Enabling Futures: Equity and Innovation in Higher Education.
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| Title: | Enabling Futures: Equity and Innovation in Higher Education. |
|---|---|
| Authors: | James, Trixie1, Miller, Stephen2 |
| Source: | Journal of University Teaching & Learning Practice. 2025, Vol. 22 Issue 9, p1-12. 12p. |
| Subject Terms: | *Transitional programs (Education), *Culturally relevant education, *Right to education, *Higher education & state, *Educational equalization, Social innovation, Sustainable development, Participation |
| Geographic Terms: | Australia |
| Abstract: | Widening participation (WP) in higher education (HE) remains a global "wicked problem," marked by persistent structural inequities despite decades of reform. This editorial introduces the Fostering Inclusion in Higher Education: Global Approaches to Widening Participation special issue, situating Australia's experience within an international dialogue on equity and innovation. In Australia, WP has evolved over more than 80 years, driven by intersecting imperatives of social justice and national economic development. Enabling programs, fee-free, preparatory pathways, represent a cornerstone of this agenda, providing accessible routes into university for students from low socioeconomic, Indigenous, regional, and other equity backgrounds. Rather than being simply remedial, these programs function as sites of social innovation, fostering confidence, capability, and transformative agency through pedagogies grounded in care and critical engagement. Their success in improving access, retention, and graduate outcomes underscores their role in meeting ambitious national targets, including those outlined in the Australian Universities Accord, and advancing global commitments such as the United Nations Sustainable Development Goals. International comparisons reveal shared challenges, including deficit discourses and entrenched barriers, alongside common strategies that prioritise inclusive pedagogy and holistic support. By amplifying diverse perspectives and evidence-based practices, this special edition contributes to consolidating the knowledge base of Enabling education and its equivalents worldwide. Ultimately, WP is not merely about access but empowerment, transforming higher education into an engine of equity and sustainability. [ABSTRACT FROM AUTHOR] |
| Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 191597585 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Enabling Futures: Equity and Innovation in Higher Education. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22James%2C+Trixie%22">James, Trixie</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Miller%2C+Stephen%22">Miller, Stephen</searchLink><relatesTo>2</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Journal+of+University+Teaching+%26+Learning+Practice%22">Journal of University Teaching & Learning Practice</searchLink>. 2025, Vol. 22 Issue 9, p1-12. 12p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Transitional+programs+%28Education%29%22">Transitional programs (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Culturally+relevant+education%22">Culturally relevant education</searchLink><br />*<searchLink fieldCode="DE" term="%22Right+to+education%22">Right to education</searchLink><br />*<searchLink fieldCode="DE" term="%22Higher+education+%26+state%22">Higher education & state</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+equalization%22">Educational equalization</searchLink><br /><searchLink fieldCode="DE" term="%22Social+innovation%22">Social innovation</searchLink><br /><searchLink fieldCode="DE" term="%22Sustainable+development%22">Sustainable development</searchLink><br /><searchLink fieldCode="DE" term="%22Participation%22">Participation</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Australia%22">Australia</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: Widening participation (WP) in higher education (HE) remains a global "wicked problem," marked by persistent structural inequities despite decades of reform. This editorial introduces the Fostering Inclusion in Higher Education: Global Approaches to Widening Participation special issue, situating Australia's experience within an international dialogue on equity and innovation. In Australia, WP has evolved over more than 80 years, driven by intersecting imperatives of social justice and national economic development. Enabling programs, fee-free, preparatory pathways, represent a cornerstone of this agenda, providing accessible routes into university for students from low socioeconomic, Indigenous, regional, and other equity backgrounds. Rather than being simply remedial, these programs function as sites of social innovation, fostering confidence, capability, and transformative agency through pedagogies grounded in care and critical engagement. Their success in improving access, retention, and graduate outcomes underscores their role in meeting ambitious national targets, including those outlined in the Australian Universities Accord, and advancing global commitments such as the United Nations Sustainable Development Goals. International comparisons reveal shared challenges, including deficit discourses and entrenched barriers, alongside common strategies that prioritise inclusive pedagogy and holistic support. By amplifying diverse perspectives and evidence-based practices, this special edition contributes to consolidating the knowledge base of Enabling education and its equivalents worldwide. Ultimately, WP is not merely about access but empowerment, transforming higher education into an engine of equity and sustainability. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Journal of University Teaching & Learning Practice is the property of Open Access Publishing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=191597585 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.53761/w5y00h96 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 12 StartPage: 1 Subjects: – SubjectFull: Transitional programs (Education) Type: general – SubjectFull: Culturally relevant education Type: general – SubjectFull: Right to education Type: general – SubjectFull: Higher education & state Type: general – SubjectFull: Educational equalization Type: general – SubjectFull: Social innovation Type: general – SubjectFull: Sustainable development Type: general – SubjectFull: Participation Type: general – SubjectFull: Australia Type: general Titles: – TitleFull: Enabling Futures: Equity and Innovation in Higher Education. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: James, Trixie – PersonEntity: Name: NameFull: Miller, Stephen IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14499789 Numbering: – Type: volume Value: 22 – Type: issue Value: 9 Titles: – TitleFull: Journal of University Teaching & Learning Practice Type: main |
| ResultId | 1 |
