Tutorial 1

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 & Hrtel 2010, p. 156).

This session will:Explore the relationship between policy and practiceConsider challenges in balancing excellence, equity and ethicsProvide a case study at an Australian university

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Session StructureEquity Australian discourses of inclusionThe Australian contextCase study of an enabling programExcellenceCollege environment and learner identities Inclusive cultureBehavioural normsEthicsIntroducing academic cultureEmotional supportESL/Policy/Ethics Informed choicesConclusionQuestions?

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Equity

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In your experience, what prevents people from accessing higher education?

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Australian discourses of inclusionEnsuring 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 Minister2008Only 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)

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The Australian ContextAustralian 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)

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(OECD 2011, p. 292)

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

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

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

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The UniversityFounding legislationDenise Bradley and the role of the Bradley reviewUniSA equity demographics (DEEWR 2011)

A young institution grounded in older South Australian technical institutionsValues and role

Case Study Of An Enabling Program

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UniSA College combines outreach programs, research projects and teaching of enabling programs2006 Foundation Studies program established (Klinger & Murray 2011, p. 139) 2011 UniSA College established2012 Diploma programs added, 50% growth in enrolmentsProgramsOptions for studentsLocated at theuniversity Case Study Of An Enabling program

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(Boyle 2012) (Glover et al. 2010)Case Study Of An Enabling Program

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(Boyle 2012)Case Study Of An Enabling Program

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The studentsCollege video Outcomes include university preparation, retention and success

Case Study Of An Enabling Program

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Excellence

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What is associated with excellence at your institution?

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Success Stories

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Success Stories

Toms 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 degreese.g. Law, Physiotherapy, Journalism, PharmacyAlumni have a higher undergraduate retention rate and higher mean GPA than other undergraduates (Klinger & Murray 2011, p.144)

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Inclusive Culture for Students from Equity Groups55% of Foundation Studies students = from an equity groupEquity groupsATSI (Aboriginal and Torres Strait Islanders)Disability IsolatedLow-socio economic status (Low- SES)Non-English-Speaking Background (NESB) RuralWomen in non-traditional areas(NBEET, cited in Klinger & Murray 2011; DEEWR 2011)

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College EnvironmentCampus location provides an authentic university experienceLearning environment comprises tutorial rooms, staff offices and the Student Common RoomStudent 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)

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Learner IdentitiesLarge number of students from educationally disadvantaged backgrounds High vulnerabilityUnfamiliar with university setting and tertiary programsLow-SES students may feel identities are devalued in comparison to those of high status social identity (Ramburuth & Hrtel 2010)Providing room for different ways of thinking about and different ways of engaging with knowledge Gale (2010, p.5)

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Inclusive CulturePosition title-Lecturer: Teaching FocusStaff make themselves highly accessible to studentsOne-to-one student consultation in the Student Common Room

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Student reflections regarding the Colleges inclusive cultureStudents 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).

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Ethics

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What challenges have you experienced in bringing equity groups into a system designed for the elite?

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Introducing Academic CultureDiverse cohort of students with various educational, linguistic and socio-cultural backgroundsTeaching university conventions such as academic integrity can be challenging Specific induction into academic conventions such as:Assessment submissionCommunicating with staff & peers respectfullyAttendance and participationBuilding learner autonomyJuggling work & study commitments

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Emotional SupportStudents from equity groups face additional external pressuresSupport 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.

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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

English versus non-English language spoken at home 2012(Boyle 2012)

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ESL CohortCommon languages other than English spoken at home 2012Common languages other than English spoken at home 2011(Boyle 2012)

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ESL Cohort Challenges Minimal entry requirementsNo English language entry test difficult to identify students with critically low language proficiency levelsSome 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 IELTSResearch has shown it takes 5-10 years for a student to develop cognitive academic linguistic proficiency (Bretag 2007)

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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? OrDesign 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

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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

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From 2012 we implemented a Diagnostic Writing Task to advise students which literacy course they would be suited toAdvise students of what their level should be on the IELTSContinue to provide literacy support workshopsThe LTU has language learning advisors who give language support to College students exclusively Combatting ESL Challenges

