Investigating Ten Years of Equity Policy in Australian Higher Education

Bibliographic Data

ID4545206
AuthorsHenry Coates (0000-0001-5763-3229, The University of Melbourne), Kerri-Lee Krause (0000-0001-6575-0214, The University of Melbourne), Kerri‐lee Krause
Year2005
Volume27
Issue1
Pages35-46
Publication date2005-03-01
Peer ReviewedYes
Open AccessNo
TypeARTICLE
VenueJournal of Higher Education Policy and Management (JOURNAL)
Journal identifiersISSN: 1360-080X • E-ISSN: 1469-9508
PublisherInforma UK Limited (PUBLISHER • GB)
DOI10.1080/13600800500045810
OpenAlexW2094586268
LanguageEN
Citations received8
References cited1

This paper reports issues arising from a longitudinal study of 1991 to 2002 Australian higher education equity data. The national equity framework uses an empirical performance indicator system to monitor access, participation, success and retention of six designated equity groups. The paper examines three possible approaches for defining new groups. It finds no support for an exploratory empirical approach, or for an approach based on definitions of multiple disadvantage, but supports an approach which takes account of secondary school attendance. A case is made for a more sophisticated and contextualised approach to national reporting, to increase the responsiveness and productivity of the policy framework. While the benefits of a national equity policy framework are acknowledged, the paper proposes possibilities for new approaches to monitoring and measuring disadvantage in higher education

Attendance · Business · Disadvantage · Disadvantaged · Economic growth · Economics · Empirical research · Equity (law · Higher education · Political science · Public economics · Public relations · Education Systems and Policy · Higher Education and Employability · Kawasaki Disease and Coronary Complications

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