Resources

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Research publications and reports

Lighting the pathway

Relf, B., Crawford, N., O’Rourke, J., Sharp, S., Hodges, B., Shah, M., & Barnes, R. K. (2017). Lighting the path(way): Articulating curriculum design principles for open access enabling programs. Sydney: Office of Learning and Teaching, Department of Educaiton. Retrieved from https://ltr.edu.au/resources/SD15-5063_NEWC_Relf_Final%20Report_2017.pdf

Exploring the Experience of Low-SES Students via Enabling Pathways

Web link  
 Dr Chad Habel, Dr Kirsty Whitman (University of Adelaide) & Jennifer Stokes (University of South Australia)

Enabling retention: processes and strategies for improving student retention in university-based enabling programs

 Barry Hodges, Tasman Bedford, Jane Hartley, Chris Klinger, Neil Murray, John O’Rouke, Neville Schofield
 The University of Newcastle
 2013
Final report  (PDF, 2.83 MB)
External evaluation report  (PDF ,243.7 KB)
 http://www.enablingretention.org.au

Selected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)

 John Clarke, David Bull, Cameron Neil, Lyn Turner, Damian Birney
Report (PDF, 2.6 MB)

Pathways To Higher Education: The Efficacy Of Enabling And Sub-Bachelor Pathways For Disadvantaged Students

Report for the Australian Government, Department of Education and Training

The NCSEHE report: ‘Pathways to Higher Education – The Efficacy of Enabling and Sub-Bachelor Pathways for Disadvantaged Students

Journals

The International Studies in Widening Participation journal has now published vol 1 papers.
The papers for vol 1 can be found at: http://nova.newcastle.edu.au/ceehe/index.php/iswp/index

 

Publications

Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. (2018). ‘Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia’, Centre of Excellence for Equity in Higher Education. https://www.newcastle.edu.au/__data/assets/pdf_file/0005/462272/Enabling-Pedagogies-Research-Report.pdf

Bennett, A. (2019). Access and equity program provision-evaluation in Australian higher education: a what matters approach. Educational Research and Evaluation, 24(8),523-537. DOI: 10.1080/13803611.2019.1643740

Bennett, A., & Lumb, M. (2019). Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education. Policy Futures in Education, 17(8), 966-982. DOI: 10.1177/1478210319831579

Bunn, R.J. (2019). “We need to help students discover themselves and see into the life of things”: Advice from Open Foundation Lecturers. In A. Jones, A. Olds and J.G. Lisciandro (Eds.) Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

Carter, C., & Sallis, R. (2019). Investigating the role of drama in two enabling courses in Australia. Applied Theatre Research, 7(1), 79-93.DOI: https://doi.org/10.1386/atr_00007_1

Irwin, E., & Hamilton, E. (2019). Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education. In A. Jones, A. Olds and J.G. Lisciandro (Eds.),Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

Motta SC, Bennett A, (2018). ‘Pedagogies of care, care-full epistemological practice and other caring subjectivities in Enabling Education’, TEACHING IN HIGHER EDUCATION, 23 631-646.

O’Rourke, J., Relf, B., Crawford, N., & Sharp, S., (2019). Are we all on course? A curriculum mapping comparison of three Australian university open-access enabling programs. Australian Journal of Adult Learning, 59(1), 7-26. 

 

All Resources

  • Willans J, Seary K. – What we are doing works!

    Access and Widening Participation

    Willans J, Seary K.(2018) What we are doing works! Maintaining favourable retention in the STEPS enabling course in an Australian university Foundations and Bridging Educators New Zealand Conference, Wellington, New Zealand, 29 Nov 2018 - 30 Nov 2018. Proceedings of the FABENZ Conference 2018. FABENZ, Online. 1-22.

  • Willans J, Seary K. – “Why did we lose them and what could we have done”?

    Student and Staff Wellbeing

    Willans J, Seary K. (03 Feb 2018) “Why did we lose them and what could we have done”? Student Success 9(1):47-60

  • Walters, V., & James, T. (2020). ANTS and POTS: Do they change lives? Students perceptions on the value of positive psychology concepts. Student Success, 11(1), 46-54.

