ORCID Profile
0000-0002-8988-6674
Current Organisation
Charles Sturt University
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Sociology | Sociology of Education | Higher Education | Social Theory |
Learner and Learning Achievement | Equity and Access to Education | Learner and Learning Processes | School/Institution Policies and Development
Publisher: Springer International Publishing
Date: 2019
Publisher: Informa UK Limited
Date: 29-07-2016
Publisher: Informa UK Limited
Date: 30-05-2021
Publisher: Informa UK Limited
Date: 09-05-2023
Publisher: Springer Singapore
Date: 2021
Publisher: Routledge
Date: 21-04-2022
Publisher: McMaster University Library
Date: 04-12-2018
Publisher: Queensland University of Technology
Date: 27-07-2017
DOI: 10.5204/SSJ.V8I2.390
Abstract: This presentation focussed on an innovative approach to developing peer mentoring programs. Drawing upon a ‘student as partners’ framework, the presentation explored how this has been used to underpin an approach to peer mentoring from the ground up. University peer mentoring programs are largely designed and developed by staff, who not only recruit and train student mentors but also select frequency and type of involvement for all parties. This pilot project proposes a different approach by collaborating with students in the design, development and enactment of a peer-mentoring program within one School of Education. From this pilot, we will develop guidelines and recommendations for the implementation of student-led peer mentoring programs (Students as Partners in Mentoring: SaPiM) across the University of Wollongong (UOW).
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 21-03-2019
DOI: 10.14742/AJET.3913
Abstract: The university student population in Australia contains increasing numbers of older students returning to learning after a significant gap in their educational journey. Many are choosing to enrol online to combine their studies with other time-consuming responsibilities. This article examines the nature of this online student experience with a focus on those aged 25 and over who are the first in their families to embark on university studies. Drawing on interviews conducted with both staff and students operating in this virtual space, as well as other related research and literature, this article offers recommendations to higher education institutions and educators on ways to improve retention and ongoing participation of this cohort.
Publisher: Informa UK Limited
Date: 25-09-2019
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Informa UK Limited
Date: 07-09-2023
Publisher: Springer Science and Business Media LLC
Date: 19-09-2021
Publisher: Informa UK Limited
Date: 20-11-2014
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Informa UK Limited
Date: 16-09-2022
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Project MUSE
Date: 2015
Publisher: Springer Science and Business Media LLC
Date: 16-09-2015
DOI: 10.1007/S10734-015-9938-Y
Abstract: Drawing upon Bourdieu’s theories of social and cultural capital, a number of studies of the higher education environment have indicated that students who are first-in-family to come to university may lack the necessary capitals to enact success. To address this issue, university transition strategies often have the primary objective of ‘filling students up’ with legitimate forms of cultural capital required by the institution. However, this article argues that such an approach is fundamentally flawed, as students can be either framed as deficit or replete in capitals depending on how their particular background and capabilities are perceived. Drawing on interviews conducted with first-in-family students, this article explores how one cohort considered their movement into university and how they enacted success within this environment. Utilising Yosso’s Community Cultural Wealth framework, this article discusses how these in iduals drew upon existing and established capital reserves in this transition to higher education.
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Routledge
Date: 17-03-2021
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Informa UK Limited
Date: 30-03-2002
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: SAGE Publications, Ltd.
