Pub Date : 2023-05-02DOI: 10.1080/1360080X.2023.2207235
Julia Mohd Said, Suaniza Mamat, Nik Nazli Nik Ahmad, Amalina Borhan
ABSTRACT The purpose of the paper is to examine the financial health of selected public universities in Malaysia. The study assessed the performance of Malaysian research universities, on the primary reserve ratio, viability ratio, return on net asset ratio and net operating revenue ratio, as well as the Hirschman-Herfindahl Index for revenue diversification from 2010 to 2020. Results suggest poor financial health, high dependence on government funding and revenue volatility. Several universities recorded consecutive financial deficits in recent years. Third-stream revenues are low, and the universities are struggling to generate the 25% self-generated revenue target set by the government. This paper provides longitudinal empirical data on the financial health of public universities and has important implications for policymakers and university management in budget allocation and financial management decisions, particularly given the adverse financial impacts of the COVID-19 pandemic.
{"title":"Financial health of the Malaysian public universities: whither the way forward?","authors":"Julia Mohd Said, Suaniza Mamat, Nik Nazli Nik Ahmad, Amalina Borhan","doi":"10.1080/1360080X.2023.2207235","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2207235","url":null,"abstract":"ABSTRACT The purpose of the paper is to examine the financial health of selected public universities in Malaysia. The study assessed the performance of Malaysian research universities, on the primary reserve ratio, viability ratio, return on net asset ratio and net operating revenue ratio, as well as the Hirschman-Herfindahl Index for revenue diversification from 2010 to 2020. Results suggest poor financial health, high dependence on government funding and revenue volatility. Several universities recorded consecutive financial deficits in recent years. Third-stream revenues are low, and the universities are struggling to generate the 25% self-generated revenue target set by the government. This paper provides longitudinal empirical data on the financial health of public universities and has important implications for policymakers and university management in budget allocation and financial management decisions, particularly given the adverse financial impacts of the COVID-19 pandemic.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"442 - 457"},"PeriodicalIF":2.6,"publicationDate":"2023-05-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49111456","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-05-01DOI: 10.1080/1360080x.2023.2208456
Peter James Bentley, Carroll Graham
"Letter from the Editors." Journal of Higher Education Policy and Management, 45(3), pp. 259–260
“编辑们的信。”高等教育政策与管理，45(3)，pp. 259-260
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Pub Date : 2023-04-13DOI: 10.1080/1360080X.2023.2202328
Marcus Smith, Patrick F. Walsh
ABSTRACT This article critically considers these recent developments and political context, proposing an approach to manage sensitive research in the complex contemporary political environment. The first part of the article defines security-sensitive research as research having risk associated with foreign interference, cybersecurity, biosecurity or terrorism. The second discusses recent political developments, foreign interference laws and government reforms seeking to better manage the security risks of sensitive research projects in Australia, and briefly surveying relevant developments in the United Kingdom and the United States. The third part examines the ideological and practical issues for universities in complying with the new government requirements and undertaking research in the contemporary political environment. It argues that universities must engage with ongoing societal developments and government reform to adapt their management of security sensitive research, and balance priorities, such as integrity and academic freedom, with broader critical priorities, such as the national interest.