  • Taylor, J. A., van Eyk, T., & Syme, S. – Journal of Further and Higher Education

    Enabling Pedagogy and Curriculum

    Taylor, J. A., van Eyk, T., & Syme, S. (2020). Enabling success at university: The impact of an Australian programme to provide access to university. Journal of Further and Higher Education44(1), 69-82.

  • Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes

    Enabling Pedagogy and Curriculum

    Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes: assuring quality, comparability and transparency,Assessment & Evaluation in Higher Education.

  • Selected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)

    Report

    Author/s: John Clarke, David Bull, Cameron Neil, Lyn Turner, Damian Birney

  • Seary K, Willans J. – Pastoral care and the caring teacher – value adding to enabling education

    Student and Staff Wellbeing

    Seary K, Willans J. (01 Jan 2020) Pastoral care and the caring teacher – value adding to enabling education Student Success 11(1):12-21

  • Relf, B., Crawford, N., O’Rourke, J., Sharp, S., Hodges, B., Shah, M., & Barnes, R. K. – Lighting the pathway

    Report

    Relf, B., Crawford, N., O’Rourke, J., Sharp, S., Hodges, B., Shah, M., & Barnes, R. K. (2017). Lighting the path(way): Articulating curriculum design principles for open access enabling programs. Sydney: Office of Learning and Teaching, Department of Educaiton.

  • Pathways To Higher Education: The Efficacy Of Enabling And Sub-Bachelor Pathways For Disadvantaged Students

    Report

    Report for the Australian Government, Department of Education and Training

  • O’Rourke, J., Relf, B., Crawford, N., & Sharp, S. – Australian Journal of Adult Learning

    Enabling Pedagogy and Curriculum

    O’Rourke, J., Relf, B., Crawford, N., & Sharp, S., (2019). Are we all on course? A curriculum mapping comparison of three Australian university open-access enabling programs. Australian Journal of Adult Learning, 59(1), 7-26.

  • Nieuwoudt, J. E. – Student Success

    Enabling Pedagogy and Curriculum

    Nieuwoudt, J. E. (2018). Exploring online interaction and online learner participation in an online science subject through the lens of the interaction equivalence theorem. Student Success, 9(4), 53-62.

  • Nieuwoudt, J. E. – Australasian Journal of Educational Technology

    Enabling Pedagogy and Curriculum

    Nieuwoudt, J. E. (2020). Investigating synchronous and asynchronous class attendance as predictors of academic success in online education. Australasian Journal of Educational Technology, 36(3), 15-25.

  • Motta, S. C., & Bennett, A – Teaching in Higher Education

    Student and Staff Wellbeing

    Motta, S. C., & Bennett, A. (2018). Pedagogies of care, care-full epistemological practice and other caring subjectivities in Enabling Education. Teaching in Higher Education, 23, 631-646.

  • Millman, T. & McNamara (2018)

    Transitions, success and retention

    Millman, T. & McNamara, J. (2018). The long and winding road: Experiences of students entering university through transition programs. Student Success, 9(3), 37-39.

  • James, T., Conradie, H., Saint, R., & Browne, M. (2015). An exploratory study of the factors associated with an initial testing process: Testing the testing. International Studies in Widening Participation, 2(1). 2-14.

  • James, T., & Seary, K. (2019). Why aren't they attending class like they are supposed to? A review into students' perceptions of the value of class attendance. Student Success, 10(1), 115-129.

  • James T, Seary K. – What’s so positive about positive psychology in an enabling program?

    Student and Staff Wellbeing

    James T, Seary K. (2018) What's so positive about positive psychology in an enabling program? Foundations and Bridging Educators New Zealand Conference, Wellington, New Zealand, 29 Nov 2018 - 30 Nov 2018. Proceedings of the FABENZ Conference 2018. FABENZ, Online. 1-18.

