NAEEA Conferences:

NAEEA 2022 Conference

5th to 6th December 2022
University of South Australia

Reimagining Enabling in Higher Education

The 2022 NAEEA Conference was held on 5-6 December at the University of South Australia

Conference theme: “Reimagining Enabling in Higher Education.”

2019 - EPHEA/NAEEA Conference

24 November 2019 - 27 November 2019
The University of Wollongong

Enabling Excellence through Equity

Equity Practitioners in Higher Education Australasia (EPHEA) is proud to be partnering with National Association of Enabling Educators of Australia (NAEEA) to deliver their biennial conference in 2019. This is a key professional development forum for equity and enabling practitioners in a wide range of fields to highlight best student and staff practices in higher education. Practitioners and researchers specialising in enabling and equity across the higher education sectors in Australia, New Zealand/Pacific and internationally are invited to participate.
To register, go to the conference website at
Registrations, abstract and paper submissions are now open.

2017 - NAEEA Biennial Conference

29 November – 1 December 2017
Southern Cross University, Gold Coast Campus

Enabling learning, Enabling teaching

Proceedings of the 6th Biennial National Association of Enabling Educators of Australia conference, Southern Cross University, Gold Coast, Australia.


2016 - Proceedings of the FABENZ Conference

Unitec Institute of Technology, Mt Albert, Auckland

2015 - Conference

University of Western Sydney, Parramatta Campus.

Enabling Education

Papers by Authors

2014 - Conference

Bongard Campus Tauranga, New Zealand.


Hosted by the Bay of Plenty Polytechnic

2013 - Conference

Australian Catholic University, Melbourne.

Enabling Education

List of delegates (pdf)

Conference Workbook (pdf)

Papers by Authors

Bedford, T. Initial approaches to studying by open access university students: implications for program curriculum and delivery
Black, M. Investigating literacy cultural capital, academic achievement and socio-economic status among first year university students
Bookallil, C. & Rolfe, J. Flexibility in Enabling education: The equity/efficiency trade-off
Boyle, S. & Abdullah, A. Identifying factors that motivate re-engagement with education
Bunn, R. “I wanted to prove I had a brain … and give my life a purpose” – Preliminary analysis of survey responses of former Open Foundation students on their lives before, during and after completing the program
Burgess, C. & Relf, B. A flexible response: Monitoring the performance of enabling students in first year undergraduate nursing
Christensen, J. When knowledge ‘clicks’: Facilitating a flexible classroom through the use of in-class technology
Clarke, J. Transformative learning development as a basis for maximising the impact of critical thinking as a core element of enabling curricula
Delly, P. Pathways, diversity and academic skills: Bourdieu and 2nd year VET articulants
Ephraums, R. & Khan, H. Needs-based mentoring: A dynamic approach to engaging students from refugee backgrounds
Goode, E. Encouraging engagement and enhancing student experience: can an online orientation help?
Bremner, M., Heemi, D. & Smithies, S. Connecting a community: Education and community building in the Auburn community of schools
Hunt, J. & Christensen, J. Views from the top: Academic staff views on engaging students in learning
Gray, K. & Irwin, E. Pathways to social inclusion: The participation of refugee students in higher education
James, T. Successfully transitioning to university: The influence of self-efficacy
Jarvis, L., Harris, M. & Johnson, P. A Pipe Dream? Cost-effective support for enabling students studying online
Judith, K. & Bull, D. The opportunities and challenges for enabling education: implementing Open Educational Practices (OEP)
May, J. & Bunn, R. 1974-1976: the seeds of flexibility in the pathway to tertiary participation at University of Newcastle, NSW
Morrison, G. Enabling connections and persistence in a distributed learning community
Orth, G. & Robinson, C. Do potentially successful students in tertiary enabling programs have any common characteristics that underpin resilience and persistence? If so, how can this information help future enabling students?
Penno, J. & Kerridge, A. Is there room for everybody?
Powter, D. Lectures and tutorials: Lessons for engaging enabling students and the potential benefits.
Shah, M. Correlation or causality: Raising equity aspirations in the emergence of quality agenda
Te Rore, C. An evaluation of Kaupapa Maori art curriculum for tangata whaiora, Gisborne
Turley, D., Dowdy, S. &McHenry, L. Moving beyond aspiration to achievement: Outreach activities in disadvantaged northern Adelaide region
Westrenius, A. Integrating management theory and academic skills to empower enabling students – a practical approach

International Conferences:

The FACE conference in held in late June -early July in the UK. Further information is available on the FACE 2020 conference website

Location :TBA

Theme: TBA

Date: TBA

Website: FACE UK