Ethics, equity and excellence: a case study of supported transition to higher education in the Australian contextTamra Cocks & Jennifer Stokes

IntroductionIn developed nations, a shift is occurring from mass to universal higher education provision and ‘these developments involve a rethink of the exclusive nature of universities and a greater shift from “elitism” to social inclusion’ (Ramburuth & Hӓrtel 2010, p. 156).

This session will:

Explore the relationship between policy and practice

Consider challenges in balancing excellence, equity and ethics

Provide a case study at an Australian university

Session Structure Equity

Australian discourses of inclusion

The Australian context

Case study of an enabling program

Excellence

College environment and learner identities

Inclusive culture

Behavioural norms

Ethics

Introducing academic culture

Emotional support

ESL/Policy/Ethics

Informed choices

Conclusion

Questions?

Equity

In your experience, what prevents people from

accessing higher education?

Australian discourses of inclusion

‘Ensuring that every Australian, no matter how wealthy or poor, has a fair chance is one of the most important challenges for Australian universities... Our reputation as an egalitarian nation and our future prosperity rests on the outcome... The task now is to expand access and opportunity to everyone, regardless of the family or community they come from’.

The Hon Julia Gillard MP, Deputy Prime Minister2008

‘Only citizens who are resilient, informed, adaptable and confident will manage the consequences of the new global economy with all its opportunities and threats. A strong education system designed to ensure genuine opportunity for all to reach their full potential and to continue to improve their knowledge and capacities throughout their lives will build such people’.

(Bradley et al. 2008, p. 1)

The Australian Context

Australian higher education targets

2020 – 20 % of enrolments from low SES backgrounds

2025 – 40% of 25-34 year olds hold a bachelor degree

(Bradley et al. 2008, p. xiv)

(OECD 2011, p. 292)

(Lomax-Smith, Watson & Webster 2011, p. 116)

(Lomax-Smith, Watson & Webster 2011, p. 117)

(Lomax-Smith, Watson & Webster 2011, p. 119)

The University

Founding legislation

Denise Bradley and the role of the ‘Bradley review’

UniSA equity demographics (DEEWR 2011)

A young institution grounded in older South Australian technical institutions

Values and role

Case Study Of An Enabling Program

UniSA College – combines outreach programs, research projects and teaching of enabling programs

2006 – Foundation Studies program established (Klinger & Murray 2011, p. 139)

2011 – UniSA College established

2012 – Diploma programs added, 50% growth in enrolments

Programs

Options for students

Located at theuniversity

Case Study Of An Enabling program

(Boyle 2012) (Glover et al. 2010)

Case Study Of An Enabling Program

(Boyle 2012)

Case Study Of An Enabling Program

The students

College video

Outcomes include university preparation, retention and success

Case Study Of An Enabling Program

Excellence

What is associated with excellence at your institution?

Success Stories

Success Stories Tom’s story“The course was

free, it seemed really supportive and meant I could get into university and also understand what would be required to succeed”

Alumni offered places in flagship degrees

e.g. Law, Physiotherapy, Journalism, Pharmacy

Alumni have a higher undergraduate retention rate and ‘higher mean GPA’ than other undergraduates (Klinger & Murray 2011, p.144)

Inclusive Culture for Students from Equity Groups

55% of Foundation Studies students = from an equity group

Equity groups

ATSI (Aboriginal and Torres Strait Islanders)

Disability

Isolated

Low-socio economic status (Low- SES)

Non-English-Speaking Background (NESB)

Rural

Women in non-traditional areas

(NBEET, cited in Klinger & Murray 2011; DEEWR 2011)

College Environment

Campus location provides an authentic university experience

Learning environment comprises tutorial rooms, staff offices and the Student Common Room

Student Common Room is a place for study and socialising. Build peer networks and friendships.

Social relationships that are supportive of learning are a key factor in motivating andmaintaining the developmentof learner identities(Gallacher et al. 2010)

Learner Identities Large number of students from educationally

disadvantaged backgrounds

High vulnerability

Unfamiliar with university setting and tertiary programs

Low-SES students may feel identities are devalued in comparison to those of high status social identity (Ramburuth & Hӓrtel 2010)

‘Providing room for different ways of thinking about and different ways of engaging with knowledge’ Gale (2010, p.5)

Inclusive Culture

Position title-Lecturer: Teaching Focus

Staff make themselves highly accessible to students

One-to-one student consultation in the Student Common Room

Student reflections regarding the College’s inclusive culture

Students’ work ethic and levels of motivation are influenced by the teachers who build supportive relationships with them

(Mullen 2010).