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Support for study and for informed decision-makingWhere 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). Gracious exits availablee.g. alternate options, completing a qualificationInformed Choices

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Growing student demand highlights the role of enabling programs in HEThis paper has identified some of the challenges of putting equity policy into practiceThese challenges need to be addressed in order to balance equity and excellence in an ethical mannerConclusion

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ReferencesOECD 2011, Education at a Glance 2011: OECD Indicators, OECD Publishing, viewed 14 March 2012, University of South Australia Act 1990 (South Australia) University of Adelaide Act 1971 Equity Success Rates, by State Table A Higher Education Provider, 2011, DEEWR, viewed 4 April 2012,

Glover, J, Hetzel, D, Tennant, S & Leahy, K 2010, Understanding Educational Opportunities and Outcomes: A South Australian Atlas, Public Health Information Development Unit, University of Adelaide, viewed 4 April 2012, Biggs, J & Tang, C 2007, Teaching for quality learning at university: what the student does, 3rd edn, Open University Press, Maidenhead.Boyle, S 2012, Selected student equity statistics for UniSA College in 2011 and 2012, UniSA College, Adelaide.Bradley, D, Noonan, P, Nugent, H & Scales, B 2008, Review of Australian Higher Education, Commonwealth of Australia, Australia.Bretag, T 2007, The emperors new clothes: yes, there is a link between English language competence and academic standards, People and Place, vol. 15, no.1, pp. 13-21. CEIs and SETs 2009-2011, University of South Australia - full reference can be supplied on request.Christie, H, Tett, L Cree, V, Hounsell, J & McCune, V 2008 A real rollercoaster of confidence and emotion: learning to be a university student, Studies in Higher Education, vol. 33, no. 5, pp. 567-581. Engstrom, C & Tinto, V 2008, Access without support is not opportunity, Change, vol. 40, no.1, pp. 46-50. Gale, T 2010, 2010 Occasional papers on learning and teaching at UniSA, Paper 2: Towards socially inclusive teaching and learning in higher education, University of South Australia, Adelaide, Australia.

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ReferencesGallacher, J, Crossan, B, Field, J & Merrill, B 2002, Learning careers and the social space: exploring the fragile identities of adult returners in the new further education, International Journal of Lifelong Education, vol. 21, no. 6, pp. 493-509.Holderhead, S 2012 Refugees delight at double degree, Advertiser, 6 February, viewed 14 March 2012, Keller, C. 2011, Graduate grandma makes the grade, Advertiser, 2 April, p. 13.Klinger, C & Murray, N 2011, Access, aspiration and attainment: Foundation Studies at the University of South Australia, International Perspectives on Higher Education Research, vol. 6, pp. 137-146. Lomax-Smith, J, Watson, L & Webster, B 2011 Higher Education Base funding Review: Final Report 2011, Commonwealth of Australia, Australia. Mullen, A L 2010, Degrees of inequality, John Hopkins University Press, Maryland.Murray, N 2010, Consideration in the Post-Enrolment Assessment of English Language Proficiency: Reflections from the Australian Context, Language Assessment Quarterly, vol. 7, pp.343-358.National Standards for Foundation Programs 2009, Australian Education International, viewed 16th January 2012 Ramsden, P 2003, Learning to teach in higher education, 2nd edn, Routledge Falmer, Cornwall Ramburuth, P & Hrtel, C 2010, Understanding and meeting the needs of students from low socioeconomic status backgrounds, Multicultural Education and Technology Journal, vol. 4, no. 3, pp. 153-162. Ross, J 2011, Bradley Targets threatened by high drop-out rates among disadvantaged students, Australian, September 14, viewed 20 December 2011 Ryan, J 2011, Access and participation in higher education of students with disabilities: access to what?, Australian Education Research, vol. 38, no. 1, pp.73-93.Smyth, J, Hattam, R, Cannon, J, Edwards, J, Wilson, N & Wurst, S 2004, Dropping out, drifting off, being excluded: Becoming somebody without school, Peter Lang Publishing, New York. Wintergerst, A & McVeigh, J 2011, Tips for Teaching Culture: Practical Approaches to Intercultural Communication, Pearson, New York.

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Expressions of interest in international benchmarking exercise

Any questions about the paper?

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