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ABSTRACT
The proportion of higher education students with disability is increasing. We know there is institutional variation in retention and performance of higher education students with disability, and there is a need to understand the reasons for this. This exploratory national study examines supports and adjustments provided by universities, including the role of disability practitioners, influence retention and performance of students with disability. The study uses a mixed-methods approach. National equity retention and performance data are analysed by higher education institution. Qualitative data on institutional policies and practices collected from a purposive sample of Australian higher education institutions are then analysed. Findings from the study include identification of factors linked to retention and performance of students with disability, including different types of disability.
Acknowledgements
The study received ethics approval from the Tasmania Social Sciences Human Research Ethics Committee (approval H15025). This work was supported by the National Centre for Student Equity in Higher Education under Grant K0023072, Exploring the retention and performance of students with disability.
Disclosure statement
No potential conflict of interest was reported by the authors.
Notes on contributors
Sue Kilpatrick is Professor of Education, University of Tasmania where she was Pro Vice-Chancellor (Students) at the University of Tasmania until December 2015. She holds a PhD in the economics of education. Over 20 years’ experience as a researcher in rural and regional post compulsory education, social capital, rural community development and rural health, and 80 plus research grants have resulted in publications with over 3000 citations. Sue’s social capital and education research have influenced national and state government education and regional development policies.
Dr Susan Johns is a Lecturer Access and Social Inclusion in the Division of Deputy Vice Chancellor Students and Education, the University of Tasmania. She has published over 40 national and international journal articles, conference papers and book chapters on transition and access to higher education. Her research interests include education and social capital, leadership, and alternative pathways to higher education.
Dr Robin Barnes is currently working at the University of Tasmania as part of the Access, Participation and Partnerships theme area of the Division of Students and Education and has also worked as a fish physiologist at the university. Her current research focuses on access and social inclusion to higher education including student aspirations, parental engagement, pathway to higher education and working in rural and regional areas. Robin has a PhD in Aquaculture Nutrition from UTAS.
Ms. Sarah Fischer is at the University of Tasmania, Sarah is currently a project officer under the Access, Participation and Partnerships theme within the Division of the Deputy Vice-Chancellor (Students & Education), a lecturer at the Institute for Marine and Antarctic Studies and in the Centre for University Pathways and Partnerships. Current research efforts are focused on determining best practices for increasing children’s educational aspirations through effective engagement and information programs for low SES parents. Sarah has an M.A. in International Environmental Policy Studies from the Middlebury Institute of International Studies and a B.A in Spanish from Middlebury College.
Ms. Darlene McLennan has 11 years of experience in the further education and disability sector. Darlene is the National Disability Coordination Officer for northern Tasmania and manages the Australian Disability Clearinghouse on Education and Training www.adcet.edu.au. She also has strong ties and relationships with disability practitioners within Universities as the current president of the Australian Tertiary Education Network on Disability (ATEND) which is the peak professional organisation for disability practitioners in the tertiary sector.
Ms. Kerri Magnussen is currently undertaking her PhD at the University of Tasmania. Her research focuses on the interpretation of typical ASD (Autism Spectrum Disorder) behaviour in the criminal justice system. Kerri completed her Bachelor of Arts (Justice Studies) at the Queensland University of Technology in 1997. She completed her Graduate Diploma in Science (Psychology) in 2012, and her Bachelor of Behavioural Science (with Honours) in 2014.