Improving the ‘Beaten Track’: Investigating alternative pathways to increase

higher education participation for mature-aged low socio-economic status students in regional

and remote Australia12 December 2016 to 31 March 2018

Bronwyn Relf, The University of Newcastle

The project that resulted in the production of this report was funded under a National Priorities Pool (Higher Education Participation and Partnerships Program) grant from the Commonwealth. The recipient of the grant has granted the Commonwealth the right to sub-licence the material in this report. Copyright in the report remains with the original copyright owners.

Except where otherwise indicated, and save for any material protected by a trade mark, the Department of Education and Training, acting on behalf of the Commonwealth, has applied the Creative Commons Attribution 4.0 International Licence.

Bronwyn Relf 1

Modifications: Changed to meet WCAG 2.0 accessibility requirements. Alternate text inserted for all images. Minor typographical errors corrected.

Higher Education Participation and Partnerships Programme (HEPPP)2016 National Priorities Pool FINAL REPORT

Improving the ‘Beaten Track’: Investigating alternative pathways to increase higher education participation for mature-aged low socio-economic status students in regional and remote Australia

12 December 2016 to 31 March 2018

Name of university The University of NewcastleName of contact officer Bronwyn RelfPosition title Lecturer (lead investigator)Email address bronwyn.relf@newcastle.edu.auTelephone number 02 4916131

In accordance with the Conditions of Grant, you must submit to the Department a Final Report (Clause 6.1 of Part A) and an Acquittal Report (clause 6.4 of Part A).

To meet this obligation, please submit:

the completed Final Report template, in Word and PDF the completed and signed Declaration form, in PDF the completed Acquittal Report template, in Excel and PDF.

All documents must be submitted to equity@education.gov.au by 31 December 2017.If you require additional guidance or clarification, please contact us at equity@education.gov.au.

Bronwyn Relf 2

ContentsList of Tables......................................................................................................................31. PROJECT SUMMARY (Conditions of Grant, clause 2.2 of Part A)......................................4

Objectives.............................................................................................................................4Project Activities, Milestones and Key Performance Indicators...........................................4Highlights and Issues..........................................................................................................14

2. OTHER PROJECT MATERIAL (Conditions of Grant, clause 2.2 (b)-(e) of Part A)...............163. ACQUITTAL REPORT (Conditions of Grant, clause 6.4 (a)-(d), clause 6.5 (a)-(b) of Part A)......................................................................................................17DECLARATION..................................................................................................................18Appendix 1: List of Key Stakeholders and Community Organisations Engaged..................19Appendix 2: Regional and Community Events Attended...................................................20Appendix 3: Key Findings and Recommendations.............................................................21Appendix 4: SPERA and EPHEA Conference Abstract and Presentations............................27

List of TablesTable 1: Project objectives.......................................................................................................4Table 2: Project activities, milestones and KPIs.......................................................................5Table 3: Additional materials produced over the course of the project.................................16

Bronwyn Relf 3

1. PROJECT SUMMARY (Conditions of Grant, clause 2.2 of Part A)Objectives

Indicate the extent to which the Project Objectives specified in clause 3 of Part A of the Conditions of Grant were met. Where obligations established in the Conditions of Grant were not met, please identify these and provide an explanation of circumstances and consequences.

Table 1: Project objectives

IDENTIFIED OBJECTIVE EXTENT TO WHICH THE OBJECTIVE WAS METBetter understand the opportunities for mature−aged students from low socio−economic backgrounds from regional and remote areas to identify barriers to participation and to explore the place of open access tertiary preparation schemes

A comprehensive understanding of the opportunities and barriers were gained from analysis of the data. The findings are explored in the case studies, and will be further in discussed dissemination activities occurring in the next 12 to 24 months.

Increase the participation of mature−aged students from low socio-economic backgrounds in higher education by establishing an evidenced-based set of principles to support equity of access to higher education for regional and remote communities.

Key findings, recommendations and evidence based principles for increasing the participation of regional and remote mature-aged students from low-SES backgrounds into HE are available via the website, www.regionalunipathways.com.au established for this project and will be further disseminated via scholarly publication.

Project Activities, Milestones and Key Performance Indicators

Below, please specify whether:

all project Activities specified in Schedule 1 of the Conditions of Grant were completed

all Project Milestones specified in Schedule 1 of the Conditions of Grant were completed

all Key Performance Indicators specified in Schedule 1 of the Conditions of Grant were met.

Please see table below for details regarding the completion of project activities and milestones and achievement of Key Performance Indicators.

Where obligations established in the Conditions of Grant were not met, identify these and provide an explanation of circumstances and consequences.

