Jade McKay

‘Uni has a different language … to the real world’: demystifying academic culture and discourse for students from low socioeconomic backgrounds

The Australian government has set ambitious targets for increased higher-education participation of people from low socioeconomic backgrounds. There is, thus, a pressing need to explore how best to empower these students with what they require to progress and succeed at university. The paper draws on a literature review and qualitative data from a national study in which 89 students from low socioeconomic backgrounds and 26 staff were interviewed. The paper argues that demystifying academic culture and discourses for these students is a key step institutions and staff can take in assisting students from low socioeconomic backgrounds to progress and succeed at university. A recurring theme to emerge from both the literature and interviews with students and staff was that teaching the discourse empowers and enables students to learn, has a positive impact on their sense of belonging and ultimately helps them succeed in higher education.

‘Low income doesn't mean stupid and destined for failure': challenging the deficit discourse around students from low SES backgrounds in higher education

The discourse around students from low socio-economic backgrounds often adopts a deficit conception in which these students are seen as a ‘problem’ in higher education. In light of recent figures pointing to an increase in the number and proportion of these students participating in higher education [Pitman, T. 2014. “More Students in Higher ed, But its no more Representative.” The Conversation 28: 1–4] and an absence of evidence to support deficit thinking, this deficit discourse requires re-examination. Qualitative data from 115 interviews carried out across 6 Australian universities as part of a national study reveal that, contrary to the conception of these students as a ‘problem’, students from low SES backgrounds demonstrate high levels of determination and academic skills and that they actively seek high standards in their studies. This paper critically examines deficit conceptions of these students, drawing on findings from qualitative interviews with 89 successful students from low SES backgrounds and 26 staff members recognised as exemplary in their provision of teaching and support of students from low SES backgrounds. Drawing on these findings, this paper challenges the deficit discourse and argues for a more affirmative and nuanced conception of students from low SES backgrounds.

Teaching Auditing Using Cases in an Online Learning Environment: The Role of ePortfolio Assessment.

ABSTRACT While teaching auditing using cases is regarded as an effective approach, spatial separation of students and teachers in online contexts can restrict the application of case teaching. This study examines an undergraduate auditing course implemented to address this challenge by integrating case teaching with ePortfolio assessment. Students’ written ePortfolio submissions and scores were analysed. Results show that despite spatial separation of the online learner from peers and teachers, integrating case teaching with ePortfolio assessment elicits learner behaviour desirable in online auditing courses. This approach enables online learners’ self-directed engagement as compared to instructor-led case teaching in conventional teaching contexts. Based on a new pedagogical approach for teaching auditing trialled in reduced (or absence of) face-to-face interaction, this study informs course design in auditing. It demonstrates that active student engagement, which presupposes an instructor’s role to facilitate student involvement in case discussions, can be implemented in online teaching of auditing.

Widening participation in Australia: lessons on equity, standards, and institutional leadership

Widening participation movements inevitably give rise to discussions of the false dichotomy between equity and standards. The assumption is that by allowing differently prepared students into university and thereby improving equity, standards are somehow compromised. A recent national Australian study examined effective teaching and support of university students from low socio-economic status (LSES) backgrounds from the conceptual framework of bridging sociocultural incongruity rather than from a deficit perspective that assumes lower standards are operating. This chapter outlines the findings from that study of relevance to institutional leaders and policy makers. It draws on the rich qualitative data to show that, contrary to claims of lowered standards, students from low socio-economic backgrounds are high achievers who both expect and want high academic standards. It argues that the dichotomy between equity and standards is premised on an assumption of deficit in, and fundamental lack of respect for, students from diverse backgrounds which undermines the widening participation agenda. Where the false dichotomy exists in institutions, a situation is created which mitigates against LSES students feeling empowered to achieve high academic standards and overall success. It presents the key factors for empowering students from low socio-economic backgrounds to achieve academic success of the highest standard.

Pedagogy and ePortfolios: purpose aligned to design (or the why and how)

Abstract While research surrounding ePortfolios abounds, few studies make explicit the pedagogical underpinnings of their use. Some suggest that the decision to use new technologies, like ePortfolios, is often made in ignorance of pedagogic evidence. Developed over the course of a two-year national study on the implementation of ePortfolios, this paper argues the importance of a considered approach to ePortfolio use; one that is premised on carefully linking the purpose and context to the type of portfolio. The paper explores the potential of ePortfolios as they align with four specific pillars of learning: learning to know, learning to do, learning to live together and learning to be. It discusses the pedagogic underpinnings – that is, the why – of ePortfolios including: skills and competencies; transformative potential; reflection; identity; active learning; employability; and assessment. The succeeding section provides recommendations for practical ePortfolio use – that is, the how – and an original framework linking ePortfolio purpose to design is proposed.

