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Selected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)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
2019 – President’s Report – AGM
2020 – President’s Report AGM
2021 – President’s Report – AGM
2023 – President’s Report – AGM
Report on Benchmarking of Enabling Programs across Australia to the National Association of Enabling Educators of Australia (NAEEA)
Report on Benchmarking of Enabling Programs across Australia to the National Association of Enabling Educators of Australia (NAEEA).
Charmaine Davis, Suzi Syme, Chris Cook, Sarah Dempster, Lisa Duffy, Sarah Hattam, George Lambrinidis, Kathy Lawson & Stuart Levy
Nine enabling programs across Australia worked together from 2021-2022 to produce this report investigating the comparability of learning outcomes, curriculum and assessment practices across their enabling programs. This is the first comprehensive, cross institutional study of enabling programs in Australia and, in the absence of national standards or inclusion in the AQF, will make a significant contribution to the standardisation of programs, providing quality assurance, transparency, and potentially portability of qualifications for students.Nieuwoudt, J
Nieuwoudt, J. (2023). Improving the Academic Performance and Mental Health of Non-Traditional University Students Through a Shorter Delivery Model: Exploring the Impact of the Southern Cross Model. Student Success 14(1), 35-46.
- DOI: 10.5204/ssj.2660
Equity Implications of Non-ATAR Pathways: Participation, Academic Outcomes, and Student Experience
Equity Implications of Non-ATAR Pathways: Participation, Academic Outcomes, and Student Experience
Ian W Li, David R Carroll & Denise Jackson
National Centre for Student Equity in Higher EducationGoode, E – The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International.
Goode, E., Syme, S., & Nieuwoudt, J. E. (2022). The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International. Advance online publication.
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
Jarvis, L (2021). Try before you buy
Jarvis, L (2021). Try before you buy: Using enabling programs to negotiate the risks of higher education. Australian Journal of Adult Learning, 61(1). https://ajal.net.au/downloads/try-before-you-buy-using-enabling-programs-to-negotiate-the-risks-of-higher-education/
Pedler, M.L. – 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
Syme, S., Roche, T., Goode, E., & Crandon, E. (2021). Transforming lives
Syme, S., Roche, T., Goode, E., & Crandon, E. (2021). Transforming lives: The power of an Australian enabling education. Higher Education Research & Development.
Anand, P., McNamara, J., & Thomas, L. (2020). Enabling excellence through equity
Enabling excellence through equity - Anand, P., McNamara, J., & Thomas, L.
Student Success., 11(1).Braund, A. James, T., Johnston, K., & Mullaney, L. (2020). Grit ability
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
Davis, C., & Green, J.H. (2020). Threshold concepts and “troublesome” 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/10.1080/13562517.2020.1799972James, T. & Walters, V. (2020). How positive is Positive Psychology
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.
James, T., & Walters, V. (2020). How positive is positive psychology
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.
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
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
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.
Taylor, 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.
Walters, V., & James, T. (2020). ANTS and POTS
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.
Bennett, A. – Educational Research and Evaluation
Access and equity program provision-evaluation in Australian higher education: A what matters approach - Bennett, A.
Educational Research and Evaluation, 24(8),523-537.Bennett, A., & Lumb, M. – Policy Futures in Education
Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education - Bennett, A., & Lumb, M.
Policy Futures in Education, 17(8), 966-982.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.
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
Crawford, N., Kift, S., & Jarvis, L. (2019). Supporting student mental wellbeing in enabling education: practices, pedagogies and a philosophy of care
Crawford, N., Kift, S., & Jarvis, L. (2019). Supporting student mental wellbeing in enabling education: practices, pedagogies and a philosophy of care. In A. Jones, A. Olds, & J. G. Lisciandro (Eds.), Transitioning Students in Higher Education: Philosophy, Pedagogy and Practice (pp. 161-170). Routledge. https://www.taylorfrancis.com/chapters/edit/10.4324/9780429279355-20/supporting-student-mental-wellbeing-enabling-education-nicole-crawford-sally-kift-lynn-jarvis?context=ubx&refId=bf634529-909c-4c5b-b064-0bee60dad975
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.
