Student equity in higher education : what to do when the queue is not long or diverse enough

In this paper I outline three broad propositions about or challenges to access and participation in Australian higher education, resulting from the Australian Government’s 20/40 targets for the sector and their attendant requirements for universities, such as the performance indicators for teaching and learning. While some of my analysis could be seen as speculative, in the sense that it represents our best guesses about the future, in aking these arguments I draw on publically available statistics on Australian schooling, vocational education and training (VET) and the higher education sector, as well as on recent research on outreach programs by universities in schools.

Rethinking higher education : implications of the Australian Government’s expansion and equity agenda

In this paper I outline three broad challenges to higher education, implied in the Australian Government’s 20/40 targets and their attendant requirements for universities. In identifying these challenges I draw on publically available statistics on Australian schooling, vocational education and training (VET) and the higher education sector, as well as on recent research on outreach programs by universities in schools.

More towards the centre : searching for field position for student equity in Australian higher education

The field of Australian higher education has changed, is changing and is about to change, as it is repositioned in relation to other ‘fields of power’. It is a sector now well defined by its institutional groupings – the Go8, the IRUs, the ATN and the rest – and by their relative claims to selectivity and exclusivity, with every suggestion of their differentiation growing. Even within these groupings there are distinctions and variations. Moreover, Australian universities now compete within an international higher education marketplace, ranked by THES and Shanghai Jiao Tiong league tables. ‘Catchment areas’ and knowledge production have become global. And the potential of a ‘joined‐up’ tertiary education system, of VET and universities, will rework relations within Australian higher education, as will lifting the volume caps on university student numbers. In sum, Australian universities (and agents within them) are positioned differently in the field, although not in the stable relations imagined by Pierre Bourdieu in the France of the 1960s. And being so variously and variably placed, institutions and agents have different stances available to them, including the positions they can take on student equity. In this paper I begin from the premise that our current shared stance on this has been out‐positioned. Nation‐bound proportional representation loses its equity meaning when the Australian elite send their children to Harvard, Yale, Oxford and Cambridge. The same could also be said, and has been, about equity representations by region, institution, discipline and degree. What then, also, for a new national research centre with a focus on student equity and higher education, for its research agenda and positioning in the field? What stance can it take on student equity that will resonate on a national and even international scale? And, given a global field of higher education, what definitions of equity and propositions for policy and practice can it offer? What will work in the pursuit of equity?

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.

Workplace learning coordinators program : formative evaluation : final report

The workplace learning coordinators program was established to increase the number of young people undertaking workplace learning placements, especially in industries that provide strong vocational outcomes. Additional attention has been paid to the potential benefits of the program for Koorie young people and other students who experience disadvantage. The program also seeks to improve the alignment between VCAL and VET provision and local industry needs, with a focus on indentifying new workplace learning opportunities with each service area’s employers. This formative evaluation sought to monitor the initial implementation of the WLC program during its first twelve months. Over this period the evaluators recorded the early teething challenges faced by WLCs during their first few months, and the eventual consolidation of their practices during the second half of the program’s first year. In reviewing all of the data collected for this evaluation, and the progressive responses of WLCs and stakeholders over the program’s first year, the evaluators consider that the model of service delivery is appropriate for what the program aims to achieve and recommend its continuance to 2013.

Measuring pathways to university : success factors in construction management education

Past research has shown that many students find navigating pathways from TAFE to university difficult. This paper proposes a framework for evaluating the success of the pathways. Student enrolled in higher education courses responded to a questionnaire on the nature of their experiences in VET and how this impacted on their decision to articulate to university. The survey covered a sample of three universities across Australia. The results showed that students generally had positive experiences, but that some pathways had better outcomes than others. The framework developed in this research is capable of identifying issue that lead to poor outcomes. The results indicate that matrix developed contained three factors that were good measures of the success of the pathways. The paper concludes by suggesting that universities need a greater awareness of the impact of pathways on identifying pipelines for their students.

CADET - Centre for Advanced Design in Engineering Training

BACKGROUND : The Centre for Advanced Design in Engineering Training (CADET) is a partnership of Deakin University and the Gordon Institute of TAFE that will improve access and pathways into careers to address Australia’s critical engineering skills shortage (Walton, C). Local high schools, Belmont High and Matthew Flinders Girls Secondary College are included as strategic partners. CADET is proposed to be a teaching and learning facility providing a project focused modern engineering approach to students at regional schools and TAFE as well as Deakin’s degree programs. CADET will emphasize engineering design and development through virtual and physical modelling, simulation and prototyping – skills at the heart of the 21st century engineering challenges, and will serve as an attractor to engineering and related professions.

PURPOSE : The purpose of this paper is to present an argument toward the development of a Centre for advanced design in engineering training. CADET is proposed to increase the awareness and attractiveness of engineering as an education and career option, particularly for women, in regional schools, provide under one roof state-of-the-art engineering design, modelling and prototyping facilities, facilitate access and articulation pathways between school, VET and Higher Education, increase the physical capacity to serve student demand in western Victoria, and reinvigorate engineering as an essential component of a skilled regional economy.

DESIGN/METHOD : The evidenced based argument towards the proposed centre for advanced design in engineering training is based on a detailed literature review as well as a research study with industry representatives in engineering design. The learning principles of the model are also investigated and aligned to the proposed centre.