The respect I received, the trust I felt I was given in decision making and not being judged (What was the best part of the course? EDUC 1031 CEI 2009).

The tutor was very receptive and inspiring showing a positive and motivated attitude to our course and each individual catering differently to each of our needs (LANG 1002 CEI 2011).

A good teacher is the strength of this course. I like the way she tries to assist all students with a smile on her face (LANG 46 CEI 2011).

Ethics

What challenges have you experienced in bringing

equity groups into a system designed for the elite?

Introducing Academic Culture Diverse cohort of students with various

educational, linguistic and socio-cultural backgrounds

Teaching university conventions such as academic integrity can be challenging

Specific induction into academic conventions such as:- Assessment submission

- Communicating with staff & peers respectfully

- Attendance and participation

- Building learner autonomy

- Juggling work & study commitments

Emotional Support

Students from equity groups face additional external pressures

Support is necessary- ‘Access without support is not opportunity’ (Engstrom & Tinto 2008)

Staff meet regularly to discuss any student concerns and allow a responsive approach to student needs.

The College connects students to various support services- Learning and Teaching Unit (LTU), counsellors, career advisors and disability advisors.

ESL (English as a Second Language) Cohort

Approximately 1/5 of Foundation Studies students identify as NESB (Non-English Speaking Background)

English versus non-English language

spoken at home 2011

English83%

Non-English17%

English versus non-English language spoken at home 2012

English; 79.3%

Non-Eng-lish; 20.7%

(Boyle 2012)

ESL Cohort

Arabi

cDar

i

Kurdi

sh

Nepal

i

Pers

ian

Punj

abi

Swah

ili

Other

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Common languages other than English spoken at home 2012

Africa

n ne

c

Arabi

c

Chine

se

Fren

ch

Pers

ian

Swah

ili

Vietn

ames

e

Other

0.0%

5.0%

10.0%

15.0%

20.0%

25.0%

30.0%

35.0%

Common languages other than English spoken at home 2011

(Boyle 2012)

ESL Cohort Challenges

Minimal entry requirements

No English language entry test difficult to identify students with critically low language proficiency levels

Some students would fall below 5.5 International English Language Testing System (IELTS)

Most English language entry requirements for international students wishing to enter undergraduate level are typically a score of 6 to 6.5 on the IELTS

Research has shown it takes 5-10 years for a student to develop cognitive academic linguistic proficiency (Bretag 2007)

Diversity of language proficiency levels makes it difficult to design a course to cater for all of the students

Our challenge is making sure students all come out with positive learning outcomes.

What is the aim of the course?

Prepare students for undergraduate level and equip them with academic reading and writing skills?

Or…

Design a course that builds upon their grammatical knowledge

and develops their communicative competence?

Either way, some students feel disengaged as the course tasks and assessment items may not match their specific aptitudes.

ESL Cohort Challenges

Acquiring academic English literacy skills is an issue that affects students from both ESB and NESB.

Assuming that ESB students have sufficient grammatical knowledge and are confident with academic reading and writing tasks is erroneous.

Ensuring that English literacy support is available to both NESB and ESB students is important in order not to show favour or discriminate towards one group.

Literacy Challenges

From 2012 we implemented a Diagnostic Writing Task to advise students which literacy course they would be suited to

Advise students of what their level should be on the IELTS

Continue to provide literacy support workshops

The LTU has language learning advisors who give language support to College students exclusively

Combatting ESL Challenges

o Support for study and for informed decision-making

o ‘Where withdrawal signals an informed, adult decision that university is not for them, this should be viewed as a form of success because the equity objective has been served’ (Klinger & Murray 2011, p. 143).

o Gracious exits availablee.g. alternate options, completing a qualification

Informed Choices

Growing student demand highlights the role of enabling programs in HE

This paper has identified some of the challenges of putting equity policy into practice

These challenges need to be addressed in order to balance equity and excellence in an ethical manner

Conclusion

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Expressions of interest in international benchmarking exercise

Any questions about the paper?