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Selected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)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!
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”?
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.
Threshold concepts and “troublesome” students: The uneasy application of threshold concepts to marginalised students
Davis, C., & Green, J.H. (2020). Threshold concepts and “troublesome” students: The uneasy application of threshold concepts to marginalised students. Teaching in Higher Education, https://doi.org/10.1080/13562517.2020.1799972Taylor, J. A., van Eyk, T., & Syme, S. – Journal of Further and Higher Education
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 Education, 44(1), 69-82.
Syme, S., Davis, C., & Cook, C. (2020). Benchmarking Australian enabling programmes
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)
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
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
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 for the Australian Government, Department of Education and Training
O’Rourke, J., Relf, B., Crawford, N., & Sharp, S. – Australian Journal of Adult Learning
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
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.
- DOI: 10.5204/ssj.v9i4.520
Nieuwoudt, J. E. – Australasian Journal of Educational Technology
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.
- DOI: 10.14742/ajet.5137
Motta, S. C., & Bennett, A – Teaching in Higher Education
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)
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
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.
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?
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
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. – Annotated Bibliography
Access and Widening Participation, Enabling Pedagogy and Curriculum, Equity and Diversity, Student and Staff Wellbeing, Transitions, success and retention
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
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
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.
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
Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective. Student Success, 8(1), 25-33.
Exploring the Experience of Low-SES Students via Enabling Pathways
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
Doyle, J., & Nieuwoudt, J. Is lurking working? The role of non-assessed discussion boards in an enabling program literacies’ subject.
Doyle, J. & Nieuwoudt, J. (2021). Is lurking working? The role of non-assessed discussion boards in an enabling program literacies' subject. Student Engagement in Higher Education, 3 (2) 2021
Carter, C., & Sallis, R. – Applied Theatre Research
Carter, C., & Sallis, R. (2019). Investigating the role of drama in two enabling courses in Australia. Applied Theatre Research, 7(1), 79-93.
- DOI: 10.1386/atr_00007_1
Bunn, R.J. – Transitioning students into Higher Education: Philosophies, Pedagogies and Practice
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
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
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.
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
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.
Baker, S. & Irwin, E., (2015). Enabling Programs Typology
Armstrong
Armstrong, F., James, T., Conradie, H., & Parker, S. (2018). Males in Enabling: Painting a portrait through narrative. Student Success, 9(1), 9-22.
- DOI: 10.5204/ssj.v9i1.429
Anand, P., McNamara, J., & Thomas, L. (2020). Enabling excellence through equity. Student Success., 11(1). DOI: https://doi.org/10.5204/ssj.v11i1.1508
A sense of belonging at university: student retention, motivation and enjoyment
Enabling Pedagogy and Curriculum, Student and Staff Wellbeing
Pedler, M.L., Willis, R., & Nieuwoudt, J.E. (2021). A sense of belonging at university: Student retention, motivation and enjoyment. Journal of Further and Higher Education, https://doi.org/10.1080/0309877X.2021.1955844