Achieving diversity : pathways may be the solution!

Mills, A, McLaughlin, P and Davis, P 2011, 'Achieving diversity : pathways may be the solution!', in Rick Best, Craig Langston (ed.) Proceedings of the 36th Annual Conference for Australasian University Building Educators Association (AUBEA 2011), Gold Coast, Australia, 27-29 April, 2011, pp. 236-252.

Document type: Conference Paper
Collection: Conference Papers

Title Achieving diversity : pathways may be the solution!
Author(s) Mills, A
McLaughlin, P
Davis, P
Year 2011
Conference name AUBEA 2011: Getting a Building Degree -The End of the Beginning
Conference location Gold Coast, Australia
Conference dates 27-29 April, 2011
Proceedings title Proceedings of the 36th Annual Conference for Australasian University Building Educators Association (AUBEA 2011)
Editor(s) Rick Best, Craig Langston
Publisher Bond University, Institute of Sustainable Development and Architecture
Place of publication Gold Coast, Australia
Start page 236
End page 252
Total pages 17
Abstract This paper examines the role of pathways in increasing the diversity of higher education student cohorts. The Commonwealth Government has as its higher education reform agenda the increased participation of under-represented groups to a 20% diversity target for Australian universities. Yet for many universities, reaching this target will require significant changes to entry and access conditions. This paper examines two case studies of construction education pathways and evaluates their effectiveness in addressing diversity using the DEMO matrix developed by the National Centre for Student Equity in Higher Education (NCSEHE). The first case study was based on a VET in Schools model that articulates school students into construction courses in TAFE and higher education. The second case study targets mature aged people who do not have formal qualifications in construction, but wish to participate in higher education. The results indicate that pathways into construction degrees can improve student equity ratios, but element such as learner engagement, confidence, resources and collaboration are critical features of successful pathways. These results have important implications for future decision making regarding university articulation models in light of higher education diversity targets.
Subjects Education Systems not elsewhere classified
Keyword(s) diversity
socioeconomic status
Copyright notice © 2011 Bond University
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