Irwin, E., Baker, S., & Hamilton, E. (2019, 8 Nov). Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education.
Access and Widening Participation, Enabling Pedagogy and Curriculum, Equity and Diversity, Student and Staff Wellbeing, Transitions, success and retention
Alternative pathways into higher education open access annotated bibliography: enabling, foundation, access and bridging education - Irwin, E., Baker, S., & Hamilton, E.
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., & Seary, K. (2019). Why aren’t they attending class like they are supposed to
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.
Jones, A., Olds, A, Lisciandro, J.G. (Eds.).(2019). Transitioning students into higher education
Jones, A., Olds, A, Lisciandro, J.G. (Eds.).(2019). Transitioning students into higher education: Philosophy, pedagogy and practice. Routledge. https://doi.org/10.4324/9780429279355
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.
Armstrong, F., James, T., Conradie, H., & Parker, S. (2018). Males in Enabling: Painting a portrait through narrative
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
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.
Crawford, N., Olds, A., Lisciandro, J., Jaceglav, M., Westacott, M. & Osenieks, L. (2018). Emotional labour demands in enabling education
Crawford, N., Olds, A., Lisciandro, J., Jaceglav, M., Westacott, M. & Osenieks, L. (2018). Emotional labour demands in enabling education: A qualitative exploration of the unique challenges and protective factors. Student Success 9(1): 23-33. https://doi.org/10.5204/ssj.v9i1.430
- DOI: 10.5204/ssj.v9i1.430
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.
Jarvis, L. (2018). Risk or opportunity: The journey of students entering university via an enabling program
Jarvis, L. (2018). Risk or opportunity: The journey of students entering university via an enabling program [Doctoral dissertation, University of Wollongong]. https://ro.uow.edu.au/theses1/503/
Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them
Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them: Student attitudes, aspiration and anxiety towards science and math learning in an Australian pre-university enabling program. Australian Journal of Adult Learning, 58(1), 13-40.
Millman, T. & McNamara, J. (2018). The long and winding road
Millman, T. & McNamara, J. (2018). The long and winding road: Experiences of students entering university through transition programs. Student Success, 9(3), 37-39.
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.
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
Olds, A., Jones, A., Crawford, N., & Osenieks, L. (2018). Reflective encounters for enabling educators
Olds, A., Jones, A., Crawford, N., & Osenieks, L. (2018). Reflective encounters for enabling educators: The role of debriefing in building psychological capital. Refereed Conference Paper: Foundation and Bridging Educators New Zealand (FABENZ) Conference, Wellington, NZ. https://fabenz.org.nz/proceedings-of-the-fabenz-conference-2018/
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
Willans J, Seary K. – What we are doing works!
What we are doing works! Maintaining favourable retention in the STEPS enabling course in an Australian university - Willans J, Seary K.
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.Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective
Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective. Student Success, 8(1), 25-33.
