Abstract
Supporting higher education participation across equity groups has long been a directed effort in global higher education practice and policy. However, to date, there has been little improvement in the rates of Australian higher education participation by equity groups such as regional/remote, low socioeconomic, and Indigenous Australian students. In this study, we visited four outer-regional communities in Victoria, Australia to utilise participatory design methods as an approach to explore participants’ ideas on the optimal nature of early-stage higher education outreach interventions and how future resources or programmes can be designed. Our case study of four schools showcases how participatory design with students (Year 7 and 8), school staff, and carers (e.g. family, community leaders) (n = 101) helped to elicit participant feedback and ideas as well as support the subsequent co-design of future resources and outputs. Key findings included the need to address information gaps on the daily life of university students and the importance of context-specific advice and interventions.
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This project was funded the National Centre for Student Equity in Higher Education (NCSEHE).
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This work was supported by the National Centre for Student Equity in Higher Education (NCSEHE).
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Dollinger, M., D’Angelo, B., Naylor, R. et al. Participatory design for community-based research: a study on regional student higher education pathways. Aust. Educ. Res. 48, 739–755 (2021). https://doi.org/10.1007/s13384-020-00417-5
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DOI: https://doi.org/10.1007/s13384-020-00417-5