ORCID Profile
0000-0002-4169-0955
Current Organisation
Deakin University
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Publisher: Bentham Science Publishers Ltd.
Date: 2010
Publisher: Springer Singapore
Date: 2016
Publisher: Springer Singapore
Date: 2016
Publisher: Springer Singapore
Date: 2017
Publisher: Routledge
Date: 08-12-2022
Publisher: Informa UK Limited
Date: 07-07-2023
Publisher: Queensland University of Technology
Date: 30-08-2021
DOI: 10.5204/SSJ.1782
Abstract: The Best Chance for All was developed in 2018 as a long-term policy vision for student equity in Australian tertiary education. We argue in this article that COVID-19 has exacerbated the issues that the policy vision sought to address and has increased demands on and of post-secondary education. Specifically, we argue that the magnitude of the social and economic challenges presented by COVID-19 warrants holistic policy responses that enable the transition to a connected tertiary education system one designed to deliver choice and flexibility for lifelong learners. A roadmap for this transition exists in the form of The Best Chance For All. The vision can be actuated through demand driven funding arrangements across tertiary education that are coherently aligned to optimise the performance of both the higher and vocational education sectors and are underpinned by sustained investment in equity outreach and support.
Publisher: Springer International Publishing
Date: 2018
Publisher: Springer Singapore
Date: 2016
Publisher: IGI Global
Date: 2014
DOI: 10.4018/978-1-4666-6202-5.CH004
Abstract: This chapter explores the role of knowledge within Australian higher education policy with specific emphasis on student equity. The Australian higher education system is designed to pursue teaching-, research-, and equity-related objectives. Teaching- and research-related objectives are broadly and successfully fulfilled through policy and funding, which facilitates these activities. Equity-related objectives are broadly pursued by policy and funding that aims to change the composition of staff and student populations engaged in teaching and research. Progress towards policy objectives of equity of access and participation remains elusive. This chapter examines the prominence of tacit and explicit forms of knowledge within equity policy as a factor in the efficacy of equity policy. Through examining Australian higher education equity policy through a knowledge-centric lens, elements of equity group-specific policy are found to have broader utility, with implications for policy design and reform.
Publisher: SAGE Publications
Date: 27-09-2022
DOI: 10.1177/00049441221120713
Abstract: This article explores a century and a half of supporting students with disabilities in Australian higher education, spanning the introduction of mass public education legislation in 1872 through to 2022. The article documents the transition from a paradigm in which disability was not integral to universal public instruction to systemic approaches to provision of reasonable adjustments. This transition has opened opportunities for persons with disabilities in some regards yet impedes full inclusion in others. Theoretically, we draw upon multiple paradigms of disability to explore how disability support has evolved in the Australian higher education sector, including ‘charitable’, ‘inspiration porn’, ‘medical’, ‘social’, ‘prosthetic’ and ‘ecological’ models. We offer qualitative and quantitative ex les across time to illustrate these evolving paradigms. We then explore an alternative model of disability, which we define as an ‘Accessible’ model of disability support.
No related grants have been discovered for Matthew Brett.