Tag: equity

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Older undergraduate students bringing years of experience to university studies: Highlights, challenges and contributions

Author: Bronwyn J. Ellis, University of South Australia 

Edition: Volume 53, Number 3, November 2013

Summary: Undergraduate students enrolled through two regional locations were surveyed on their experience of being university students in later life. Students aged 55 and over were invited to complete an anonymous online questionnaire. This collected demographic information, and sought, through open-ended questions, information on their study motivations and university experience. Participants had the opportunity to describe the highlights and challenges of their study experience, including any needs for additional support and facilities. They were also asked to identify the contributions made possible by their greater life experience, and to comment on their relationship with academic and administrative staff and other students.

Most respondents (70%) aimed to use their new knowledge, skills, and targetted qualification in a vocational context; self actualisation goals also played a part for some. They reported generally relating well to others at university. Challenges arose from conflicting priorities and some technological issues. Their accumulated experiences helped them contribute significantly to class discussions as they understood the context for the theory they were learning.

Keywords: lifelong learning, older learners, motivation, higher education, equity, diversity

 

 

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This article is part of AJAL, Volume 53_3. The entire volume is available in .pdf for purchase here.

 

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Humanities education as a pathway for women in regional and rural Australia: Clemente Ballarat

Authors: Ann Gervasoni, Australian Catholic University; Jeremy Smith, University of Ballarat; Peter Howard, Australian Catholic University

Edition: Volume 53, Number 2, July 2013

Summary: This paper provides insight into the experience of Clemente humanities education for six regional and rural Australian women living around Ballarat. Each took part in an audio-taped semistructured interview which explored the impact that university study had on their lives. Their responses suggest that Clemente Ballarat was life-giving. The student insights identified the critical importance of: providing a supportive learning environment for people lacking life opportunities and routine; students feeling better and happier with themselves resultant from personal learning achievements; doing something that was about ‘me’; support from others including Learning Partners and the program’s counsellor; students appreciating their academic and inner strengths; rekindling dreams and hope; seeking ways out of poverty for their family; finding friendships and connection; appreciating the academic disciplines; improvements in well-being and mental health; and pride in achievements. Students also were apprehensive about what the future may hold after completion and graduation. These insights highlight the treasures that students found when engaged in humanities education based upon community embedded socially supported structures that enable learning. Further, these insights provide contextual outcomes for the Clemente program, which could be implemented across regional and rural Australia for people experiencing multiple disadvantages or social exclusion.

Keywords: social inclusion, equity, disadvantage, transformation, humanities education, community engagement.

 

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This article is part of AJAL, Volume 53_2. The entire volume is available in .pdf for purchase here.

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Travelling against the current: an examination of upstream and downstream educational interventions across the life span

Author/s: Jenny Silburn and Geraldine Box

Edition: Volume 48, Number 1, April 2008

Summary: Current social and economic circumstances are presenting universities with a more diverse general student intake whose support needs are increasingly similar to those of traditionally
defined equity groups. This paper examines a Murdoch University equity program to demonstrate that simply increasing access does not always translate into increased benefit. It presents an argument for the restructuring of existing equity enabling programs and increasing transitional support for all students to achieve more substantive equality in student outcomes.

Keywords: equity, social, economic, access, transitional support

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