{"title":"Security sensitive research: balancing research integrity, academic freedom and national interest","authors":"Marcus Smith, Patrick F. Walsh","doi":"10.1080/1360080X.2023.2202328","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2202328","url":null,"abstract":"ABSTRACT This article critically considers these recent developments and political context, proposing an approach to manage sensitive research in the complex contemporary political environment. The first part of the article defines security-sensitive research as research having risk associated with foreign interference, cybersecurity, biosecurity or terrorism. The second discusses recent political developments, foreign interference laws and government reforms seeking to better manage the security risks of sensitive research projects in Australia, and briefly surveying relevant developments in the United Kingdom and the United States. The third part examines the ideological and practical issues for universities in complying with the new government requirements and undertaking research in the contemporary political environment. It argues that universities must engage with ongoing societal developments and government reform to adapt their management of security sensitive research, and balance priorities, such as integrity and academic freedom, with broader critical priorities, such as the national interest.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"495 - 510"},"PeriodicalIF":2.6,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44273887","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-06DOI: 10.1080/1360080X.2023.2196646
Melinda Laundon, Samuel Cunningham, A. Cathcart
ABSTRACT Teaching evaluation is deeply entrenched in institutional quality assurance and is a feature of a range of policies including academic recruitment, promotion, and performance management. Universities must ensure that evaluation practices meet regulatory requirements, while balancing student voice and wellbeing. There is extensive literature examining the validity, reliability, and bias of student surveys, but limited focus on institutional evaluation strategies and what constitutes best practice. This study analyses and reports on the teaching evaluation strategies and practices of Australian and New Zealand universities. All 29 participating institutions use standardised and centrally deployed surveys to evaluate teaching and participated in external student experience surveys to benchmark nationally. Comparisons are provided between the strategic intent of evaluation; survey practices, technology, analysis, and reporting; and the use of other nonsurvey methods. The study informs higher education institutions’ evaluation strategy, policies, and practice and provides an agenda for reframing approaches to evaluation of teaching.
{"title":"Institutional approaches to evaluation of learning and teaching: A sector scan of Australasian universities","authors":"Melinda Laundon, Samuel Cunningham, A. Cathcart","doi":"10.1080/1360080X.2023.2196646","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2196646","url":null,"abstract":"ABSTRACT Teaching evaluation is deeply entrenched in institutional quality assurance and is a feature of a range of policies including academic recruitment, promotion, and performance management. Universities must ensure that evaluation practices meet regulatory requirements, while balancing student voice and wellbeing. There is extensive literature examining the validity, reliability, and bias of student surveys, but limited focus on institutional evaluation strategies and what constitutes best practice. This study analyses and reports on the teaching evaluation strategies and practices of Australian and New Zealand universities. All 29 participating institutions use standardised and centrally deployed surveys to evaluate teaching and participated in external student experience surveys to benchmark nationally. Comparisons are provided between the strategic intent of evaluation; survey practices, technology, analysis, and reporting; and the use of other nonsurvey methods. The study informs higher education institutions’ evaluation strategy, policies, and practice and provides an agenda for reframing approaches to evaluation of teaching.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"511 - 528"},"PeriodicalIF":2.6,"publicationDate":"2023-04-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42236356","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-04-02DOI: 10.1080/1360080X.2023.2190967
P. Woelert
ABSTRACT Anecdotal evidence suggests that there is growing concern about increasing administrative burden within universities around the world. At the same time, the literature explicitly devoted to the issue of administrative burden within universities remains relatively scant. Drawing on various bodies of literature and reflections on the situation at Australian universities, this paper (a) presents a conceptualisation of what constitutes administrative burden, considering its organisational implications for universities, (b) interrogates a range of potential drivers of administrative burden, and (c) outlines avenues for both future research into and for practical responses to the issue. The specific contributions of this paper include, first, showing that administrative burden can impact universities’ core activities not only indirectly but also more directly, and second, illustrating that some of the key changes that were meant to make universities more efficient may have inadvertently increased levels of administrative burden.
{"title":"Administrative burden in higher education institutions: a conceptualisation and a research agenda","authors":"P. Woelert","doi":"10.1080/1360080X.2023.2190967","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2190967","url":null,"abstract":"ABSTRACT Anecdotal evidence suggests that there is growing concern about increasing administrative burden within universities around the world. At the same time, the literature explicitly devoted to the issue of administrative burden within universities remains relatively scant. Drawing on various bodies of literature and reflections on the situation at Australian universities, this paper (a) presents a conceptualisation of what constitutes administrative burden, considering its organisational implications for universities, (b) interrogates a range of potential drivers of administrative burden, and (c) outlines avenues for both future research into and for practical responses to the issue. The specific contributions of this paper include, first, showing that administrative burden can impact universities’ core activities not only indirectly but also more directly, and second, illustrating that some of the key changes that were meant to make universities more efficient may have inadvertently increased levels of administrative burden.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"409 - 422"},"PeriodicalIF":2.6,"publicationDate":"2023-04-02","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45552066","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-22DOI: 10.1080/1360080X.2023.2190951
R. de la Torre, G. Calleja, A. Erro-Garcés
ABSTRACT The unprecedented growth of universities in recent years has meant that there are more students with learning disabilities attending courses. Consequently, universities have had to adapt, improve and create new resources to ensure greater inclusivity. These resources, their design, and development are managed by inclusion support services, aiming to the full inclusion of students with disabilities and the promotion of community awareness. This article aims to shed light on the current role of inclusion services in supporting students with learning disabilities, and the link these services have with the different university stakeholders, using a thematic analysis from the experiences of this services staff in eight Spanish universities. The results show that: i) there is no uniformity in the support services; and ii) more resources and work are needed to ensure increased inclusion and awareness. The discussion and conclusions drawn highlight the trends, challenges, and opportunities for universities improving their inclusion.