Unforeseeable delays in establishing the Multi-Institution Agreement and obtaining ethics approval occurred in the first six months of the project, delaying data collection from key stakeholders and current students. A 12 week extension was sought and granted to allow completion of data analysis related to these project activities. The revised timeframe, as submitted to the Department for the approved extension, is included in the table below.

Bronwyn Relf 4

Table 2: Project activities, milestones and KPIs

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

Nov 2016 Dec 2017 1.1 Project Team Project team was established. In March 2017, Helen Cameron reduced her commitment to the project to 5% and Dr Emma Hamilton joined the project at 20% commitment.

1.1 Project Team established. Completed.

Project Team established.

1.2 Multi−party agreements between the lead university (University of Newcastle) and the other collaborating universities (Edith Cowan University and University of Tasmania).

Drafting, submission and acceptance of the multi-party agreements.

1.2 Multi−party agreements established which set the operational arrangements between the collaborating universities for the duration of the project.

Completed in May 2017.

Although establishment of the multi-party agreements was initiated in December 2017, delays were experienced with the drafting, submission and acceptance of the document across all institutions. This delay impacted on the availability of some project members.

1.3 Collaboration with community partners to circulate information on the Project and seek information on relevant issues. Community partners may include organisations such as other enabling education providers, VET providers, community groups and Indigenous organisations.

Community partners were sought to participate in stakeholder interviews. Stakeholder interviews were undertaken and analysed to inform key findings and recommendations.

1.3 Documented collaboration with community partners

Engagement of community partners began in December and continued throughout the project. Snowball recruiting was used to recruit stakeholders, extending the timeframe for establishing collaborations beyond December 2016.

Successful collaboration with community partners is reflected via key stakeholder interviews and associated analysis of them.

Bronwyn Relf 5

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

A full list of stakeholders engaged in the project can be found in Appendix 1

1.4 Begin drafting a survey instrument to collect the views of current and prospective mature-aged students on higher education access.

Two survey instruments were drafted and designed to collect the views of current and prospective mature-aged students on higher education access. These surveys were designed to allow both current and prospective students to communicate the potential obstacles they do/may experience in relation to accessing HE in their community, community attitude and self-perception regarding the value of HE.

1.4 Drafting of survey instrument begun.

Completed

1.5 Application to the University of Newcastle's Human Research Ethics Committee (HREC) for ethics approval.

The timing of regional events prioritised seeking ethics approval for the prospective student survey instrument and interview questions expressions; subsequent variations to ethics were also approved for current student at the lead and partner institutions.

1.5 Application for ethics approval submitted in time for approval to be granted by February 2017.

1.5 Initial ethics approval for field site visits, community survey and interviews received March 2017 by the UON HREC. A variation was submitted in early July 2017 with approval being granted in late August 2017.

Partner institutions were not able to apply for ethics until it had been granted at the lead institution.

Dec 2016 – February 2017 2.1 Staff recruitment. Completed 2.1 Engagement of Project Completed

Bronwyn Relf 6

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

January 2017

– February 2018

Officers (PO) with appropriate skills (one at each of the three participating universities).

2.2 Desktop audit of higher education and tertiary enabling programs for mature−aged students.

Completed 2.2 Desktop audit is completed. Completed December 2017.

This desktop audit was designed to identify current enabling education providers and the accessibility of information about their programs and the support offered to mature-aged regional/remote low-SES students.

2.3 Survey instrument. Completed 2.3 Survey instrument is finalised using the desktop audit outcomes and input from community partners.

2.3 Prospective student survey instrument completed March 2017; Although the desktop audit had not been completed prior to drafting the survey instrument for prospective students, relevant survey questions (relating to the accessibility of enabling programs and information) were drafted with input from relevant literature.

Current student survey instrument completed August 2017.

2.4 Network analysis of current and prospective mature−aged students' ability to access Higher

Due to the change in availability of one of the project members the network analysis was unable

2.4 Network analysis begun. It was not viable to undertake a network analysis within the time frame of the project due to

Bronwyn Relf 7

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

Education Participation and Partnerships Program−funded projects.

to be completed within the planned timeframe. Other team members will complete this activity.

changes in the workload commitments of other project investigators. The network analysis will be completed 6 months after completion of the project. The findings of the analysis will be used to inform further scholarly outcomes of this project.

February 2017 – May 2017

February 2017 – February 2018

3.1 Site visits to administer survey to prospective students in each region: the Kimberley region (WA); Upper Hunter Valley and Mid-North Coast (NSW); Burnie, Launceston and West Coast (TAS).