Date: 2014
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Informa UK Limited
Date: 14-09-2023
Publisher: Informa UK Limited
Date: 03-07-2018
Publisher: American Psychological Association (APA)
Date: 2015
DOI: 10.1037/A0038996
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Informa UK Limited
Date: 11-2011
Publisher: Informa UK Limited
Date: 27-01-2019
Publisher: Informa UK Limited
Date: 24-03-2017
Publisher: Springer Science and Business Media LLC
Date: 20-03-2015
Publisher: Informa UK Limited
Date: 25-09-2015
Publisher: Springer International Publishing
Date: 2021
Publisher: UNISA Press
Date: 2016
Publisher: Routledge
Date: 12-2016
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Informa UK Limited
Date: 26-03-2013
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Wiley
Date: 27-01-2021
DOI: 10.1111/EJED.12441
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Wiley
Date: 08-2016
DOI: 10.1111/HEQU.12104
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Informa UK Limited
Date: 09-2011
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Elsevier BV
Date: 08-2019
Publisher: Informa UK Limited
Date: 24-02-2023
Publisher: Deakin University
Date: 22-03-2021
DOI: 10.21153/JTLGE2021VOL12NO2ART982
Abstract: Increasing competitiveness in the graduate employment field combined with growing numbers of degree bearing applicants means that gaining employment after completing university studies can be a lengthy and complex undertaking. This is even more the case for students who do not have ready access to the social or family capital often required for successful employment, such as those who are first in their family to attend university. This article reveals hidden tensions within the post-graduation employment market when this is negotiated without the benefit of necessary capitals required to do so successfully. Drawing on interview and survey data from recent first in family graduates and alumni in Australia, the ways in which they negotiated employment was explored. This exposed an alternative perspective on graduate employment that highlights the somewhat ‘hidden’ inequities and unfair expectations within a hyper competitive job market. Participants’ written and spoken reflections reveal the ways in which the graduate landscape is far from being an ‘even playing field’. The perspectives presented contribute to broader understanding about the difficulties of moving towards desired employment goals or social mobility particularly when intangible relational and personal capitals are needed. Such insights are needed to inform both policy and practice globally, particularly as nation states come to terms with the repercussions of the current health crisis.
Publisher: Routledge
Date: 17-03-2021
Publisher: Springer Science and Business Media LLC
Date: 27-11-2021
DOI: 10.1007/S13384-020-00409-5
Abstract: This scoping review provides an overview of COVID-19 approaches to managing unanticipated school closures and available literature related to young people learning outside-of-school. A range of material has been drawn upon to highlight educational issues of this learning context, including psychosocial and emotional repercussions. Globally, while some countries opted for a mass school shut-down, many schools remained open for students from disadvantaged backgrounds. This partial closure not only enabled learning in smaller targeted groups but also offered a safe sanctuary for those who needed a regulated and secure environment. In Australia, if full school closures were to be enforced over a long period, a significant proportion of students from more vulnerable backgrounds would likely experience persistent disadvantage through a range of barriers: long-term educational disengagement, digital exclusion, poor technology management, and increased psychosocial challenges. This scoping review combines research on technology availability and learning, with analysis of the long-term educational impacts of navigating the COVID-19 disruption.
Publisher: Informa UK Limited
Date: 11-2013
Publisher: Institute of Education Press
Date: 12-2013
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Australasian Society for Computers in Learning in Tertiary Education
Date: 28-12-2019
DOI: 10.14742/AJET.5504
Abstract: Much has been written about the growing influence and reach of online learning in higher education, including the opportunities that this can offer for improving student equity and widening participation. One area of student equity in which online learning has an influence is that of gender equity, particularly for mature-age students. This article explicitly explores how the dual identities of student and family carer are managed by women studying online. It highlights the largely invisible yet emotional and time-consuming additional load that many women are carrying and discusses the importance of this being recognised and accommodated at an institutional level. Online study has the potential to facilitate a more manageable and achievable study path for students with caring responsibilities, most of whom are women. Institutional understanding and awareness are required for this potential to be truly realised, thereby reducing educational inequity.
Publisher: Elsevier BV
Date: 2019
Publisher: Informa UK Limited
Date: 09-08-2016
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Informa UK Limited
Date: 06-2021
Publisher: Queensland University of Technology
Date: 26-02-2014
Publisher: Springer International Publishing
Date: 24-09-2023
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 03-2011
Publisher: The Open University
Date: 11-0330
DOI: 10.5456/WPLL.18.3.34
Publisher: Deakin University
Date: 09-10-2023
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Palgrave Macmillan UK
Date: 2017
Publisher: Informa UK Limited
Date: 04-05-2023
Publisher: Routledge
Date: 08-12-2022
Publisher: Informa UK Limited
Date: 02-01-2015
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Informa UK Limited
Date: 04-09-2023
Publisher: Wiley
Date: 20-12-2020
DOI: 10.1111/EJED.12434
Start Date: 2017
End Date: 2019
Funder: Australian Research Council
View Funded ActivityStart Date: 2017
End Date: 12-2022
Amount: $152,903.00
Funder: Australian Research Council
View Funded ActivityStart Date: 2014
End Date: 03-2018
Amount: $211,293.00
Funder: Australian Research Council
View Funded Activity