Ethics, equity and

excellence: a case study

of supported transition
to higher education in
the Australian context
Tamra Cocks & Jennifer Stokes

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 & Hrtel 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

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?

Equity

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

Australian discourses of inclusion

Ensuring that every Australian, no matter how wealthy or poor,
has a fair chance is one of the most important challenges for
Australian 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 people.
(Bradley et al. 2008, p. 1)

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)

(OECD 2011, p. 292)

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

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

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

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

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

Case Study Of An Enabling Program

(Boyle 2012) (Glover et

Case Study Of An Enabling Program

(Boyle 201

Case Study Of An Enabling Program

The students
College video
Outcomes include university preparation,
retention and success

Excellence

What is associated
with excellence at
your institution?

Success Stories

Success Stories
Toms storyThe 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)

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)

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)

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 & Hrtel 2010)
Providing room for different ways of thinking
about and different ways of engaging with
knowledge Gale (2010, p.5)

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

Student reflections regarding

the Colleges 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).

Ethics

What challenges have you

experienced in bringing
equity groups into a system
designed for the elite?

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

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.

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
spoken at home 2011

English versus non-English language

spoken at home 2012

Non-Englsih; 17%

Non-English; 21%

English; 79%

English; 83%

(Boyle 2012)

ESL Cohort
Common languages other than
English spoken at home 2011

Common languages other than

English spoken at home 2012

35.0%

35.0%

30.0%

30.0%

25.0%

25.0%

20.0%

20.0%

15.0%
10.0%
5.0%

15.0%
10.0%
5.0%

0.0%
0.0%
Arabic

Dari Kurdish Nepali PersianPunjabiSwahili Other

(Boyle 2012)

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)

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.

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.

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

Informed Choices
o Support for study and for informed decisionmaking
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

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

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Expressions of interest in
international benchmarking
exercise
Any questions about the paper?