Community survey administered as follows:

WA: Sites changed to include the Goldfields area as well as the Kimberley; Kununurra, Wyndham, Kalgoorlie, Leonora

NSW: Tocal, Taree, Muswellbrook.

Tas: Sites changed to Smithton, St Helen’s, Campbell Town, and Scottsdale to better fit the three criteria.

3.1 The Chief Investigator (CI) and PO complete site visits and administer surveyTarget at least 2 major events in each region that will attract prospective mature−aged students.

Attendance at regional events was completed by June 2017.

An outline of the community events attended can be found in Appendix 2.

In NSW a total of 118 surveys were administered of which 62 fitted the three criteria.

In Tasmania a total of 111 surveys were administered of which 97 fitted the three criteria.

In WA, a total of 87 community surveys were administered, of which 28 fitted the three criteria.

Following the community surveys, participants could

Bronwyn Relf 8

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

express interest in being interviewed:

In total, 14 community interviews were conducted, 7 from NSW and 7 from Tasmania.

3.2 Survey administered to student participants (currently enrolled undergraduate students from regional and remote areas) to explore: their experience of access to

higher education; and the factors facilitating or

impeding their participation.

Survey was administered. 3.2 Cls and POs administer survey. Target is 100 responses from each of the three regions (300 overall).

Completed.

In total, 64 responses were collected. It is noted that the overall response rate was lower than anticipated; this is because the overall number of students fitting the target demographics is itself relatively low. In part this demonstrates the difficulties those adults from low-SES backgrounds and regional/remote communities experience when accessing HE. It may also demonstrate methodological issues with the classification of SES status and discerning regional/remote status in enrolment records for students who may no longer live in those locations.

3.3 Development of a website for hosting Project information and other resources relating to equity of access to higher education for low SES,

3.3 Website development begun.

Completed

Bronwyn Relf 9

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

mature−aged students in regional and remote Australia.3.4 Network analysis. See 2.4 above 3.4 Network analysis continues. See 2.4 above3.5 Interviews with:students (currently enrolled undergraduate students from regional and remote areas) to gain information on access to higher education for mature-aged students in regional and remote Australia; and stakeholders (academics from regional universities) to explore the place of open access tertiary preparation programs for low SES, mature−aged students in regional and remote Australia.

3.5 POs complete interviews. Target is approximately 25

student interviews and 25 stakeholder interviews.

Collection of vignettes and case studies to articulate student needs.

Completed: Student interviews:

Data collection was completed but with response rates lower than anticipated targets. Seven interviews were conducted with students – three from UTAS and four from UON.

Stakeholder interviews:NSW: 11 conductedWA: 16 conductedTAS: 9 conducted

3.6 Case studies to: detail the higher education experience of low SES, mature-aged students; contribute to identifying the principles for equity of access to HE for low SES, mature−aged students; highlight successful and unsuccessful strategies.

3.6 Case study research begun. Target is 9 case studies (3

from each region).

As noted above the lower than expected response rate to the student survey necessitated a modification to the number of case studies completed. As a result of this the number of case studies undertaken was reduced from 9 to 3 in total, with 1 case study from each region.

June 2017 – August 2017

June 2017 – February 2018

4.1 Analysis of survey and interview data.Identification of common themes and the synthesis of views to assist with developing a

4.1 Analysis of survey and interview data begun.

Completed March 2018

Bronwyn Relf 10

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

common set of principles articulating the needs for facilitating access to higher education for low SES, mature−aged students in regional and remote Australia4.2 Network analysis See 2.4 above 4.2 Network analysis continues. See 2.4 above4.3 Case studies. 4.3 Case studies completed. Three case studies were

completed. The case studies are available from the website: www.regionalunipathways.com.au and will be included in upcoming scholarly publication.

4.4 Website development. 4.4 Website development continues.

Completedwww.regionalunipathways.com.au

September 2017 – October 2017

October 2017 – February 2018

5.1 Analysis of survey and interview data.

5.1 Analysis of survey and interview data completed.

Completed.Findings from the analysis of prospective and current student surveys will be disseminated via the website and planned future publications.

5.2 Network analysis. See 2.4 above 5.2 Network analysis completed. Production of a map which

shows the relationships in each region.

See 2.4 aboveCompletion of the network analysis will be completed by October 2018.

5.3 Website launch. 5.3 Website completed and launched.

Completed.

Website launched 31 March 2018.

5.4 Dissemination of Project Completed. 5.4.1 Project Team members 5.4.1. Project team members

Bronwyn Relf 11

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

outcomes at: conferences; and community events.

attend: the Equity Practitioners in Higher Education Association (EPHEA) conference; National Association of Enabling Educators of Australia (NAEEA) conference; and the Society for the Provision of Education in Rural Australia (SPERA) conference.

