scholarly journals On ‘being first’: the case for first-generation status in Australian higher education equity policy

2021 ◽  
Author(s):  
Sally Patfield ◽  
Jennifer Gore ◽  
Natasha Weaver
Keyword(s):  
Higher Education ◽  
Low Socioeconomic Status ◽  
Higher Education Policy ◽  
First Generation ◽  
Policy Framework ◽  
Indigenous Australians ◽  
Government Schools ◽  
Generation Status ◽  
Educational Disadvantage ◽  
Equity Policy

AbstractFor more than three decades, Australian higher education policy has been guided by a national equity framework focussed on six underrepresented target groups: Indigenous Australians, people from low socioeconomic status backgrounds, people from regional and remote areas, people with disabilities, people from non-English speaking backgrounds, and women in non-traditional areas of study. Despite bringing equitable access to the forefront of university agendas, this policy framework has fostered a somewhat narrow conceptualisation of how educational disadvantage should be addressed. Responding to calls for reform, this paper draws on survey data from 6492 students in NSW government schools to examine the extent to which a new category warrants inclusion in the national framework: first-generation status. We illustrate how being the first in a family to attend university brings distinct equity status and argue for a revision of the national equity framework to recognise and support students who are ‘first’.

scholarly journals Quality assurance in Asian distance education: Diverse approaches and common culture

2011 ◽  
Vol 12 (6) ◽  
pp. 63 ◽  
Author(s):  
Insung Jung ◽  
Tat Meng Wong ◽  
Chen Li ◽  
Sanjaa Baigaltugs ◽  
Tian Belawati
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Quality Assurance ◽  
Higher Education Policy ◽  
Policy Framework ◽  
Policy Integration ◽  
Policy Makers ◽  
The Past ◽  
National Quality ◽  
Policy Frameworks

With the phenomenal expansion of distance education in Asia during the past three decades, there has been growing public demand for quality and accountability in distance education. This study investigates the national quality assurance systems for distance education at the higher education level in Asia with the aim of contributing to a better understanding of the current level of development of quality assurance in Asian distance education and to offer potential directions for policy makers when developing and elaborating quality assurance systems for distance education. The analysis of the existing quality assurance frameworks in the 11 countries/territories selected reveals that the level of quality assurance policy integration in the overall national quality assurance in higher education policy framework varies considerably. The purpose of quality assurance, policy frameworks, methods, and instruments in place are generally tailored to each country’s particular circumstances. There are, however, obvious commonalities that underpin these different quality assurance efforts. <br /><br />

scholarly journals Can I Afford To Be On Campus?: Do College Students with Disabilities Understand COVID-19 Vaccination Costs?

2021 ◽  
Author(s):  
Zach W. Taylor ◽  
Chelseaia Charran
Keyword(s):  
Higher Education ◽  
College Students ◽  
Students With Disabilities ◽  
Higher Education Policy ◽  
First Generation ◽  
First Generation College Students ◽  
Full Time ◽  
Access To Higher Education ◽  
First Generation College ◽  
College Students With Disabilities

Institutions of higher education have mandated COVID-19 vaccinations for students wishing to return to an on-campus, in-person learning experience. However, college students with disabilities (SWDs) may be hesitant to take a COVID-19 vaccine for a variety of reasons, possibly delaying or denying students access to higher education. Yet, an under-researched aspect of COVID-19 vaccinations and related communication is whether college students with disabilities understand that the COVID-19 vaccine is free and whether that understanding varies by intersectional identities. As a result, the research team surveyed 245 college students with disabilities to explore student knowledge of vaccine costs and whether differences exist between groups. Data suggests many college students with disabilities do not know that COVID-19 vaccinations are free: White/Caucasian SWDs were most aware of COVID-19 vaccines being free (23.6%), while Latinx students were least aware (1.3%). Moreover, women were more aware of free COVID-19 vaccines (14.8%) than men (11.4%), first generation college students were more aware (15.6%) than non-first generation college students (12.2%), and full-time students (19%) were more aware than part-time students (8.9%). Overall, less than 25% of SWDs understood that COVID-19 vaccines are free. Implications for health communication, vaccine awareness, and higher education policy are addressed.

Equitable Access to Higher Education: An Analysis of India’s National Education Policy (2020) in a Post-Pandemic World

2021 ◽  
pp. 232200582110424
Author(s):  
Paramita DasGupta ◽  
Saurya Bhattacharya
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Framework ◽  
Access To Higher Education ◽  
Equitable Access ◽  
National Education ◽  
National Education Policy ◽  
The Status ◽  
Blind Spots

Of the various less-than-comfortable narrative strands of the status quo that the COVID-19 pandemic has succeeded in showing up in stark relief—our rather troubling (if somewhat half-hearted) complacence about the systemic blind-spots that continue to colour the prevailing culture of a clearly inequitable higher education policy-framework—easily features among the most worrying, and thus, among those precise pulse-points that carry tremendous potential to help build the post-pandemic reset better, stronger and palpably fairer.1 In this piece, the authors endeavour to elaborate upon this and supplement the same with a brief analysis of India’s year-old National Education Policy, 20202—and how this nation (India) of more than 1.3 billion,3 supposedly poised on the cusp of a massive self-reinvention—is attempting to embark upon this journey.