{"title":"Pushing limits in higher education: inclusion services’ perspectives on supporting students with learning disabilities in Spanish universities","authors":"R. de la Torre, G. Calleja, A. Erro-Garcés","doi":"10.1080/1360080X.2023.2190951","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2190951","url":null,"abstract":"ABSTRACT The unprecedented growth of universities in recent years has meant that there are more students with learning disabilities attending courses. Consequently, universities have had to adapt, improve and create new resources to ensure greater inclusivity. These resources, their design, and development are managed by inclusion support services, aiming to the full inclusion of students with disabilities and the promotion of community awareness. This article aims to shed light on the current role of inclusion services in supporting students with learning disabilities, and the link these services have with the different university stakeholders, using a thematic analysis from the experiences of this services staff in eight Spanish universities. The results show that: i) there is no uniformity in the support services; and ii) more resources and work are needed to ensure increased inclusion and awareness. The discussion and conclusions drawn highlight the trends, challenges, and opportunities for universities improving their inclusion.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"423 - 441"},"PeriodicalIF":2.6,"publicationDate":"2023-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43446240","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-20DOI: 10.1080/1360080X.2023.2191608
C. Littleton, L. Townsin, J. Beilby
ABSTRACT The need for universities and industry to collaborate has been well established. In this paper, we present three cases studies, including 14 semi-structured interviews, across a range of disciplines. In the design and analysis of the study, we apply management and political science theories to better understand how stakeholder’s motivations influence the development of university industry collaboration within an Australian university environment. We present our findings across cases, and through five emerging themes: (a) stakeholder – trust and respect; (b) business alignment; (c) employability – mutual benefits; (d) commitment to cause – alignment of values; and (e) innovation/research focus. This study provides real-world insight into influencing the development of university industry collaborations enhancing the student experience, and potentially impacting employability after graduation.
{"title":"The motivations of stakeholders when developing university industry collaborations in an Australian university: three case studies","authors":"C. Littleton, L. Townsin, J. Beilby","doi":"10.1080/1360080X.2023.2191608","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2191608","url":null,"abstract":"ABSTRACT The need for universities and industry to collaborate has been well established. In this paper, we present three cases studies, including 14 semi-structured interviews, across a range of disciplines. In the design and analysis of the study, we apply management and political science theories to better understand how stakeholder’s motivations influence the development of university industry collaboration within an Australian university environment. We present our findings across cases, and through five emerging themes: (a) stakeholder – trust and respect; (b) business alignment; (c) employability – mutual benefits; (d) commitment to cause – alignment of values; and (e) innovation/research focus. This study provides real-world insight into influencing the development of university industry collaborations enhancing the student experience, and potentially impacting employability after graduation.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"481 - 494"},"PeriodicalIF":2.6,"publicationDate":"2023-03-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45050272","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-16DOI: 10.1080/1360080X.2023.2191169
Zulfa Sakhiyya, Tanya Fitzgerald, Inaya Rakhmani, E. Eliyanah, A. Farida
ABSTRACT The COVID-19 pandemic brought unprecedented challenges to higher education. This paper explores the challenges Indonesian female academics encountered during the pandemic in which the boundaries between home and work were further blurred. Accordingly, the gender gap was further widened as unpaid and unacknowledged academic and domestic work disproportionately affected women. This paper draws on data gathered from survey, diary studies and in-depth interviews with female academics in the social sciences and humanities. It examines how Indonesian female academics juggled domestic and professional work at home, caring duties both at home and work, and shouldering administrative workloads. In addition, findings reveal that female academics found new meanings in their academic work and the importance of caring and collective solidarity, especially in a crisis such as the pandemic.