5.4.2 At least one conference paper presenting the Project outcomes to date is prepared and targeted for submission to one of these conferences.

5.4.3 Project Team members disseminate Project outcomes at community events, which may include: engagement with community partner organisations; engagement with local ABC radio and television a launch for the website at

one location in each of the three regions.

attended the EPHEA, SPERA, and NAEEA conferences.

5.4.2 Project team members presented preliminary findings at SPERA and EPHEA conferences.

5.4.3 The project was also discussed on community radio in Taree. One website has also been launched. Future dissemination activities are also planned. Project team members will continue their liaison with community partners by presenting the findings of the research to community partners who participated in stakeholder interviews during 2018 and beyond.

Future dissemination of project findings is also planned at future EPHEA, NAEEA, FABENZ, FACE (in the UK) and SPERA conferences.

Project was written up in ‘The Australian’ Higher Education supplement in October 2016.

The University of Newcastle will

Bronwyn Relf 12

TIME FRAME

REVISED TIMEFRAME (as submitted for approved extension)

PLANNED ACTIVITIES & MILESTONES

PROJECT ACTIVITIES & MILESTONES COMPLETED

IDENTIFIED KEY PERFORMANCE INDICATORS

KEY PERFORMANCE INDICATORS OUTCOME

develop a media release within six months of project completion to assist in dissemination of project findings to media outlets.

Website promotion is planned for June at each institution.

Nov 2017 – Dec 2017

Nov 2017 – March 2018

6.1 Publications. 6.1 At least one journal articlepresenting the Project outcomes is prepared and targeted forsubmission to an appropriate peer-reviewed journal.

One journal article is currently being prepared and targeted for publication in Higher Education Research & Development.

6.2 Delivery of the Final Report and Acquittal Report.

6.2 Final Report and Acquittal Report submitted to the Department of Education and Training by 31 December 2017.

An extension until 31st March 2018 was granted for the Final Report and Acquittal Report. Project Final Report and Aquittal Report was completed by amended date.

Bronwyn Relf 13

Highlights and Issues

Provide a summary of highlights and achievements arising from your project (maximum half page).

A comprehensive set of Key Findings and Recommendations to improve the experience of, and access to, higher education amongst mature-aged (prospective) learners living in, or who are from, regional, rural and remote Australia has been developed (See Appendix 3). These findings and recommendations aim to strengthen the praxis between researchers and practitioners and inform policies and practices within higher education institutions, communities and governments.

The development of a website specific to this project that allows for not only the dissemination of findings but also the gathering together (and construction) of tools and resources for prospective students, researchers and others involved in the planning and provision of higher education for mature-aged students living in non-metropolitan areas. This website provides an inclusive, accessible and sustainable platform for prospective student engagement with higher education, and acts as an electronic report and repository.

This project has allowed for engagement with a vast range of public and private organisations, community groups and individuals across various communities in three Australian states; its findings reflect this engagement and the possibilities for improved Higher Education access occasioned by partnerships.

A thorough scoping and literature review of existing research in Australia has been undertaken, pointing to current gaps in existing research and potential avenues for further development and resourcing.

A thorough desktop audit of current enabling education providers has been undertaken, pointing to issues of best practice in creating welcoming digital spaces for mature-aged students seeking out study options (see Appendix 3). This audit is intended to inform current practices and universal design principles for higher education providers.

Issues encountered with this project, particularly the theorisation of concepts such as low socio-economic status, regional and remote status, and the categorisation of ‘mature-aged’ students, are included in the Key Findings and may usefully inform future research in this field.

Convenience and snowball sampling were used to recruit community individuals for this project. Each project team commented on the reluctance of many community members to participate in the survey or interviews. However, this method of recruitment was chosen to recruit those individuals within the community that had not had prior experience of university and has provided the project team with valuable insights into methodological considerations for this type of research.

Response rates for the current students’ surveys were low. Reasons for this low response rate may include: the small number of students meeting the demographic criteria for the study (see point 3.2 above); the lack of incentives to reimburse participants for their time; timing of survey administration due to delays in ethics applications and approvals, which adversely impacted the timing of the data gathering. Targeting of participants from multiple compounding equity groups also results in lower participation generally and has been previously discussed in literature.

Bronwyn Relf 14

Did the project lead to implementable outcomes? What changes will result at your institution/nationally? How is research being translated into practice? Are there activities resulting from this project that will be continued?

