A conference paper presented at the Widening Participation Conference 2012 'Discourse of Inclusion in Higher Education' 24-25 April 2012, UK

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

2. Introduction
In 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

3. 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?

4. Equity

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

6. ‘Ensuring that every Australian, no matter how
wealthy or poor, has a fair chance is one of the
Australian discoursesAustralian
most important challenges for of inclusion
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 Minister
2008
‘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

7. 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)

8. (OECD 2011, p. 292)

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

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

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

12. Case Study Of An Enabling Program
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

13. 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 the
university

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

16. Case Study Of An Enabling Program
(Boyle 2012)

17. Case Study Of An Enabling Program
The students
 College video
 Outcomes include university preparation,
retention and success

18. Excellence

19. What is
associated with
excellence at
your institution?

20. Success Stories

21. 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)

22. 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)

23. 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 and
maintaining the development
of learner identities
(Gallacher et al. 2010)

24. 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)

25. Inclusive Culture
 Position title-Lecturer: Teaching Focus
 Staff make themselves highly accessible
to students
 One-to-one student consultation in the
Student Common Room

26. 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).

27. Ethics

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

29. 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

30. 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.

31. 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 English versus non-English language
spoken at home 2011 spoken at home 2012
Non- Non-English
English, 20.7 17%
%
English, 79.3
%
English
83%
(Boyle 2012)

32. ESL Cohort
Common languages other than English Common languages other than English
spoken at home 2011 spoken at home 2012
35.0%
35.0%
30.0%
30.0%
25.0%
25.0%
20.0%
20.0%
15.0%
15.0%
10.0%
10.0%
5.0%
5.0%
0.0%
0.0%
(Boyle 2012)

33. 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)

34. ESL Cohort Challenges
 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.

35. Literacy 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.

36. Combatting ESL 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

37. Informed Choices
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 available
e.g. alternate options, completing a qualification

38. Conclusion
 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

39. References
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<http://www.oecd.org/dataoecd/61/2/48631582.pdf >
 University of South Australia Act 1990 (South Australia)
 University of Adelaide Act 1971
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<http://www.deewr.gov.au/HigherEducation/Publications/HEStatistics/Publications/Documents/UniversitySouthAustralia.p
df>
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40. References
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41. Expressions of interest in
international benchmarking
exercise
Any questions about the paper?