groups can also change over time, suggesting challenges for arts marketing approaches, and the application of market segmentation theory in particular.

Promoting transportation cycling for women : the role of bicycle infrastructure

Objective.
Females are substantially less likely than males to cycle for transport in countries with low bicycle transport mode share. We investigated whether female commuter cyclists were more likely to use bicycle routes that provide separation from motor vehicle traffic.
Methods.
Census of cyclists observed at 15 locations (including off-road bicycle paths, on-road lanes and roads with no bicycle facilities) within a 7.4 km radius of the central business district (CBD) of Melbourne, Australia, during peak commuting times in February 2004.
Results.
6589 cyclists were observed, comprising 5229 males (79.4%) and 1360 females (20.6%). After adjustment for distance of the bicycle facility from the CBD, females showed a preference for using off-road paths rather than roads with no bicycle facilities (odds ratio [OR] = 1.43, 95% confidence interval [CI]: 1.12, 1.83), or roads with on-road bicycle lanes (OR = 1.34, 95% CI: 1.03, 1.75).
Conclusions.
Consistent with gender differences in risk aversion, female commuter cyclists preferred to use routes with maximum separation from motorized traffic. Improved cycling infrastructure in the form of bicycle paths and lanes that provide a high degree of separation from motor traffic is likely to be important for increasing transportation cycling amongst under-represented population groups such as women.

Assessing the strain experienced by managers and professional Australian footballers using an augmented job strain model

Generic models of job stress, such as the Job Strain Model (JSM), have recently been criticised for focusing on a small number of general work characteristics while ignoring those that are occupation-specific (Sparks & Cooper, 1999). However this criticism is based on limited research that has not examined the relative influence of all three dimensions of the JSM - job demand, job control and social support - and job-specific stressors. The JSM is the most commonly used model underpinning large-scale occupational stress research (Fox, Dwyer, & Ganster, 1993) and is regarded as the most influential model in the research on the psycho-social work environment, stress and disease in recent times (Kristensen, 1995). This thesis addresses the lack of information on the relative influence of the JSM and job-specific stressors by assessing the capacity of an augmented JSM to predict the strain experienced by managers and professional Australian footballers. The augmented JSM consisted of job-specific stressors in addition to the generic components of the model. Managers and professional Australian footballers represent two very different occupational groups. While the day-today roles of a manager include planning, organising, monitoring and controlling (Carroll & Gillen, 1987), the working life of a professional Australian footballer revolves around preparing for and playing football (Shanahan, 1998). It was expected that the large differences in the work undertaken by managers and professional Australian footballers would maximise the opportunities for identifying job-specific stressors and measuring the extent that these vary from one group to the next. The large disparity between managers and professional footballers was also used to assess the cross-occupational versatility of the JSM when it had been augmented by job-specific stressors. This thesis consisted of three major studies. Study One involved a survey of Australian managers, while studies Two and Three focused on professional Australian footballers. The latter group was under-represented in the literature, and as a result of the lack of information on the stressors commonly experienced by this group, an in-depth qualitative study was undertaken in Study Two. The results from Study Two then informed the survey of professional footballers that was conducted in Study Three. Contrary to previous research examining the relative influence of generic and job-specific stressors, the results only provided moderate support for augmenting the JSM with job-specific stressors. Instead of supporting the versatility of the augmented JSM, the overall findings reinforced the broad relevance of the original JSM. Of the four health outcomes measured in Studies One and Three, there was only one - the psychological health of professional Australian footballers - where the proportion of total variance explained by job-specific stressors exceeded 13%. Despite the generally strong performance of the JSM across the two occupational groups, the importance of demand, control and support diminished when examining the less conventional occupation of professional football. The generic model was too narrow to capture the highly specific work characteristics that are important for this occupational group and, as a result, the job-specific stressors explained significantly more of the strain over and above that already provided by the generic model. These findings indicate that when investigating the stressors experienced by conventional occupational groups such as managers, the large amount resources required to identify job-specific stressors are unlikely to be cost-effective. In contrast, the influence of the more situation specific stressors is significantly greater in unconventional occupations and thus the benefits of identifying these non-generic stressors are more likely to outweigh the costs. Studies One and Three identified strong connections between job-specific stressors and important characteristics of the occupation being studied. These connections were consistent with previous research and suggest that before attempting to identify job-specific stressors, researchers need to first become familiar with the nature and context of the occupation. The final issue addressed in this thesis was the role of work and non-work support. The findings indicate that the support provided by supervisors and colleagues was a significant predictor of wellbeing for both managers and professional footballers. In contrast, the level of explained strain accounted for by non-work support was not significant. These results indicate that when developing strategies to protect and enhance employee well-being, particular attention should be given to monitoring and, where necessary, boosting the effectiveness of work-based support. The findings from this thesis have been fed back to the management and sporting communities via conference presentations and peer-reviewed journals (refer pp 220-221). All three studies have been presented at national and international conferences and, overall, were well received by participants. Similarly, the methods, results and major findings arising from Studies One and Two have been critiqued by anonymous reviewers from two international journals. These papers have been accepted for publication in 2001 and 2002 and feedback from the reviewers indicates that the findings represent a significant and unique contribution to the literature. The results of Study Three are currently under review by a sports psychology journal.

