Resources

All Resources

• Davis, C., Syme, S., Cook, C., Dempster, S., Duffy, L., Hattam, S., Lambrinidis, G., Lawson, K., Levy, S.

  Report

  Davis, C., Syme, S., Cook, C., Dempster, S., Duffy, L., Hattam, S., Lambrinidis, G., Lawson, K., Levy, S. 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.

  • Report on Benchmarking of Enabling Programs across Australia to the National Association of Enabling Educators of Australia (NAEEA)

• Nieuwoudt, J

  Student and Staff Wellbeing

  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

• Goode, E – The impact of immersive scheduling on student learning and success in an Australian pathways program. Innovations in Education and Teaching International.

  Enabling Pedagogy and Curriculum

  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.

  • DOI: 10.1080/14703297.2022.2157304

• Doyle, J., & Nieuwoudt, J. Is lurking working? The role of non-assessed discussion boards in an enabling program literacies’ subject.

  Enabling Pedagogy and Curriculum

  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

  • DOI: https://sehej.raise-network.com/raise/article/view/1017

• Jarvis, L (2021). Try before you buy

  Transitions, success and retention

  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/

  • Link

• 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

  • DOI: 10.1080/0309877X.2021.1955844

• Syme, S., Roche, T., Goode, E., & Crandon, E. (2021). Transforming lives

  Transitions, success and retention

  Syme, S., Roche, T., Goode, E., & Crandon, E. (2021). Transforming lives: The power of an Australian enabling education. Higher Education Research & Development.

  • DOI: 10.1080/07294360.2021.1990222

• Anand, P., McNamara, J., & Thomas, L. (2020). Enabling excellence through equity

  Access and Widening Participation

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

  • DOI: https://doi.org/10.5204/ssj.v11i1.1508

• Braund, A. James, T., Johnston, K., & Mullaney, L. (2020). Grit ability

  Transitions, success and retention

  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

  • DOI: https://doi.org/10.5204/ssj.v11i1.1457

• Davis, C., & Green, J.H. (2020). Threshold concepts and “troublesome” students

  Enabling Pedagogy and Curriculum

  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/10.1080/13562517.2020.1799972
  • DOI: 10.1080/13562517.2020.1799972

• International Studies in Widening Participation journal

  Report

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

• James, T. & Walters, V. (2020). How positive is Positive Psychology

  Enabling Pedagogy and Curriculum

  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

  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.

  • https://search.informit.com.au/documentSummary;dn=385739789613708;res=IELHSS

• 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.

  • DOI: 10.14742/ajet.5137

• 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

  • Link

• 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.

  • DOI: 10.1080/02602938.2020.1804825

• 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 Education, 44(1), 69-82.

  • DOI: 10.1080/0309877X.2018.1504011

• Walters, V., & James, T. (2020). ANTS and POTS

  Enabling Pedagogy and Curriculum

  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.

  • DOI: 10.5204/ssj.v11i1.1461

• 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 Evaluation, 24(8),523-537.

  • DOI: 10.1080/13803611.2019.1643740

• 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.

  • DOI: 10.1177/1478210319831579

• 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.

  • DOI: 10.4324/9780429279355
  • Taylor & Francis Group

• 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.

  • 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

  Student and Staff Wellbeing

  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

  • Link

• 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.

  • DOI: 10.4324/9780429279355
  • Taylor & Francis Group

• 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

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

  • Link

• 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

  • Student Success Journal

• James, T., & Seary, K. (2019). Why aren’t they attending class like they are supposed to

  Transitions, success and retention

  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.

  • DOI: 10.5204/ssj.v10i1.1111

• Jones, A., Olds, A, Lisciandro, J.G. (Eds.).(2019). Transitioning students into higher education

  Enabling Pedagogy and Curriculum

  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

  • DOI: 10.4324/9780429279355

• 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.

  • AJAL Volume 59, Number 1, April 2019

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

  Transitions, success and retention

  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

  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.

  • Enabling Pedagogies Research Report PDF

• Crawford, N., Olds, A., Lisciandro, J., Jaceglav, M., Westacott, M. & Osenieks, L. (2018). Emotional labour demands in enabling education

  Student and Staff Wellbeing

  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?

  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.

  • FABENZ

• Jarvis, L. (2018). Risk or opportunity: The journey of students entering university via an enabling program

  Transitions, success and retention

  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/

  • Link

• Lisciandro, J.G., Jones, A. & Geerlings, P. (2018). Enabling learners starts with knowing them

  Enabling Pedagogy and Curriculum

  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.

  • Link

• Millman, T. & McNamara, J. (2018). The long and winding road

  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.

  • DOI: 10.5204/ssj.v9i3.465
  • Millman & McNamara 2018

• 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.

  • DOI: 10.1080/13562517.2018.1465911

• 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.

  • DOI: 10.5204/ssj.v9i4.520

• Olds, A., Jones, A., Crawford, N., & Osenieks, L. (2018). Reflective encounters for enabling educators

  Student and Staff Wellbeing

  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/

  • Link

• 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

  • Student Success Journal

• 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.

  • FABENZ

• Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective

  Enabling Pedagogy and Curriculum

  Hellmundt, S., & Baker, D. (2017). Encouraging engagement in enabling programs: The students’ perspective. Student Success, 8(1), 25-33.

  • DOI: 10.5204/ssj.v8
  • Student Success Articles

• 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.

  • NEWC Relf Final Report 2017 PDF

• 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

  Student and Staff Wellbeing

  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

  • http://ecite.utas.edu.au/115259

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

  Report

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

  • NCSEHE

• James, T. (2016). The juxtaposition of STEPS to the undergraduate arena

  Transitions, success and retention

  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

  • DOI: https://www.ajal.net.au/the-juxtaposition-of-steps-to-the-undergraduate-arena-the-lived-experience-of-transitioning-into-undergraduate-study/

• Johns, S., Crawford, N., Hawkins, C., Jarvis, L., Harris, M., & McCormack, D. (2016). Unlocking the potential within

  Transitions, success and retention

  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

  • Link

• Jones, A., Olds, A. and Lisciandro, J.G. (2016). Understanding the learner

  Enabling Pedagogy and Curriculum

  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.

  • Link

• Lisciandro, J.G. and Gibbs, G. (2016) OnTrack to university

  Transitions, success and retention

  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.

  • Link

• 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

  • NCSEHE Report

• Baker, S. & Irwin, E., (2015). Enabling Programs Typology

  Report

  • Enabling Programs Australia Typology KS

• 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

  Transitions, success and retention

  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

  • Link

• James, T., Conradie, H., Saint, R., & Browne, M. (2015). An exploratory study of the factors associated with an initial testing process

  Transitions, success and retention

  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

  Transitions, success and retention

  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

  • Link

• 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

  Transitions, success and retention

  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

  • Link

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

  Report

  Author/s:  Barry Hodges, Tasman Bedford, Jane Hartley, Chris Klinger, Neil Murray, John O’Rouke, Neville Schofield Lead Institution:  The University of Newcastle Published:  2013

  • Final Report
  • External evaluation report
  • Enabling Retention

• 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

  • EIP Report