Relf, B., Crawford, N., O’Rourke, J., Sharp, S., Hodges, B., Shah, M., & Barnes, R. K. – Lighting the pathway
Lighting the path(way): Articulating curriculum design principles for open access enabling programs
Bronwyn Relf, Nicole Crawford, John O’Rourke, Sue Sharp, Barry Hodges, Mahsood Shah, & Robin Katersky Barnes
Office for Learning and Teaching, Department of Education.Crawford, N., Lisciandro, J., Jones, A., Jaceglav, M., McCall, D., Bunn, R., Cameron, H., Westacott, M., & Andersen, S. (2016). Models of support for student wellbeing in enabling programs
Crawford, N., Lisciandro, J., Jones, A., Jaceglav, M., McCall, D., Bunn, R., Cameron, H., Westacott, M., & Andersen, S. (2016). Models of support for student wellbeing in enabling programs: comparisons, contrasts and commonalities at four Australian universities. Refereed Conference Paper: Foundation and Bridging Educators New Zealand (FABENZ) Conference, Auckland, NZ. http://ecite.utas.edu.au/115259
Exploring the Experience of Low-SES Students via Enabling Pathways
Chad Habel, Kirsty Whitman & Jennifer Stokes
National Centre for Student Equity in Higher Education (NCSEHE)James, T. (2016). The juxtaposition of STEPS to the undergraduate arena
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
Johns, S., Crawford, N., Hawkins, C., Jarvis, L., Harris, M., & McCormack, D. (2016). Unlocking the potential within
Johns, S., Crawford, N., Hawkins, C., Jarvis, L., Harris, M., & McCormack, D. (2016). Unlocking the potential within: A preliminary study of individual and community outcomes from a university enabling program in rural Australia. Australian Journal of Adult Learning, 56(1), 69-88. https://eric.ed.gov/?id=EJ1097534
Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner
Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner: Effective course design in the changing higher education space. International Studies in Widening Participation 3 (1): 19-35.
Lisciandro, J.G. and Gibbs, G. (2016) OnTrack to university
Lisciandro, J.G. and Gibbs, G. (2016) OnTrack to university: understanding mechanisms of student retention in an Australian pre-university enabling program. Australian Journal of Adult Learning 56 (2): 198-224.
Pathways To Higher Education: The Efficacy Of Enabling And Sub-Bachelor Pathways For Disadvantaged Students
Pathways To Higher Education: The Efficacy Of Enabling And Sub-Bachelor Pathways For Disadvantaged Students
Tim Pitman, Sue Trinidad, Marcia Devlin, Andrew Harvey, Matt Brett & Jade McKay.
Report for the Australian Government, Department of Education and TrainingBaker, S. & Irwin, E., (2015). Enabling Programs Typology
Typology of Enabling Programs Australia
Sally Baker & Evonne IrwinCrawford, N., Johns, S., Jarvis, L., Hawkins, C., Harris, M., & McCormack, D. (2015). Foundations for change, confidence, and new opportunities: impacts of a university enabling program in north-west Tasmania. Refereed Conference Paper
Crawford, N., Johns, S., Jarvis, L., Hawkins, C., Harris, M., & McCormack, D. (2015). Foundations for change, confidence, and new opportunities: impacts of a university enabling program in north-west Tasmania. Refereed Conference Paper: STARS Conference, Melbourne. http://www.unistars.org/papers/STARS2015/02A.pdf
James, T., Conradie, H., Saint, R., & Browne, M. (2015). An exploratory study of the factors associated with an initial testing process
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.
Crawford, N. (2014). Practical and profound: multi-layered benefits of a university enabling program and implications for higher education
Crawford, N. (2014). Practical and profound: multi-layered benefits of a university enabling program and implications for higher education. International Studies in Widening Participation, 1(2), 15-30. https://novaojs.newcastle.edu.au/ceehe/index.php/iswp/article/view/11
Johns, S., Crawford, N., Harris, M., Hawkins, C., Jarvis, L., & McCormack, D. “A Turning Point”: Impact of participation in the University Preparation Program (UPP) on Cradle Coast students. University of Tasmania
Johns, S., Crawford, N., Harris, M., Hawkins, C., Jarvis, L., & McCormack, D. "A Turning Point": Impact of participation in the University Preparation Program (UPP) on Cradle Coast students. University of Tasmania. http://www.utas.edu.au/__data/assets/pdf_file/0011/520895/CCCBRF-final-report-040414.pdf
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.
Office for Learning and Teaching, Department of EducationSelected sections from the unpublished EIP report investigating The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education (2000)
The Cost and Effectiveness of Enabling and Related Programs In Australian Tertiary Education
John Clarke, David Bull, Cameron Neil, Lyn Turner, Damian Birney
Department of Education, Training and Youth Affairs