Student researchers in the middle : using visual images to make sense of inclusive education

Using ‘visual narrative’ theoretically and practically, this paper explores issues of inclusive education, during a period of curriculum reform and renewal in Australia. In Australia, the middle years of schooling, Years 5 to 9, are well researched and known as a period when students disengage with learning and participation in schooling. Research in the middle years affirms the importance of engaging with ‘student voice’. In this special edition, we are aiming to highlight how the use of visual imagery can be a rich source of understanding, illustrating students’ self-knowledge of schooling. Methodologically we refer to our research approach as ‘visual narrative’. Other writers in this edition use the term ‘photo voice’. For researchers it is important to highlight the differing orientations that ‘visual narrative’ and ‘photo voice’ signify. The terms are not mutually exclusive but highlight differing research possibilities and emphasis. Our argument, through the use of visual narrative produced by middle years’ students, is that visual texts open out some innovative possibilities for understanding inclusive education and supporting new relationships with our research community. Such approaches are not new; however, in a field such as special education that purports to support marginalised groups, liberatory research methods are under-represented. This paper aims to open out these discussions and provide a way forwards for teachers and researchers interested in breaking apart why it is that inclusive education remains a never-ending struggle.

The international construction student: a missed opportunity?

Australian universities now have a more diverse undergraduate student population in construction degrees than at any other time in their history. The linguistic, ethnic and indigenous diversity of the Australian university student population has never been richer and this is reflected in construction classrooms. Wider participation rates of domestic students combined with the internationalisation and globalisation of higher education has resulted in a student population of identifiable sub-groups that were significantly under-represented or not represented at all in previous decades. This changing student cohort and the inherent pressures and challenges arising from this changing population is the subject of considerable discussion within the Australian tertiary sector. The extent to which Australian universities and the construction degree educators have responded to these pressures is under scrutiny. This paper argues that the climate, culture and curriculum of higher education within construction schools in Australia has not reflected this diversity and that rather than accommodate and embrace the effects of internationalisation Australian university construction schools may have missed a vital opportunity to be part of a global learning network.

Alternative pathways to traditional destinations : higher education for disadvantaged Australians

In 1985, the Higher Education Equity Program was introduced by the Australian Government to improve the participation of those persons from social groups traditionally under-represented within higher education. In 1990, the program was incorporated within A Fair Chance For All which provided more specific details of the government's desire for a system-wide approach to equity issues. One result has been the proliferation of access and equity programs conducted by universities around the country and aimed at redressing the disadvantage of potential students. The alleged success of these programs is based on greater participation in and graduation from Australian universities by individuals from targeted disadvantaged groups. The research reported here, however, would suggest that such programs are prone to co-opt the language of equity and social justice, dependent as they are on satisfying statistically-orientated program performance indicators in order to receive recurrent government funding. Further, the paper argues that success in achieving equity within Australian higher education will remain limited unless the structural arrangements that work to construct social inequalities in mainstream higher education are addressed.

Towards a southern theory of higher education

Crudely, social inclusion in Australian higher education is a numbers game. While the student recruitment departments of universities focus on ‘bums on seats’, equity advocates draw attention to ‘which bums’, in ‘what proportions’, and, more to the point, ‘which seats’, ‘where’. But if the counting of bums is crude, so is the differentiation of seats. Just distinguishing between courses and universities and scrutinizing the distribution of groups, is a limited view of equity. The most prestigious seats of learning give students access primarily to dominant forms of knowledge and ways of thinking. In terms of access, it is to a diminished higher education, for all. Further, undergraduates – particularly in their first year – are rarely credited with having much to contribute. Higher education is the poorer for it. In this paper I propose an expanded conception for social inclusion and an enlarged regard for what is being accessed by students who gain entry to university. Drawing on Connell’s conception of ‘Southern Theory’, I highlight power/knowledge relations in higher education and particularly ‘southerners’: those under‐represented in universities – often located south of ENTER (Equivalent National Tertiary Entrance Rank) cut‐offs – and whose cultural capital is similarly marginalised and discounted. While increasing regard for the importance of Indigenous knowledges is beginning to challenge the norms of higher education, we are yet to generalise such reconceptions of epistemology to include knowledges particular to people from regional and rural areas, with disabilities, and from low socioeconomic backgrounds. Nor have we really engaged with different ways of thinking about the physical and social worlds that are particular to these groups. To take account of marginalized forms of knowledge and of thinking will mean thinking differently about what higher education is and how it gets done.

Towards a southern theory of student equity in Australian higher education : enlarging the rationale for expansion

Student equity in Australian higher education is a numbers game. While university student recruitment departments focus on ‘bums on seats’, equity advocates draw attention to which bums, in what proportions and, more to the point, which seats, where. But if the counting of ‘bums’ is crude, so is the differentiation of seats. Just distinguishing between courses and universities and scrutinizing the distribution of groups is a limited view of equity. This paper proposes an expanded conception for student equity and an enlarged regard for what is being accessed by students who gain entry to university. Drawing on Connell’s notion of ‘southern theory’, the paper highlights power/knowledge relations in higher education and particularly for ‘southerners’: those under-represented in universities, often located south of cut-off scores, and whose cultural capital is similarly marginalised and discounted. The paper concludes that taking account of marginalized forms of knowledge requires thinking differently about what higher education is and how it gets done.