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The Framework for Evaluation of Equity Initiatives has been prepared to support the Go8 Equity Strategy. Its purpose is to assist Group of Eight (Go8) universities to evaluate the effectiveness of their equity initiatives and interventions in the context of federal policies and the distinctive missions and responsibilities of the individual Go8 institutions. The framework provides an exploration of potential methods for evaluating a range of equity programs, noting some of the methodological complexities involved. There is an emphasis on looking beyond access and participation to ensuring academic achievement and outcomes. The Framework for Evaluation of Equity Initiatives is necessarily an evolving document that will be enhanced over time based on experience across the Go8 universities. The present document is a starting point for creating evidence-based approaches to practice. (Contains 2 tables and 1 footnote.)

In 2004, National Centre for Vocational Education Research (NCVER) developed a national Indigenous VET research strategy in partnership with the former Australian Indigenous Training Advisory Council. The research strategy provides a comprehensive program until 2006 to fill the major gaps in knowledge identified through a midterm review of activity against the four objectives of "Partners in a learning culture," the national Indigenous vocational education and training (VET) strategy for 2000-05. This research is a product of that strategy. The project set out to explore the educational, training and employment pathways available to, and taken by, young Indigenous people in the Goulburn Valley region of Victoria, around the major town of Shepparton. Research prior to this project had found that racism was still a pervasive force in various institutions in the region. In addition to confirming that this is still a major barrier, the research also sought to highlight other key barriers and possible solutions to the low participation and attainment rates of Indigenous people in and around Shepparton. This report is important in understanding the pressures on an Indigenous community in a relatively prosperous regional "city" that impact on people's participation in education, training and employment. The findings will be of interest to all VET practitioners, technical and further education (TAFE) institutes and other registered training organisations, and policymakers who are involved in developing strategies and providing training in similar towns and communities across Australia. (Contains 5 tables and 2 figures.) [This document was produced with funding provided through the Department of Education, Science and Training. The author/project team was funded to undertake this research via a grant under the National Vocational Education and Training Research and Evaluation (NVETRE) Program.]

The imbalances between the higher education participation of rural and urban Australians are significant and persistent. This study examined the attitudes, goals, and plans of Australian senior high school students via a survey of over 7,000 students in grades 10-12 in three states, complemented by interviews with about 350 students in 20 rural schools. Findings indicate that: (1) higher education participation for people in rural and isolated areas is affected less by distance from university campuses than by socioeconomic circumstances and the influences of rural social and cultural contexts; (2) rural students are more likely than urban students to perceive inhibitors to higher education such as the cost of living away from home or losing touch with friends, and to experience fewer encouraging factors such as parental encouragement or the belief that a university education will offer them an interesting and rewarding career; and (3) the cost of higher education is a serious barrier for rural students. Two cornerstone recommendations are for the creation of an integrated suite of education, family, and employment policies and the establishment of a high profile task force to oversee new initiatives in these areas. Seven other recommendations include exposing students to the value of higher education during their junior and middle years, introducing measures to reduce higher education costs for rural students, encouraging universities to seek enrollments from rural students, and improving prospects for graduate employment in rural Australia. Appendices contain details of methodology and percentages of rural, isolated, and lower-SES students at specific Australian universities. (Contains 36 references.) (TD)

In 1992, a study at the University of Melbourne (Australia) investigated the experiences of 1,108 freshman students in the schools of arts, economics, and commerce. Based on the results, areas for improvement in curriculum design and faculty development were identified. The three faculties were then invited to develop teaching and curriculum initiatives to improve the first-year curriculum of participating departments, provide faculty development opportunities for staff, and disseminate the project's work within the university. Nine departments were funded to give release time to 18 faculty members for group seminars and workshops; in most cases, one less experienced and one more experienced staff member from each department worked together. Emphasis was placed on innovative ideas and new pedagogical models. Focus group discussions were also conducted with students to explore the first-year experience. In May 1994, participants presented their work to department heads and deans at a seminar. In this report, the 1992 survey and results are described, summaries of the focus group work and departmental reports are provided, and case studies of biology, Chinese, and fine arts department projects are presented. (MSE)

Music training has been found to produce a range of cognitive benefits for young children, although well-controlled evaluation of the effects on psychosocial functioning has been limited. In this study participants were recruited from two grade levels (prep/grade 1, "N" = 210; grade 3, "N" = 149), and were allocated to a music education condition, or a control condition which continued to receive their usual curriculum. In the treatment condition, Kodaly music classes were introduced into the younger cohort's curriculum, while the older cohort received additional instrumental classes which were predominantly strings-based. Results indicated that school-based music classes prevented a decline in global self-esteem measures experienced by the control group in both the younger and older cohorts, and in general and academic self-esteem for the older cohort. Preliminary data also suggest that a similarly engaging, arts-based activity (juggling) may confer similar benefits for older children's self-esteem. While difficulties inherent in performing experimental research within schools prevent strong conclusions, the data imply that increasing the frequency and quality of arts-based activities can be beneficial for the self-esteem of primary school-aged children.