It is anticipated that project team members will translate the findings from this project into practice at their institution by, for example, the extension of outreach activities specifically targeting adults in regional and remote areas. Results from the desktop analysis will provide institutions with principles for making information about enabling programs more accessible for mature-aged people from low socio-economic backgrounds residing in regional and remote areas as well as adults in general.

Did you undertake an evaluation of your project?

Yes. While this project did not utilise a reference group from the outset, a panel of four experts in the field – Dr Josephine May, Dr Janine Delahunty, Dr Sarah O’Shea, and Dr Cathy Stone – were invited to evaluate the project, scoping review and preliminary findings and recommendations from key stakeholder, current and prospective student interviews.

Where applicable, indicate number of the following resulting from this project:

Student contacts 7 via interview and 64 via surveyJournal (or other publication) submissions 0Conference Presentations 2Websites developed 1Educational or marketing campaigns N/ACommunity organisations engaged 27 via survey and/or interviewSchools engaged N/AParental/family contacts N/ACommunity member contacts 316 via survey; 14 via interview

Optional - If you included transformational/behavioural change KPIs in your EOI, please summarise outcomes here:

Describe any issues that occurred during the year and any mitigation strategies you implemented.

Establishment of the Memorandum of Understanding between the three institutions was delayed. Institutional delays were also experienced when applying for ethics. As such, a staged approach was utilised for the ethics instead, with the initial application targeting development of the community survey and interview questions only. This allowed data collection to occur for these activities. Variations to initial ethics consent was sought at a later stage in the project. An extension of time was sought to allow for completion of project activities impacted by these delays.

Bronwyn Relf 15

2. OTHER PROJECT MATERIAL (Conditions of Grant, clause 2.2 (b)-(e) of Part A)

Table 3: Additional materials produced over the course of the project

TYPE AUTHOR DATE OF PUBLICATION PUBLICATION DETAILSE.g. Journal article; conference paper; website; pamphlet, etc.

Name of journal; conference title and date; website URL, etc.

Conference Presentation (Appendix 4)

Bronwyn Relf, Nicole Crawford, John O’Rourke, Emma Hamilton and Helen Cameron.

28th Sept 2017 2017 SPERA conference, 27-29 Sept 2017, Canberra, ACT

Conference Presentation (Appendix 4)

Bronwyn Relf, Nicole Crawford, John O’Rourke, Emma Hamilton.

23rd Nov 2017 EPHEA conference, 20-23 Nov 2017, Brisbane QLD

Bronwyn Relf 16

3. ACQUITTAL REPORT (Conditions of Grant, clause 6.4 (a)-(d), clause 6.5 (a)-(b) of Part A)Have you fully expended the Grant Funds provided under the Conditions of Grant?

Yes No X

If the answer is No, please specify:

the amount of funds remaining: $4,782.21 the reason for this underspend:

Funds were underspent in the travel budget line item because of lower than expected costs for travel. At UON, the investigators chose to travel to and from the regional events each day. This provided the researchers with a ‘lived experience’ that maybe similar to that experienced by mature-aged students in regional areas and allowed investigators to use this experience to inform findings from the project.

Funds associated with the network analysis have not been spent because this activity is not yet completed.

The replacement of Helen Cameron with Dr Emma Hamilton had no budgetary implications. Helen’s contribution was ‘in-kind’ and Emma took over her role as an ‘in-kind’ contribution.

Ensure that the completed Acquittal Report template is signed by an appropriate university officer and attached to this Final Report.

*IMPORTANT NOTICE - Unspent 2016 National Priorities Pool Grant Funds

Grant recipients must fully expend these 2016 National Priorities Pool funds in the project period for which the grant is made and report on this expenditure to the Commonwealth, including the amount of any unspent funds.

If a provider fails to spend the full amount granted it in respect of a year, the unspent funds may be recovered by the Commonwealth.

Bronwyn Relf 17

DECLARATION I declare that:

I am authorised by the university to sign this Declaration on its behalf, and to the best of my knowledge, the information that I have provided in the Final

Report and Acquittal Report for the HEPPP 2016 National Priorities Pool project: Improving the ‘Beaten Track’: Investigating alternative pathways to increase higher education participation for mature-aged low socio-economic status students in regional and remote Australia is true, correct and accurate in all particulars.

I understand that:

The provision of false or misleading information or the making of false or misleading statements to the Commonwealth is a serious offence under the Criminal Code Act 1995 (Cth).

If any actual or potential conflict of interest arises, I must notify the Commonwealth immediately in writing of the facts giving rise to the actual or potential conflict of interest and to take such steps as the Commonwealth may require so as to resolve or otherwise deal with any conflict of interest that may arise.

I agree to publication of the Final Report on the Department of Education and Training website, once accepted by the department.