Towards aGlobal Model of Accounting Education

Purpose - – The purpose of this paper is to examine the accounting education systems in three countries – Australia, Japan and Sri Lanka – to inform the development and testing (by application) of a Design/methodology/approach - – An action research methodology is applied with a case study and model development approach. Findings - – The case studies reveal variations in accounting education systems, which exist across the three countries examined in this research. Key differences (some significant and others nuanced) were found between accounting education systems and include: entry requirements to professional programs; accreditation processes; and benchmark discipline standards. These differences are provided for in the questions that underpin the model developed and applied as a key part of the research. Practical implications - – This model is presented as a tool to assist interested parties in any country to take initial steps to identify their own unique system of accounting education. It may also be of particular use in those countries in the early stages of developing an accounting education system. This understanding of accounting education systems enhances the opportunity for global convergence of accounting education. Originality/value - – The model, informed by the case studies, is an original contribution to the literature and discussions around global convergence in accounting education. The model is designed for practical application and the value is that it provides an important starting point for considering issues of importance in the development of a system of accounting education, and/or, better understanding the similarities and differences across existing systems.

The use of enabling programs as a pathway to higher education by disadvantaged students in Australia

This chapter explores the use of enabling programs by Australian universities to improve participation and success for students historically underrepresented in the nation’s higher education system. It draws on empirical evidence from a national research project designed to undertake a review of current enabling programs offered by Australian higher education providers and to examine the effectiveness of these programs in increasing access to, participation in, and subsequent success in undergraduate courses for domestic students from disadvantaged groups. This chapter firstly outlines the rationale for providing enabling programs, their history of use in Australia against the wider context of higher education disadvantage, and a review of previous research. Secondly, it provides a typology of enabling programs in Australia detailing: their design and composition; how they are delivered; their prevalence throughout the sector; how they articulate to tertiary degrees; the types of students targeted; and numbers of students using them. Specific attention is on the representation of disadvantaged students throughout. Thirdly, the chapter provides a statistical analysis of the efficacy of these programs, as defined by retention and success. The fourth section details the findings of a national survey of 980 students who transitioned to higher education studies via an enabling program. This survey explores student perceptions, their experience of the program and their reflections on the extent to which it did or did not prepare them for tertiary studies. Finally, concluding comments are made and suggestions to improve the ongoing tertiary success of disadvantaged students are proposed.

Facilitating the Success of Students from Low SES Backgrounds at Regional Universities Through Course Design, Teaching, and Staff Attributes

Over the last decade, higher education in Australia has made strong progress towards strengthening the participation of students from low socioeconomic (SES) status backgrounds and those from regional and remote areas. These efforts have necessitated a rethink of current models and strategies and the development of more inclusive curriculum, assessment, and teaching to better facilitate the success of students from low SES backgrounds at regional universities. This chapter provides the findings of a national study that explored the major factors that contribute to low SES background student success in regional universities. The key findings relating to course design, teaching, and staff attributes are presented.

The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education

This chapter details the findings from a national project that investigated the efficacy of the enabling program pathway into higher education for disadvantaged student groups. Enabling programs are not-for-degree programs designed to provide the necessary academic and cultural scaffolding for students who do not meet the institution’s usual admissions criteria. The brief given to the project team was to undertake a review of current enabling programs offered by Australian higher education providers and report on the extent to which these courses were effective in increasing access and participation to, and subsequent success in, undergraduate courses for domestic students from disadvantaged groups. This chapter focuses specifically on the findings relevant to Indigenous students, who represent one of six officially recognised equity groups of students in Australian higher education policy. In this chapter the authors detail and discuss the nature and design of enabling programs for Indigenous students, and then provide a detailed analysis of the first year retention and success rates for Indigenous students who transitioned to undergraduate studies via these enabling programs. The evidence from the study indicates that Indigenous enabling pathways provide an important and effective environment in which the students develop a sense of belonging in higher education and develop the necessary resilience to persist in their subsequent studies. However, it is less clear whether Indigenous students are receiving the academic skills development necessary to succeed in their studies at rates similar to other students.