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

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
Final report  (PDF, 2.83 MB)
External evaluation report  (PDF ,243.7 KB)

Selected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)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


The International Studies in Widening Participation journal has now published vol 1 papers.
The papers for vol 1 can be found at:



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.

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:

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.