{"title":"Indonesian female academics and the pandemic: the challenges of COVID-19 and academic work","authors":"Zulfa Sakhiyya, Tanya Fitzgerald, Inaya Rakhmani, E. Eliyanah, A. Farida","doi":"10.1080/1360080X.2023.2191169","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2191169","url":null,"abstract":"ABSTRACT The COVID-19 pandemic brought unprecedented challenges to higher education. This paper explores the challenges Indonesian female academics encountered during the pandemic in which the boundaries between home and work were further blurred. Accordingly, the gender gap was further widened as unpaid and unacknowledged academic and domestic work disproportionately affected women. This paper draws on data gathered from survey, diary studies and in-depth interviews with female academics in the social sciences and humanities. It examines how Indonesian female academics juggled domestic and professional work at home, caring duties both at home and work, and shouldering administrative workloads. In addition, findings reveal that female academics found new meanings in their academic work and the importance of caring and collective solidarity, especially in a crisis such as the pandemic.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"458 - 471"},"PeriodicalIF":2.6,"publicationDate":"2023-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48331158","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-15DOI: 10.1080/1360080X.2023.2191071
D. Groton, Allan E. Barsky, Christine E. Spadola
ABSTRACT Intellectual freedom and viewpoint diversity are hotly debated topics in academia, marked by an increase in legislation focusing on intellectual freedom and viewpoint diversity within academic settings. This study explores the impact of Florida House Bill 233 on public universities, including academics’ morale. House Bill 233 purports to support intellectual freedom and viewpoint diversity through four components: prohibiting shielding of students, staff, and academics from certain speech; requiring an annual assessment on intellectual freedom and viewpoint diversity; creating a cause of action for certain video- or audio-recordings; and revising provisions related to protected expressive activity, university student governments, and codes of conduct. This study sampled 187 academics from four state universities. Findings indicate that while academics support intellectual freedom and viewpoint diversity conceptually, most academics suggested the bill has negative impacts on intellectual freedom and viewpoint diversity and faculty morale. Implications for future research and policy development are discussed.
{"title":"Perceived impacts of a viewpoint diversity law in Florida’s State Universities","authors":"D. Groton, Allan E. Barsky, Christine E. Spadola","doi":"10.1080/1360080X.2023.2191071","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2191071","url":null,"abstract":"ABSTRACT Intellectual freedom and viewpoint diversity are hotly debated topics in academia, marked by an increase in legislation focusing on intellectual freedom and viewpoint diversity within academic settings. This study explores the impact of Florida House Bill 233 on public universities, including academics’ morale. House Bill 233 purports to support intellectual freedom and viewpoint diversity through four components: prohibiting shielding of students, staff, and academics from certain speech; requiring an annual assessment on intellectual freedom and viewpoint diversity; creating a cause of action for certain video- or audio-recordings; and revising provisions related to protected expressive activity, university student governments, and codes of conduct. This study sampled 187 academics from four state universities. Findings indicate that while academics support intellectual freedom and viewpoint diversity conceptually, most academics suggested the bill has negative impacts on intellectual freedom and viewpoint diversity and faculty morale. Implications for future research and policy development are discussed.","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"529 - 544"},"PeriodicalIF":2.6,"publicationDate":"2023-03-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42917525","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-03-04DOI: 10.1080/1360080X.2023.2181519
Denise A Jackson, I. Li
Welcome to this special issue which includes eight articles focused on equity and inclusion policy in higher education. The articles are written by authors located in Australia, the United Kingdom, Finland, and the United States and highlight the ongoing challenges with meeting the needs of the rising number of ‘non-traditional’ students in the sector. Collectively, the articles develop our understanding of the performance (in its broadest sense) and experiences of these students at and beyond university, and in relation to their more traditional peers. The articles cover a diversity of non-traditional students from various countries and assess a range of outcomes, including retention at university, degree completion, student experience and graduate employment outcomes. They also give hope by identifying various ways we can better support higher education students of different backgrounds to improve their university experience, better succeed in their learning and attain positive outcomes at and beyond university. The issue commences with an article from O’Shea on the lived