The aim of the Australian University Student Finances Survey 2012 is to provide an evidence-based understanding of the financial circumstances of the student population in Australia (both international and domestic) through the collection of quantitative data on: access to income support and scholarships, income from paid employment and the impact of paid work on study, study and living costs and student debt. Its audience is policy makers at the national and institutional level, equity practitioners, researchers and those who work with and support university students--as well as students themselves. It is a survey of some long standing, having been conducted about every five years since the mid-1970s. For the 2012 survey, some key changes were made to methodology to reflect changes in the national policy context and in the student cohort since the survey was last conducted in 2006. In particular, international students have been included in the 2012 survey. Postgraduates were included for the first time in 2006. The 2012 survey was also conducted online rather than paper, reflecting more contemporary practice in survey administration. While the changes mean that some time series information is lost, attention was paid to ensure the main points of comparison with previous years? data was maintained. The inclusion of international students now provides a more comprehensive picture of the whole student body. Invitations to complete the survey were sent to students in late 2012. The sample of 85,476 was drawn, stratified according to institution and broad course level based on 2010 national student enrolment figures from the Department of Education, Employment, and Workplace Relations as it then was. All Indigenous students were included in the sample in order to obtain sufficient responses for analysis. Postgraduate students were also deliberately oversampled for the same reason (see also Table 2.5). The survey, sent to a stratified sample of 83,851 at 37 universities, resulted in 11,761 responses--a response rate of 14.0 per cent (compared with 19.8 per cent for the 2006 survey). About half of all institutions returned response rates of 10-17 per cent. Eight institutions had response rates below 8 per cent, and three had responses above 20 per cent. International students, surveyed for the first time in this series, comprised 38.3 per cent of the total response (compared to 26.7 per cent of the national population), and domestic students 61.7 per cent (compared to 73.3 per cent of the national population). Detailed sample characteristics are appended. [This report was commissioned by Universities Australia.]

In 2011, the Department of Education, Employment and Workplace Relations (DEEWR) commissioned a Consortium led by the Australian Council for Educational Research (ACER) and including the University of Melbourne's Centre for the Study of Higher Education (CSHE) and the Griffith Institute for Higher Education (GIHE) to develop an instrument and methodology for a new national survey of the experience of university students--the University Experience Survey (UES). The UES is one of a number of initiatives being developed by the Australian Government to help ensure the ongoing improvement in the quality of teaching and learning in Australian universities. The project brief required the Consortium to develop an instrument and method for allocating performance-based funds for continuous quality improvement. Other possible secondary uses for UES data such as public reporting were proposed during the development of the UES. The survey instrument and methods were developed between April and November 2011, anticipating that the UES would be conducted annually with first- and final-year undergraduate students in Australian Table A Universities from 2012 onwards. The UES Development Report includes information on the design, production and validation of the survey instrument, methodology and reporting. Government policy changes in November 2011 which discontinued earlier plans for performance-based funding for teaching and learning necessarily stimulated fresh interest in investigating potential uses for UES data. While the nationally developed UES may have the potential to be used for a range of reasons, further instrument development would be required to ensure that the UES collects valid data and delivers relevant results. A number of recommendations for the future UES have been formed by the Consortium, building on design, technical development and extensive consultation with the sector: (1) Focus areas of the UES; (2) Baseline version of the University Experience Questionnaire (UEQ); (3) Population definition; (4) Student selection strategy; (5) Mode of survey delivery; (6) Administration approach; (7) Fieldwork timing; (8) Target response rate; (9) Protocols and standards for data use; and (10) Further development of the UES. Appended are: (1) Delivered University Experience Questionnaire (UEQ); (2) Report on findings from secondary sources of information; (3) Independent review of the University Experience Survey; (4) University Experience Questionnaire psychometric analyses; (5) Key findings for key analysis groups; (6) University Experience Survey Project Advisory Group (UES PAG) composition and Terms of Reference; (7) UES Consortium Terms of Reference for "development of a University Experience Survey measuring dimensions of higher education students' university experience"; and (8) UES Design Consultation Paper. (Contains 13 figures, 33 tables, and 1 footnote.)

Australia has an ageing academic workforce and the nation's capacity to refresh, build and maintain this workforce during a period of expansion in tertiary education participation needs urgent consideration. To inform possible strategies to recruit and retain academic staff, this study investigates the current attitudes of the academic profession in Australia towards academic work and academic careers. The research was conducted across 20 universities and a total of 5,525 responses were received from Australia's academics, including sessional and casual staff. This research shows, as have a number of previous studies, that Australian academics are highly intrinsically motivated and most find their careers rewarding. However, the study also points to challenges for the future management of the academic profession if projected increases in student participation are not matched by new staff appointments. Many academics indicate that they are struggling to manage existing workloads. While the findings suggest that the satisfaction academics gain from their scholarly activities to some extent mitigates problems related to working conditions, protecting the future quality of teaching and research will require careful consideration of work design, workloads and working conditions. This study provides a basis for policy-makers and university managers to meet the challenge of building and maintaining a robust academic workforce. One key step, among others suggested in this report, is a reconfiguration of the way academic work is conceived, valued and rewarded through recruitment, confirmation and promotion processes. Appended are: (1) Method and sample composition; (2) Expanded tables for Section 6; (3) Replenishing the academic workforce: A comparison of the CSHE 2010 survey of academic staff and the National Research Students Survey; and (4) The survey Instrument. (Contains 18 figures, 24 tables, and 2 footnotes.) [This report was prepared for the Department of Education, Employment and Workplace Relations.]