Title ProfessorName Darrell EvansPosition Deputy Vice-Chancellor (Academic)Signature

Bronwyn Relf 18

Appendix 1: List of Key Stakeholders and Community Organisations EngagedTasmania

LINC Tasmania - multiple regional centres A Neighbourhood House (in St Helens) A Trade Trading Centre (in Smithton) Circular Head Council - re administering surveys at an event at the Circular Head

Community & Recreation in Smithton Campbell Town Show (Midland Agricultural Association Inc.) St Helens Market Scottsdale Market

New South Wales

Upper Hunter Mining Dialogue NSW Department of Agriculture Tom Farrell Institute Great Eastern Ranges Initiative Uni4You Upper Hunter Child and Family Interagency Upper Hunter Community Services Network Muswellbrook Shire Council Regional University Network National Association of Enabling Educators of Australia TAFE NSW MidCoast Council Manning Valley Neighbourhood Services University of Newcastle Upper Hunter Valley Show

Western Australia

TAFE WA Leonora Community Events Local Government Principal St Josephs, Wyndham Katanning, Community advocate and Pastor Kimberley Workskill employment broker Augusta, Community Mentor Link Creek, Workskill Manager Albany, Recreational Services Manager

Bronwyn Relf 19

Appendix 2: Regional and Community Events AttendedNSW

Upper Hunter Valley Show, Muswellbrook, NSW, April 2017 Tocal Agricultural Field Days, Tocal, NSW, May 2017 EnviroFair Taree, NSW, June 2017 Taree Shopping Centre, Taree, November 2017 Uni4You Learning Unleashed Workshop, Muswellbrook, December, 2017

Tasmania

Circular Head Community & Recreation Community event, Smithton, May 2017 St Helens Market, May 2017 Campbell Town show, June 2017 Scottsdale Market, June 2017

Western Australia

Kununurra Markets, WA, May 2017 Kununurra Shopping Centre, WA, May 2017 Wyndham Shopping precinct, WA, May 2017 Leonora Golden Gift, Leonora, WA, June 2017 St Barbara’s Square, Kalgoorlie, WA, June 2017

Bronwyn Relf 20

Appendix 3: Key Findings and RecommendationsTerminology

‘Mature-aged’ was defined as people 20 years of age or older. ‘Low socio-economic status’ was determined using the ABS SEIFA Index of Education

and Occupation (IEO). ‘Prospective student’ refers to mature-aged people who participated in surveys

conducted by the research team at community events in three-to-four low socio-economic regional and remote areas in each of the three states, New South Wales, Tasmania and Western Australia.

‘Current student’ refers to mature-aged students either a) currently enrolled in an enabling program at Edith Cowan University, The University of Newcastle, or the University of Tasmania, or b) currently enrolled in an undergraduate program after previously completing an enabling program at Edith Cowan University, The University of Newcastle, or the University of Tasmania.

‘Key stakeholder’ refers to participants engaged with educational, government or community organisations in low socio-economic regional and remote areas of Australia.

An ‘enabling’ course is ‘… a course of instruction provided to a person for the purpose of enabling the person to undertake a course leading to a higher education…’ (Higher Education Support Act 2013).

Key Findings

Accessing HE

1. Limited opportunities exist for mature-aged people/students in regional and remote Australia to access and participate in higher education.

Prospective students, current students and key stakeholders interviewed indicated that living in a low socio-economic status regional or remote area limited their participation in higher education to online courses.

Current students, prospective students and key stakeholders who were interviewed responded that the provision of learning online is not, in and of itself, the solution to challenges experienced by mature-aged learners in regional and remote locations when they decide to access to higher education.

Interviews with prospective and current students identified a preference for undertaking face-to-face learning.

Key stakeholders and prospective students who were interview were aware of online enabling and undergraduate programs. However, not all prospective students perceived that they were technologically proficient or had access to the technologies required. Many prospective students perceived that online programs did not necessarily take into account their needs or cater specifically to their concerns about academic preparedness and managing study in conjunction with other demands, such as family/caring or work commitments; concerns that are particularly significant for those with sustained breaks from engaging in education and with formal educational institutions.

Bronwyn Relf 21

The majority of current students surveyed cited family/caring commitments and lack of reliable internet as factors influencing their decision for their preferred mode of study (online vs on campus):

2. Presence of TAFE in regional and remote towns increases accessibility to higher education.

Many project participants identified the importance of TAFE, not only as a source of further education but as a resource within their town that was seen to provide specific expertise and training linked to regional needs. Some stakeholders perceived the need for improved partnerships between TAFE and universities to facilitate access and transition to higher education for mature-aged adults in these low socio-economic status regional and remote areas of Australia.