  • James DT, Seary K. – Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance

    Student and Staff Wellbeing

    James DT, Seary K. (Mar 2019) Why aren’t they attending class like they are supposed to? A review into students’ perception of the value of class attendance Student Success 10(1):115-129

  • James, T. (2016). The juxtaposition of STEPS to the undergraduate arena: The lived experience of transitioning into undergraduate study. Australian Journal of Adult Learning, 56(2). 250-267

  • James, T. & Walters, V. (2020). How positive is Positive Psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning, 60(2), 170.

  • Irwin, E., Baker, S., & Hamilton, E. (2019, 8 Nov). Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education.

  • Irwin, E., & Hamilton, E. – Transitioning students into Higher Education: Philosophies, Pedagogies and Practice

    Enabling Pedagogy and Curriculum

    Irwin, E., & Hamilton, E. (2019). Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education. In A. Jones, A. Olds and J.G. Lisciandro (Eds.),Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

  • International Studies in Widening Participation journal

    Report

    The International Studies in Widening Participation journal has now published vol 1 papers.

  • How positive is positive pyschology in an enabling program? Investigating the transformative power of positive pyschology for enabling students.

    Student and Staff Wellbeing

    James, T., & Walters, V. (2020). How positive is positive psychology in an enabling program? Investigating the transformative power of positive psychology for enabling students. Australian Journal of Adult Learning, 60(2), 170-189.

  • Hellmundt, S., & Baker, D. – Student Success

    Enabling Pedagogy and Curriculum

    Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective. Student Success8(1), 25-33.

  • Exploring the Experience of Low-SES Students via Enabling Pathways

    Report

     Dr Chad Habel, Dr Kirsty Whitman (University of Adelaide) & Jennifer Stokes (University of South Australia)

  • Enabling retention: processes and strategies for improving student retention in university-based enabling programs

    Report

    Barry Hodges, Tasman Bedford, Jane Hartley, Chris Klinger, Neil Murray, John O’Rouke, Neville Schofield  The University of Newcastle  2013

  • Carter, C., & Sallis, R. – Applied Theatre Research

    Enabling Pedagogy and Curriculum

    Carter, C., & Sallis, R. (2019). Investigating the role of drama in two enabling courses in Australia. Applied Theatre Research, 7(1), 79-93.

  • Bunn, R.J. – Transitioning students into Higher Education: Philosophies, Pedagogies and Practice

    Transitions, success and retention

    Bunn, R.J. (2019). “We need to help students discover themselves and see into the life of things”: Advice from Open Foundation Lecturers. In A. Jones, A. Olds and J.G. Lisciandro (Eds.) Transitioning students into Higher Education: Philosophies, Pedagogies and Practice. Oxon: Routledge.

  • Braund, A. James, T., Johnston, K., & Mullaney, L. (2020). Grit ability: Which grit characteristics enable success for mothers entering university? Student Success 11(1). 22-35. DOI: https://doi.org/10.5204/ssj.v11i1.1457

  • Bennett, A., & Lumb, M. – Policy Futures in Education

    Access and Widening Participation

    Bennett, A., & Lumb, M. (2019). Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education. Policy Futures in Education, 17(8), 966-982.

  • Bennett, A. – Educational Research and Evaluation

    Access and Widening Participation

    Bennett, A. (2019). Access and equity program provision-evaluation in Australian higher education: a what matters approach. Educational Research and Evaluation24(8),523-537.

  • Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. – Centre of Excellence for Equity in Higher Education

    Enabling Pedagogy and Curriculum

    Bennett A., Motta S., Hamilton E., Burgess C., Relf B., Gray K., Leroy-Dyer, S. & Albright. J. (2018). ‘Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia’, Centre of Excellence for Equity in Higher Education.

  • Armstrong, F., James, T., Conradie, H., & Parker, S. (2018). Males in Enabling: Painting a portrait through narrative. Student Success, 9(1), 9-22.

  • Anand, P., McNamara, J., & Thomas, L. (2020). Enabling excellence through equity. Student Success., 11(1). DOI: https://doi.org/10.5204/ssj.v11i1.1508