A range of imperatives underpin university selection practices. These include demonstrating merit based on prior academic achievement and supporting successful graduate outcomes in the professions and in broader fields of endeavour. They also include improving diversity of participation and equality of educational opportunity. Selection for admission therefore involves selecting for student characteristics associated with success at university and also for those associated with the desired mix of students. Finally, fair and transparent selection practices are of particular importance in the context of expanded enrolments and also for courses where the number of applications exceeds the number of places available. While a move toward a "demand driven" funding model for undergraduate enrolments in Australia might imply a shift in emphasis from selection to recruitment in university admissions, selection to courses for which there is high demand will remain necessary and the need for measures to help ensure equity of participation will remain. This paper reviews criteria and strategies in student selection and the implications of their use for equity of participation in higher education and the prospects for student success. The paper offers an analysis of the strengths and weaknesses of criteria for prior academic achievement, tests of aptitude and preparedness and broader criteria used in university selection. The aim of this paper is to support informed discussion regarding the development and improvement of university selection criteria and practices, recognising the common challenges universities face in fostering diversity of participation and student success in an expanding tertiary education environment. Appended are: (1) Types of University (as grouped in Undergraduate Applications, Offers and Acceptances 2009); (2) University of California "Comprehensive Review" Selection Criteria; and (3) Studies of the predictive validity of tertiary entrance rank in Australia. (Contains 7 figures, 7 tables, and 16 footnotes.) [This paper was prepared for the Group of Eight.]

Nine educational principles underpin the University of Melbourne's teaching and learning objectives. These principles represent the shared view within the University of the processes and conditions that contribute to first-class higher education. The nine principles were first adopted by the University's Academic Board in 2002. This renewed edition of the document reflects the bold changes the University has undergone since then with the implementation of the Melbourne Model. Many elements of the nine principles are embedded in the philosophy of the Melbourne Model. The provision of a cohort experience, the breadth component, research-led teaching, attention to the physical and intellectual learning environment, knowledge transfer opportunities: these features of the Melbourne Model incorporate the nine principles on a structural level, reinforcing their importance and the University's commitment to them. Aspects of the principles guiding knowledge transfer with regard to teaching and learning are the most significant additions and while they are embedded throughout the document, they are particularly concentrated in principles two and seven. In principle two the interrelations between research, knowledge transfer and teaching and learning are described while in principle seven the practical elements of embedding knowledge transfer in teaching and learning are discussed. These nine guiding principles include: (1) An atmosphere of intellectual excitement; (2) An intensive research and knowledge transfer culture permeating all teaching and learning activities; (3) A vibrant and embracing social context; (4) An international and culturally diverse learning environment; (5) Explicit concern and support for individual development; (6) Clear academic expectations and standards; (7) Learning cycles of experimentation, feedback and assessment; (8) Premium quality learning spaces, resources and technologies; and (9) An adaptive curriculum. [Nine Principles Guiding Teaching and Learning is a statement on the scholarship of teaching and learning in the University of Melbourne and a reference guide to good practice. It was developed on behalf of the Academic Board by Richard James and Gabrielle Baldwin of the Centre for the Study of Higher Education and originally adopted by the Academic Board in 2002. It was revised in 2007 by Kelly Farrell, Marcia Devlin and Richard James.]

The attitudes and aspirations of Australian high school students regarding postsecondary education and work were examined in a survey of more than 7,000 students in grades 10-12 in New South Wales, Victoria, and Western Australia. The students' intentions were strongly influenced by socioeconomic background, geographical location, and gender. Difference in socioeconomic background, which was measured by the highest level of education achieved by parents, was the major factor in students' perspectives. Approximately 90% of students reported preferring to undertake tertiary education after school rather than entering the workforce. Approximately two-thirds of the sample wanted to attend a university, and only one-quarter wanted to attend technical and further education (TAFE). One-third of students from lower socioeconomic backgrounds expressed a preference for TAFE, compared with only 14% from higher socioeconomic backgrounds. Only 14% of students attending private high schools intended to enroll in TAFE. Rural/isolated students generally considered postsecondary education less relevant. Females, young people from higher socioeconomic backgrounds, and those living in urban areas were more likely to intend to enroll in a university course. Discussions of the definition and measurement of socioeconomic background and location, the study data collection strategies, and results are appended. (Contains 41 tables/figures and 34 references.) (MN)