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Widening Participation in Higher Education

  • Living reference work
  • © 2023
  • Latest edition

Overview

Editors:
  1. Fernando F. Padró

    1. University of Southern Queensland, Toowoomba, Australia

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  2. Jonathan H. Green

    1. University of Southern Queensland, Toowoomba, Australia

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  3. David Bull

    1. University of Southern Queensland, Toowoomba, Australia

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  • Provides a broad understanding of the expansion of higher education
  • Identifies the learning needs of non-traditional prospective students
  • Argues for curriculum considerations for diverse cohorts of students

Part of the book series: University Development and Administration (UDAA)

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Table of contents (7 entries)

  1. A Western Agenda for Access and Equity in Higher Education: The Evolution of Widening Participation

    • Charmaine Davis, David Bull

  2. Academic Staff Identity in Widening Participation Programs

    • Russell Crank

  3. Enabling Education in Australia: Emerging Themes and Shared Understandings

    • Charmaine Davis

  4. It’s the Principle that Counts: Designing Curriculum for Diverse Enabling Student Cohorts

    • Joanne G. Lisciandro, Angela Jones, Debra Monteith, Peter Geerlings, Brendon Briggs, Bron Bateman

  5. Schools and Universities as Elders: Institutional Mentoring and the Indigenous Student

    • Geoffrey Keating

  6. Supporting Frontline Educators in the Carceral Space

    • Helen Farley, Jayson Ware

  7. Transitioning a Face-to-Face Criminal Justice Program in Aotearoa New Zealand to Online in a Post-COVID-19 World

    • Jayson Ware, Helen Farley, Marozane Spamers
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Keywords

About this book

Non-traditional students and the widening participation agenda have had a significant impact upon provision of higher education in recent years.  Throughout the western world access to higher education has increasingly become available to persons who at one time would have previously been excluded.  This has brought a raft of challenges to universities who now need to cater for much greater diversity in their student populations.  Non-traditional students frequently require appropriate preparation if they are to be assured of success upon entry to undergraduate programs.  Assessing applicants for an appropriate pathway to formal tertiary study and providing them with the essential skills, knowledge and affective attitudes requires specialised curriculum expertise and pedagogy.  In order to ensure retention and success of non-traditional students a broad appreciation of the diverse needs of such students and the means to effectively address their preparation fortertiary study is essential.

Editors and Affiliations

  • University of Southern Queensland, Toowoomba, Australia

    Fernando F. Padró, Jonathan H. Green, David Bull

About the editors

Jonathan Green is Deputy Director of UniSQ College, University of Southern Queensland, and a member of the executive committee of the National Association of Enabling Educators of Australia (NAEEA). Jonathan contributes to the strategic leadership of UniSQ’s pathway programs and is committed to national efforts to help students, often from educationally disadvantaged backgrounds, find pathways into higher education and prepare for the learning and literacy demands of academic study.  Jonathan is passionate about designing learning environments and encounters that are engaging, interactive and authentic. His research interests pertain to learning and teaching in higher education, including transfer of learning, transition pedagogy and academic literacies. He is an advocate for widening participation in higher education for under-represented groups.

David Bull is the Director of the Open Access College at the University of Southern Queensland. He has 30 years of teaching and professional engagement with enabling programs.  His research interests lie primarily with issues related to access and equity policy in higher education and preparatory program curriculum development.  His teaching and consultancy experience has been largely associated with wide ranging aspects of student diversity in higher education. 

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