RESULTS : CADET is a change to the way engineering has traditionally been taught. The outcomes of CADET will be to provide a broad range of contemporary/relevant teaching programs, improve the social benefits gained from teaching programs, improve retention rates, advance partnerships that link with rural and regional victoria, and collaborate with local communities to encourage governments to support regional capacity building. Through focus group interviews and open discussions with industry and academia over the past 12 months on the integration of design skills in engineering education, results indicate that the following key skills are essential elements required for a successful project oriented design based learning curriculum are creative & innovative skills, successful industry engagement, and awareness of design skills in early years. Feedback also showed that 80% of the industry representatives are looking to recruit graduates who acquired design-equipped skill and 60% indicated that they want graduates who acquired knowledge through projects.

CONCLUSIONS : CADET projected benefits are significant at the strategic and operational levels. They include access for more women in engineering, facilitates articulation pathways between VET and HE, targeted recognised critical current engineering skills shortage in Australia, improvement of regional access, attractiveness and participation in tertiary education, achievement of a significant improvement in the teaching-research nexus.

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.

Internationalisation of vocational education and training: an adapting curve for teachers and learners

Competency-based training and training packages are mandatory for Australian vocational education and training (VET). VET qualifications are designed to provide learners with skills, knowledge, and attributes required for Australian workplaces. Yet, toward the end of December 2011, there were 171,237 international student enrolments in the Australian vocational education sector.

VET currently ranks second behind the university sector by volume of international student enrolments in Australia. The flow of international students into Australian vocational education, their diverse learning characteristics, and their different acquired values have created new challenges as well as possibilities for teachers to transform their pedagogic practices and contribute to reshaping the pedagogy landscape in vocational education.

Drawing on interviews with 50 teachers from VET institutes in three states of Australia, this article discusses the emergence of international vocational education pedagogy that enables international students and indeed all learners to develop necessary skills, knowledge, and attributes in response to the new demands of the changing workplace context and global skills and knowledge mobility.

This article addresses a number of important issues concerning the interrelationship of international pedagogy and learner-centered education, notions of productive and inclusive pedagogies, transnational skills mobility, cultural diversity, and internationalization within the context of the Australian VET sector. Finally, the significance of these issues to educational providers and teachers across different educational levels and national contexts is discussed.

Competency-based training, global skills mobility and the teaching of international students in vocational education and training

 In Australia, all vocational education and training (VET) qualifications must be based on competency-based training (CBT) and training packages. Yet, since 2005, there has been a major expansion in the number of VET international students in Australia, 85% of whom are from Asia. Given this development, the teaching and learning contexts in which competency-based training and training packages are located are becoming increasingly diverse and no longer reflect the traditional training characteristics and boundaries that apply for domestic students.
This paper examines the relevance of training packages and CBT for teaching international students in the Australian VET sector. It draws on interviews with teachers and international students from 25 public and private training providers in Australia. The discussion of the findings aims to assist the VET sector create a curriculum framework that supports flexibility, adaptation and responsiveness so that international students’ divergent and shifting study purposes and complex learning characteristics can be catered for effectively. This contributes to helping the sector remain viable in a context in which a VET course is no longer a pathway to migration.

International vocational education and training - the migration and learning mix

International VET students have divergent, shifting and in some cases multiple purposes for undertaking their VET courses. Students' motives may be instrumental and/or intrinsic and can include obtaining permanent residency, accumulating skills that can secure good employment, gaining a foothold that leads to higher education, and/or personal transformation. Moreover, students' study purposes and imagining of acquired values are neither fixed nor unitary. They can be shaped and reshaped by their families and personal aspirations and by the social world and the learning environment with which they interact. We argue that, whatever a student's study purpose, s/he needs to engage in a learning practice and should be provided with a high quality education. Indeed, we insist this remains the case even if students enroll only in order to gain the qualifications needed to migrate. The paper details the association between migration and learning, and argues that the four variations emerging from the empirical data of this study that centre on migration and skills' accumulation better explain this association than does the 'international VET students simply want to migrate' perspective. We conclude with a discussion of why the stereotype that holds VET international students are mere 'PR hunters' is unjust and constitutes a threat to the international VET sector.

Encouraging more students into construction management

The construction industry is plagued by the persistent, long-term problem of skill shortages and skill gaps, especially in construction management. Evidence indicates that the industry will not have enough flexible, qualified professionals able to exercise skills to match changing work requirements especially in new technology, over the coming decade. Upskilling existing workers and individuals with vocational education qualifications into higher education could provide an important solution to skill gap problems. Currently less than 16% of all individuals with vocational qualifications in construction undertake upskilling into higher education. This project investigated the factors that supported upskilling and transfer from VET to higher education (HE) in the construction industry. Interviews were conducted with 36 students who were upskilling from vocational education into higher education in eight Australian universities to elicit “enablers” of upskilling. The results, which identify a number of key enablers as seen through the eyes of students who have made the transition, provides the industry with insights into solving current and future skill gaps. These insights will benefit both the construction industry and the wider national population.

The effect of plant tissue and vaccine formulation on the oral immunogenicity of a model plant-made antigen in sheep

Antigen-specific antibody responses against a model antigen (the B subunit of the heat labile toxin of enterotoxigenic Escherichia coli, LTB) were studied in sheep following oral immunisation with plant-made and delivered vaccines. Delivery from a root-based vehicle resulted in antigen-specific immune responses in mucosal secretions of the abomasum and small intestine and mesenteric lymph nodes. Immune responses from the corresponding leaf-based vaccine were more robust and included stimulation of antigen-specific antibodies in mucosal secretions of the abomasum. These findings suggest that oral delivery of a plant bioencapsulated antigen can survive passage through the rumen to elicit mucosal and systemic immune responses in sheep. Moreover, the plant tissue used as the vaccine delivery vehicle affects the magnitude of these responses.