3. Collaborations exist between regional higher education institutes and community organisations aimed at increasing access for mature-aged people to higher education and promoting lifelong learning. For example, in the Hunter region, the Tertiary Education Centre in Muswellbrook and Uni4You project are examples of current practice involving collaborations between community, government and education institutions in regional and remote Australia.

Key stakeholders expressed concerns about the precarious nature of funding for widening participation initiatives both within communities and within educational institutions because of the dependence upon funding models linked to short term political cycles and budgets, with flow-on impacts upon the long-term viability of programs, the employment of key personnel within those programs, and the capacity to create and evaluate the success of interventions based on long-term data gathering.

Place of enabling programs in accessing HE

1. Participation in enabling programs (either online or on campus) prepares mature-aged students for academic success and allows them to see the benefits of having a degree.

Three quarters of current student survey respondents agreed or strongly agreed that participating in their enabling program allowed them to see the benefits of having a degree.

2. Free enabling programs are essential for providing access to higher education in regional and remote areas for mature-aged students.

Over two-thirds of all current student survey respondents indicated they would not have enrolled in their enabling program if it were fee paying.

Over ninety percent of current student survey respondents agreed or strongly agreed that enabling programs should be free for low socio-economic status mature-aged adults in regional and remote Australia.

Awareness of enabling programs and pathways to higher education

1. The existence of enabling programs, and their role in providing access to university, is not well known within the general community.

Bronwyn Relf 22

Over half of all prospective student survey respondents stated that they had not heard of enabling programs.

A large number of prospective students, current students and key stakeholders who were interviewed acknowledged that they were not aware of the variety of pathways available to them to access higher education.

2. Prospective student interview participants expressed a wish to engage with some form of higher education but were unsure of the pathways available, how to start the process, and/or what was required of them to access further education.

3. Information about enabling programs is difficult to find on university websites.

A desktop audit of the accessibility of enabling program information on the websites of 37 university providers of enabling programs revealed that:

o Consistent terminology is not used to describe enabling programs on university websites.

o For the majority of institutions, entering search terms such as ‘pathways’, ‘bridging’ and ‘preparation’ did not result in information about enabling programs being found on the first page of search results; and

o Information about enabling programs was not included, or difficult to find, on undergraduate degree information pages.

Barriers to participating

1. Mature-aged students require access to higher education in their communities without the need to move away.

Sixty-nine percent of prospective students responded that they cannot move away from their town and community in order to pursue higher education studies.

Many respondents explained how this need was based upon the large geographical distance from the university as well as their caring, personal, financial and work circumstances.

Prospective student interview participants also related the benefits of having face-to-face contact with lecturers in their community where they live.

2. Current student survey respondents and interview participants identified that significant barriers to engaging with higher education included inflexible university schedules and financial stress.

Current students responded that it was ‘important’ to ‘very important’ that they should be allowed to choose a flexible timetable that fits with their caring, travel and work commitments. A number of students indicated the frustration and stress associated with travelling a long distance to attend a one-hour class. A number of students also indicated that because of distance it would be beneficial for them to be able to schedule all their classes on one day, rather than spreading them out across the week.

The majority of current student survey respondents (78%) responded that studying was placing a financial burden on them and/or their family. Eighty eight percent of respondents indicated that having access to government support would be of some/a lot of benefit for them.

Bronwyn Relf 23

3. Results from the scoping review found that very little research is focussed solely on mature-aged adults from low socio-economic status regional and remote areas in Australia. As a result, recommendations for increasing participation of this cohort may be homogenised and over-simplified in the current debate.

Principles for increasing higher education access for mature-aged students from low socio-economic regional and remote backgrounds

Based upon the findings of this research, participation in higher education by mature-aged low socio-economic status adults in regional and remote areas can be increased by:

1. Enrolment in a fee-free enabling program prior to commencing their undergraduate degree;

2. Increased Government financial support and/or reduced HECS payments for mature-aged students living and studying in regional and remote areas;

3. Replacing the dominant model of online delivery of higher education courses for students in these areas with a ‘rural blended learning’ model that provides regular face-to-face contact with ‘roving’ academics (and other higher education staff) in the towns/communities where students live. These regional and remote ‘roving’ academics and staff would provide an additional dimension of support for students engaged in both online and on campus studies. This approach could also utilise currently untapped existing facilities and volunteers in regional and remote towns.

4. Undertaking outreach activities specifically aimed at increasing mature-aged people’s awareness of enabling programs in regional and remote areas. This can include outreach programs as well as prominently displayed information about enabling programs in community centres and libraries;

5. Universities prominently displaying information about enabling programs on their websites

6. Universities adopting a consistent nomenclature for enabling programs on their institutional websites and refining search algorithms for enabling programs.

