2020 Special Issue: Enabling Excellence Through Equity

Authors

DOI:

https://doi.org/10.5204/ssj.v11i1.1508

Keywords:

enabling education, NAEEA, EPHEA, student engagement, equity

Abstract

The Enabling Excellence through Equity Conference 2019 was held at the University of Wollongong, Australia from 24th to 27th November 2019. This was a combined biennial conference for the National Association of Enabling Educators of Australia (NAEEA) and the Equity Practitioners in Higher Education in Australasia (EPHEA). The Conference attracted higher education educators, practitioners and researchers from around the world involved in enabling education, widening participation and pathways to higher education, and equity initiatives that promote access to higher education. This special issue contains a selection of the papers as selected by the guest editors Dr Pranit Anand, Jacinta McNamara and Professor Liz Thomas.

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Author Biographies

Pranit Anand, Queensland University of Technology

Dr Pranit Anand is a Lecturer, Learning Design at Queensland University of Technology. He has worked in enabling education for almost 18 years and is passionate about enabling students from marginalised backgrounds to access education. His teaching and learning approaches are inclusive and flexible to cater for the increasingly diverse student cohorts in higher education. Pranit is the facilitator of the National Association of Enabling Educators SIG in Enabling Assessments. He is also the founder and facilitator of an international SIG in Internationalisation of the Learning Experience. He continues to explore different modes of assessment and evaluates approaches to student engagement.

Jacinta McNamara, University of Wollongong

Jacinta is a lecturer and subject coordinator in the post-graduate program of the School of Education at the University of Wollongong, specialising in adult, vocational and higher education. She has also worked as assistant program manager and academic support coordinator with students engaged in enabling education as a pathway to university study.  Having over ten years’ experience in the field has given her an admiration and appreciation for the journeys of adult learners. This has led Jacinta to undertake research in this area and she is currently completing her Doctorate of Education with her research interests focusing on transition and social inclusion in higher education using narrative inquiry.

Liz Thomas, Edge Hill University

Liz Thomas is professor of higher education at Edge Hill University, and an independent higher education researcher and consultant. She has been researching widening participation and student success for over twenty years. Current work includes piloting interventions to improve students’ belonging and success, researching student retention and withdrawal in public sector professional education programmes, and research and institutional development to improve the engagement, experience and outcomes of commuter students. Liz is committed to using her research to improve student experiences and outcomes, and has organised and facilitated many change programmes for cross-institution teams, and is currently supporting a number of higher education institutions to develop their approach to improving the diversity and success of their students. Liz is a widening participation expert for the Teaching Excellence and Student Outcomes Framework main panel, helping to ensure that the TEF processes and assessors take account of the experiences and realities of non-traditional students in judgements about teaching excellence.

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Published

2020-03-05

How to Cite

Anand, P., McNamara, J., & Thomas, L. (2020). 2020 Special Issue: Enabling Excellence Through Equity. Student Success, 11(1), i-iii. https://doi.org/10.5204/ssj.v11i1.1508

Issue

Vol. 11 No. 1 (2020): Special Issue: Enabling Excellence through Equity

Section

Editorial

License

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.