A Strong Foundation: Inclusive Education at an Australian University College

Cocks, Tamra; Stokes, Jennifer

doi:10.20533/ijcdse.2042.6364.2012.0120

Cited by 5 publications

(2 citation statements)

References 9 publications

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“…Another challenge which can have a direct effect on an enabling student’s ability to comply with AI practices is poor language and literacy proficiency. Open entry Enabling programs do not mandate language requirements, and thus students with a diversity of language proficiencies enrol in the programs (Cocks and Stokes 2012 ; 2013 ). Some students have only learnt English for 6 months since their arrival in Australia and are grappling with sentence structure, while others may have been privy to an earlier education but have little experience with academic literacies.…”

Section: Literature Reviewmentioning

confidence: 99%

Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity

et al. 2022

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Introduction Enabling education programs, otherwise known as Foundation Studies or Preparatory programs, provide pathways for students typically under-represented in higher education. Students in Enabling programs often face distinct challenges in their induction to academic culture which can implicate them in cases of misconduct. This case study addresses a gap in the enabling literature reporting on how a culture of academic integrity can be developed for students and staff in these programs through an educative approach. Case description This paper outlines how an educative approach to academic integrity is implemented within the Enabling programs of two Australian universities. Discussion and reflection This case study reflects upon an approach which makes specific reference to the key elements of ‘support’, ‘approach’ and ‘responsibility’ as highlighted in Bretag and Mahmud’s seminal paper. The paper reports a reduction in misconduct cases at the two institutions suggesting a positive correlation between the interventions and students’ understanding of ethical academic practice. This study reflects upon practitioner experiences with academic integrity investigations to evaluate the effectiveness of this approach. Conclusions The authors show that it is possible to ensure academic integrity practices and values are upheld within a supportive learning environment appropriate to a students’ level of study.

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Section: Literature Reviewmentioning

confidence: 99%

Does an educative approach work? A reflective case study of how two Australian higher education Enabling programs support students and staff uphold a responsible culture of academic integrity

et al. 2022

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“…Commonwealth-supported enabling programmes, called colleges, have increasingly become part of the university landscape in Australia. These colleges offer Foundation Studies, providing a structured, funded transition to university for Australian citizens from a diverse range of backgrounds (Cocks and Stokes, 2012). These enabling programmes largely focusses on teaching academic literacies within a supportive and scaffolded environment so students feel better prepared to study on a fee-paying university course.…”

Section: Introductionmentioning

confidence: 99%

“My choice was not to become a tradesman, my choice was to go to uni”

Stahl

Loeser

2018

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Purpose The purpose of this paper is to explore the first-year university experience as an agent for the (re)learning and (re)making of masculine identity as it intersects with other categories of identity. Historically, male students from working-class backgrounds have often struggled with identity issues and many leave school early for vocational employment where their masculinity is reinforced and validated. A small percentage, however, re-enrol in higher education later in life. This paper explores how “Deo”, a tradesperson who became a university student, reconstructed his identity during this transition. Design/methodology/approach The primary methodology for this case study is semi-structured interviews. Findings Deo articulated his transition in terms of “change” and “transformation”, in which a theme of risk was central. He also drew attention to cultural practices that regulate hierarchies of masculinity as they intersect with the identities of age, sexuality, ethnicity and socio-economic status within his work and study. Research limitations/implications This study focusses on one student’s experience in an Australian public university, so findings may not be generalisable. However, single stories are an important means of illustrating the intersection of shared socio-cultural practices. Originality/value Within adult education literature there is limited engagement with intersecting cultural narratives that shape experiences, inequalities and barriers in learners’ lives. Deo’s story gives voice to socio-cultural narratives around masculinity, age, ethnicity, sexuality and socio-economic status, highlighting their central significance to learning, being and belonging.

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