Australian Higher Education Research and Society

Anderson, D. S.; Eaton, E.

doi:10.1080/0729436820010102

Cited by 15 publications

(1 citation statement)

References 18 publications

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“…The older Whitlam-esque concern with higher education as a 'right' pertaining to the development of the person (Anderson & Eaton, 1982) becomes for Dawkins a question of equity as the prerequisite for economic efficiency, an alignment consistent with the wider socio-political shift from a Keynesian welfare provision to neoliberal competition policy setting (Rizvi & Lingard, 2011, p. 11). …”

Section: Quantifying Equitymentioning

confidence: 99%

Practising equity: the activation and appropriation of student equity policy in Queensland higher education

Peacock¹

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My thesis reports findings from an institutional ethnography of the outreach practices of universitybased student equity workers. The study explored the way these equity workers engaged with students, schools and communities from areas in the state of Queensland, Australia, that are categorised as being of low socioeconomic status (SES). The focus of the study is how the ruling relations (Smith, 2005) of current Australian student equity policy have been both activated and appropriated by staff, through their day-to-day use of texts, as they accomplished their outreach work. The practices of staff from two specific universities are explored -the University of Queensland (UQ), and Griffith University -as well as the related activities of a wider, state level body of student equity practitioners and managers called the Queensland Widening Participation Group (The Group).Since 2010, the Higher Education Participation and Partnerships Program (HEPPP) has been the Australian government's student equity program for funding universities to diversify their student populations to include people from low SES backgrounds. Financial incentives have operated to make these students more attractive to recruit and support, and to increase competition amongst universities to best provide outreach practices that 'raise aspirations' among school students in low SES areas. The problematic for the study was to account for tensions observed within student equity outreach practices as staff worked competitively to recruit disadvantaged students to their specific university, while collaborating with staff from other education institutions to expand opportunity for students more broadly and to develop their capacities for higher education more generally.From the standpoint of where student equity outreach staff were positioned within their universities, the study sought to map how the complex and diverse set of student equity outreach activities were being coordinated and standardised by the use of texts. These key texts-in-action that coordinated student equity work included the Memorandum of Understanding forged by The Group that set parameters for competitive and collaborative university outreach in schools; institutionally specific social inclusion targets; and, crucially, HEPPP reporting and evaluation templates that were set by the Australian government for universities to complete on a quarterly and annual basis. As student equity staff activated these institutional reporting technologies in their evaluation practices, they truncated their more complex and nuanced work into the deficit-based categories of HEPPP policy that sought to 'raise the aspirations' of 'low SES' students. This is how student equity outreach activity became 'recognizable' as mandated government policy.Yet my thesis claims that student equity also appropriated these ruling policy relations in various ways and depending upon their university's position within what I call institutional fields of action ii for student equity practice in Queensland. Usin...

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Section: Quantifying Equitymentioning

confidence: 99%

Practising equity: the activation and appropriation of student equity policy in Queensland higher education

Peacock¹

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Research on Tertiary Education in Australia

Harman

The Institutional Basis of Higher Education Research

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Academic growth and development - How do university academics experience it?

Åkerlind

2005

High Educ

128

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This paper reports the outcomes of a study, undertaken from a phenomenographic perspective, of university academics' experiences of their own growth and development, i.e., what it means to them, what they are trying to achieve, how they go about it, why they do things that way . . . The outcomes presented are based on a series of interviews with teaching and research academics at a research intensive university. The group as a whole showed a range of views of academic development, representing in particular a varying focus on:• Academic performance, in terms of increasing work output, academic standing or work quality; • Personal learning, in terms of ongoing accumulation of new knowledge and skills or increasing depth of understanding in one's field of study; • Disciplinary or social change, in terms of contributions to one's field of study or a relevant social community. Implications for our understanding of academic development and academic work are discussed.

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Australian Higher Education Research and Society

Cited by 15 publications

References 18 publications

Practising equity: the activation and appropriation of student equity policy in Queensland higher education

Practising equity: the activation and appropriation of student equity policy in Queensland higher education

Research on Tertiary Education in Australia

Academic growth and development - How do university academics experience it?

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