experience of students who are first-in-family to attend university in Australia. As O’Shea notes, over one-half of Australian students are first-in-family at university, and often belong to one or more equity groups. In Australia, the government has formally classified the following student equity groups: students with disability, those from non-English speaking backgrounds, who are Indigenous, of low socio-economic status, reside in regional and remote areas, and women in STEM (Science, Technology, Engineering, Mathematics) fields of study (Dawkins, 1990). O’Shea found that reflections on their opportunities, experiences and challenges when seeking employment post-graduation showed being the first to university was important. Students, for example, often felt unprepared and unable to access adequate support to understand and navigate the complexities of the labour market. Rather than draw on institutional structures, they often relied on their own capabilities to secure graduate roles, such as personal agency, resilience, work ethic and flexible attitude. The article highlights the need for policy and practice that encourages and enables the development of social and cultural capital resources among first-in-family students for career purposes. In the next article, Li, Jackson and Carroll share their insights on how different entry pathways to universities in Australia can impact on students’ academic performance. They highlight how widening participation policy has led to a growth in alternative entry routes, including vocational education training, pathway provider colleges, and enabling programs (or preparation/bridging programs). Their study of over 80,000 students from 16 Australian universities found these students generally had poorer academic outcomes than secondary school entrants, although not the case for most undertaking enabling programs. The article also clarif
{"title":"Letter from the guest editors","authors":"Denise A Jackson, I. Li","doi":"10.1080/1360080X.2023.2181519","DOIUrl":"https://doi.org/10.1080/1360080X.2023.2181519","url":null,"abstract":"Welcome to this special issue which includes eight articles focused on equity and inclusion policy in higher education. The articles are written by authors located in Australia, the United Kingdom, Finland, and the United States and highlight the ongoing challenges with meeting the needs of the rising number of ‘non-traditional’ students in the sector. Collectively, the articles develop our understanding of the performance (in its broadest sense) and experiences of these students at and beyond university, and in relation to their more traditional peers. The articles cover a diversity of non-traditional students from various countries and assess a range of outcomes, including retention at university, degree completion, student experience and graduate employment outcomes. They also give hope by identifying various ways we can better support higher education students of different backgrounds to improve their university experience, better succeed in their learning and attain positive outcomes at and beyond university. The issue commences with an article from O’Shea on the lived experience of students who are first-in-family to attend university in Australia. As O’Shea notes, over one-half of Australian students are first-in-family at university, and often belong to one or more equity groups. In Australia, the government has formally classified the following student equity groups: students with disability, those from non-English speaking backgrounds, who are Indigenous, of low socio-economic status, reside in regional and remote areas, and women in STEM (Science, Technology, Engineering, Mathematics) fields of study (Dawkins, 1990). O’Shea found that reflections on their opportunities, experiences and challenges when seeking employment post-graduation showed being the first to university was important. Students, for example, often felt unprepared and unable to access adequate support to understand and navigate the complexities of the labour market. Rather than draw on institutional structures, they often relied on their own capabilities to secure graduate roles, such as personal agency, resilience, work ethic and flexible attitude. The article highlights the need for policy and practice that encourages and enables the development of social and cultural capital resources among first-in-family students for career purposes. In the next article, Li, Jackson and Carroll share their insights on how different entry pathways to universities in Australia can impact on students’ academic performance. They highlight how widening participation policy has led to a growth in alternative entry routes, including vocational education training, pathway provider colleges, and enabling programs (or preparation/bridging programs). Their study of over 80,000 students from 16 Australian universities found these students generally had poorer academic outcomes than secondary school entrants, although not the case for most undertaking enabling programs. The article also clarif","PeriodicalId":51489,"journal":{"name":"Journal of Higher Education Policy and Management","volume":"45 1","pages":"123 - 125"},"PeriodicalIF":2.6,"publicationDate":"2023-03-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47486793","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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