7. Universities offering enabling programs should include a named contact person or direct department number for enquiries about enabling programs on the appropriate webpage.

8. Universities ensuring inclusive education practices, such as provision of course materials in written and electronic formats, flexibility of mode of attendance and flexibility of assessment submission, are implemented to mitigate the technological constraints and competing time demands experienced by mature-aged students from regional and remote Australia.

Recommendations

Policy-makers and higher education providers need to remain cognisant that, whilst terms such as ‘regional’, ‘rural’ and ‘remote’ may allow for ease of communication, the specific needs of mature-aged adults in regional and remote areas are not the same; their home communities are often situated in vastly different areas economically, culturally and socially, and also in terms of access to technology and physical educational centres and resources.

Bronwyn Relf 24

Governments should:

Continue to provide Commonwealth Supported Places for low socio-economic mature-aged students from regional and remote Australia enrolled in university enabling programs.

Investigate the feasibility of increased financial support and or reduced HECS payments for mature-aged students living and studying in low-economic regional and remote areas of Australia.

Implement an overarching policy change towards educational provision for mature-aged learners living in regional, rural and remote areas based on reconceptualising blended learning in context of the university travelling to the student rather than the student travelling to the university. In particular, this policy would require a funding model that provides for academics to regularly travel to regional and remote places to visit enrolled students, along with physical spaces and resources for learners within their communities and the extension of support currently offered by volunteer mentors located in community spaces. While some approaches to improving HE access in regional, rural and remote communities may be generally appropriate, care needs to be taken to focus on the needs, desires and conditions of specific communities. Working in partnership with local community organisations helps to ensure that planning and provision meets the needs within those communities; and

With reference to existing pilot projects such as the Tertiary Education Centre in Muswellbrook and the Country University Centre in Cooma, facilitate and provide long term funding for the development of formal frameworks of engagement to develop partnerships between local, state and national governments, communities, and higher educational institutions across regional and remote Australia, recognising the existing expertise and networks within those communities so as to ensure long-term, sustainable educational provisions that are driven by the social, cultural and economic requirements of these communities.

Higher Education Institutions should:

Ensure that the role of enabling programs in providing a pathway to higher education is more visible on university web pages. Individual institutions should be required to make readily available information regarding pathway programs in plain language on websites and that written and electronic material includes various methods of contact including face to face and telephone contacts.

Optimise search algorithms to display information about enabling programs on the first page of search results.

Undertake outreach activities aimed at mature-aged adults in regional and remote Australia to increase the awareness of enabling programs and their benefits by:

o Providing material about educational pathways not only in online environments, but in physical spaces that are used by individuals within communities, as well as raising awareness and informational knowledge about these pathways with partner organisations so as to ensure that this information can be raised in discussions with community members and clients.

Bronwyn Relf 25

Higher Education institutions should critically engage with developing policies, courses and programs that take into account the needs of this cohort, including improved student support services.

Future research directions

Higher education researchers have a role to play in developing more engaged understandings of terms such as ‘rurality’ and ‘mature-aged’. Mature-aged students may find their accessibility to higher education impacted by a range of compounding factors other than or in addition to their residential address. Further development of nomenclature may assist universities, communities and governments in understanding how they can better meet the needs of people within these groups.

Bronwyn Relf 26

Appendix 4: SPERA and EPHEA Conference Abstract and PresentationsAbstract

Over the past 25 years there has been little increase in the number of students from regional and remote areas who participate in higher education. Most programs and research into enhancing tertiary access for students in regional and remote locations has focussed on school leavers and Indigenous Australians. Few programs have examined increasing access for mature-aged students, despite the fact that 41% of all university enrolments are mature-aged. Further, there is a lack of research into what is needed to access higher education for mature-aged students in regional and remote Australia and related to this, how effective are the access pathways to higher education that currently exist. Given that mature-aged students are less likely to relocate for tertiary study, supporting their pathways is equally as important as school leavers in regional and remote areas.

This paper presents the preliminary results of an Australian Government HEPPP funded project aims to better understand and challenge the opportunities available; relate these perspectives to the persistent gap in participation rates for these students; and, explore the place of low stakes, open access tertiary preparation programs for mature-aged people from regional and remote communities when entering higher education. Surveys and interviews were conducted with mature-aged people in regional and remote areas allowing them to articulate their higher education access needs, establishing an evidence based set of principles that adults in regional and remote communities need for equity of access to higher education.

Bronwyn Relf 27