Trumpocalypse and the Historical Limits of Higher Education Policy: Making the Case for Study/Struggle

2021 ◽  
pp. 107780042110146
Author(s):  
Leslie A. Williams ◽  
Sandy Grande
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
White Supremacy ◽  
Access To Higher Education ◽  
Racial Equity ◽  
Marginalized Groups ◽  
White Voters ◽  
Liberal Reform ◽  
Equity Policy ◽  
A Site

This essay highlights the limits of liberal reform policies designed to increase access to higher education for minoritized and marginalized groups. First, we discuss Trump’s higher education agenda, focusing on his antipathy toward these populations and his commitment to White supremacy. We then focus on affirmative action in college admissions as an exemplar of a liberal racial equity policy, sketching its history, which illustrates its anemic effect, and White countermobilization against change that existed long before Trump. Next, we detail Trump’s efforts to eliminate this policy, which is part of the same populist, ethno-nationalist, anti-immigrant, anti-Black ideological campaign that has galvanized White voters across time. Ultimately, we argue that unbridled power won’t yield to liberal reforms. As such, we shift our focus to how higher education might be reimagined as a site of transformation, offering a series of provocations for a new horizon of racial equity in universities and society.

Equity Policy and Knowledge in Australian Higher Education

2014 ◽  
pp. 44-64 ◽  
Author(s):  
Matthew Brett
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Policy Design ◽  
Research Progress ◽  
Teaching And Research ◽  
Higher Education System ◽  
Student Equity ◽  
Policy Objectives ◽  
Equity Policy ◽  
Equity Of Access

This chapter explores the role of knowledge within Australian higher education policy with specific emphasis on student equity. The Australian higher education system is designed to pursue teaching-, research-, and equity-related objectives. Teaching- and research-related objectives are broadly and successfully fulfilled through policy and funding, which facilitates these activities. Equity-related objectives are broadly pursued by policy and funding that aims to change the composition of staff and student populations engaged in teaching and research. Progress towards policy objectives of equity of access and participation remains elusive. This chapter examines the prominence of tacit and explicit forms of knowledge within equity policy as a factor in the efficacy of equity policy. Through examining Australian higher education equity policy through a knowledge-centric lens, elements of equity group-specific policy are found to have broader utility, with implications for policy design and reform.

scholarly journals Tudásalapú gazdaság – Iparpolitika – Felsőoktatás : Knowledge based economy –industrial policy –higher education

2021 ◽  
Vol 16 (4) ◽  
pp. 49-76
Author(s):  
László Trautmann ◽  
Cecília Vida
Keyword(s):  
Higher Education ◽  
Industrial Policy ◽  
Higher Education Policy ◽  
Dropout Rate ◽  
Global Scale ◽  
Policy Framework ◽  
Space Technology ◽  
New Era ◽  
Knowledge Based ◽  
Knowledge Based Economy

A tanulmány célja, hogy a tudásalapú gazdasághoz illeszkedő iparpolitika és felsőoktatás-politika kereteit bemutassa. Az elemzés kiindulópontja, hogy szerkezetváltás megy végbe a globalizáció technológiai folyamataiban. Új ágazatok emelkednek ki és új intézményi szerkezetben történik a technológia irányítása. Az ágazati váltás legfontosabb eleme az infrastruktúra megújulása, ami köré szerveződnek az ágazatok. A tanulmány második részében a felsőoktatás változását mutatjuk be, ami mindig is szorosan kapcsolódott az iparpolitikához. Az új elem a tudásalapú gazdaság időszakában, hogy az oktatás átfogóbb szerepre tesz szert, a gazdasági fejlődés alapvető intézményi kerete lesz. A tanulmány harmadik részében emiatt elemezzük empirikus eszközökkel a hazai felsőoktatás lemorzsolódási mutatóit, és mutatjuk ki, hogy a felsőoktatási intézmények részéről az erőfeszítés a hallgatók megőrzésére hosszú távon kifizetődő lehet. The aim of the paper is to provide a policy framework for the industrial policy and higher education policy in the knowledge-based economy. The knowledge-based economy and society is the main feature of new era of globalization which means that new industries have launched, and new institutional structure has started to build in a global scale. The main characteristic of the new technology is the infrastructure (including space technology, 5G) and the infrastructure gives a new impetus to other industries. In the second part of paper, we show several stages of the development of higher education. Our main tenet is the strong connection between industrial policy and the development of higher education. We argue that the higher education will have got a stronger role in the new era. In the third part, we analyze the dropout rate in the Hungarian higher education and give some policy recommendation to mitigate it.

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