Moving beyond a "Bums-on-Seats" Analysis of Progress towards Widening Participation: Reflections on the Context, Design and Evaluation of an Australian Government-Funded Mentoring Programme

Autor/inn/en	Lynch, Julianne; Walker-Gibbs, Bernadette; Herbert, Sandra
Titel	Moving beyond a "Bums-on-Seats" Analysis of Progress towards Widening Participation: Reflections on the Context, Design and Evaluation of an Australian Government-Funded Mentoring Programme
Quelle	In: Journal of Higher Education Policy and Management, 37 (2015) 2, S.144-158 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1360-080X
DOI	10.1080/1360080X.2015.1019122
Schlagwörter	Foreign Countries; Access to Education; Higher Education; Mentors; Secondary School Students; Disproportionate Representation; Socioeconomic Background; Disadvantaged; Program Design; Program Evaluation; Aspiration; Financial Support; Educational Policy; Program Implementation; Australia + Suchen Sie Ihr Suchwort? Ausland; Education; Access; Bildung; Zugang; Bildungszugang; Hochschulbildung; Hochschulsystem; Hochschulwesen; Sekundarschüler; Sozioökonomische Lage; Programme design; Programmaufbau; Programmplanung; Programme evaluation; Programmevaluation; Streben; Finanzielle Förderung; Politics of education; Bildungspolitik; Australien
Abstract	In 2010, the Australian government established the Higher Education Participation and Partnerships Programme--a funding agenda to promote programmes that respond to the under-representation in higher education of people from low socioeconomic status (SES) backgrounds. Many government-funded programmes and projects have since emerged that respond to the "problem" of low SES under-representation, based on partnerships between higher education providers and other organisations. The arguments made in this paper draw on one such project: a mentoring programme implemented from 2011 to 2013 that targeted the "aspirations" of Year 9 regional secondary students. We discuss data and documentation that provide insights into the conception and design of the mentoring programme, and the strategies used to evaluate it, in order to discuss how funding and policy contexts influence the possible "solutions" that might be implemented in response to the under-representation in higher education of people from low SES backgrounds. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01