Guest Editorial: Fostering Connections in Higher Education
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The University of Queensland
Australia -
Curtin University Australia
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University of Wollongong Australia
Abstract
This special issue of Student Success explores the importance of “connections” that contribute to students embarking upon, participating in and achieving their academic and other goals in higher education. While there are many possible connections and relationships that contribute to student success, this special issue focuses on the pedagogies and practices that contribute to students feeling connected and supported in their journey into and through higher education. In Relationship-rich education: How human connections drive success in college, Felton and Lambert (2020) highlight the importance of human relationships for an “excellent college experience”. Certainly, connection and relationship building is even more vital since COVID-19. Therefore, in this special issue, we explore the multitudes of connections that are two-way and contribute to students transitioning into, participating in and succeeding in higher education, as well as how higher education itself has been enriched by the increasing diversity of students. This includes the attention that has been paid to inclusive practices that has the potential to benefit all students.
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Author Biographies
Dr Katelyn Barney is a Senior Lecturer in the Aboriginal and Torres Strait Islander Studies Unit at The University of Queensland. Her research focuses on improving pathways for Indigenous students into and through higher education and advancing understanding about the role of collaborative research and music making between Indigenous and non-Indigenous people. She was a 2019/2020 Equity Fellow with the National Centre for Student Equity in Higher Education (NCSEHE) exploring what works in university outreach programs for Indigenous secondary school students. Katelyn is also Managing Editor of The Australian Journal of Indigenous Education.
Dr Nicole Crawford is a researcher and educator in higher education. She was a Senior Research Fellow (2020-2022) at the National Centre for Student Equity in Higher Education (NCSEHE) and a 2019/2020 NCSEHE Equity Fellow. In the Fellowship research, she investigated proactive ways of supporting the mental wellbeing of mature-aged university students in regional and remote Australia. Prior to the Fellowship, she was a Lecturer in Pre-degree Programs at the University of Tasmania (UTas). Her research focuses on equity and inclusion in higher education, enabling education, and student and staff mental wellbeing. She initiated UTas’s Social Inclusion Community of Practice and the National Association of Enabling Educators of Australia (NAEEA) Special Interest Group on Mental Health.
Dr Janine Delahunty is an Honorary Fellow in the Faculty of Arts, Social Sciences & Humanities, formerly Senior Lecturer in Academic Development and Recognition at the University of Wollongong and 2020 Equity Fellow with the National Centre for Student Equity in Higher Education (NCSEHE). She has a longstanding interest in educational equity which has been fostered through involvement in a range of equity-focused projects, involving people from diverse backgrounds and educational pathways. Janine has published across higher education, linguistic and academic development journals and made significant contributions to translating empirical data into practical end-user resources. She is a Fellow of the Higher Education Academy (FHEA).
