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Travelling against the Current: An Examination of Upstream and Downstream Educational Interventions across the Life Span

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Bibliographic Details
Title: Travelling against the Current: An Examination of Upstream and Downstream Educational Interventions across the Life Span
Language: English
Authors: Silburn, Jenny, Box, Geraldine
Source: Australian Journal of Adult Learning. Apr 2008 48(1):9-29.
Availability: Adult Learning Australia. Level 1, 32 Northbourne Avenue, Canberra ACT 2603 Australia. Tel: 02 6274 9515; Fax: 02 6274 9513; e-mail: j.mccomish@ala.asn.au; Website: http://www.ala.asn.au
Peer Reviewed: Y
Physical Description: PDF
Page Count: 11
Publication Date: 2008
Document Type: Journal Articles
Reports - Research
Education Level: Higher Education
Descriptors: Access to Education, Student Diversity, Student Needs, Equal Education, Educationally Disadvantaged, Transitional Programs, Higher Education
ISSN: 1443-1394
Abstract: 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. (Contains 3 figures.)
Abstractor: Author
Number of References: 16
Entry Date: 2008
Accession Number: EJ797562
Database: ERIC
Description
Abstract: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. (Contains 3 figures.)
ISSN:1443-1394