About and within enabling learning contexts: student perspectives of the Monash Access Program

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Research

Abstract

This paper explores student experiences in the learning context of an enabling program at an Australian university. Access and equity have long been policy goals and institutional ambitions in Australian universities. Enabling programs are an institutional response to bringing in those who otherwise would not have the opportunity to attend university. In this paper, we present findings from a qualitative study that explores how students who participated in the Monash Access Program negotiate and reconcile the idea of university study with the actualities of becoming a university student. Pedagogies in enabling programs are organised around supporting students to develop the capabilities to know themselves as learners and to experience connections to a learning community and thus, the institution. This paper, drawing on research into student experiences in such programs, illuminates the component characteristics of such an enabling pedagogy.
Original languageEnglish
Title of host publicationExploring Learning Contexts
Subtitle of host publicationImplications for Access, Learning Careers and Identities
EditorsBarbara Merrill, Adrianna Nizinska, Andrea Galimberti, Jérôme Eneau, Elzbieta Sanojca, Samira Bezzari
Place of PublicationRennes France
PublisherUniversité Rennes 2
Pages13-22
Number of pages10
Edition1st
ISBN (Print)9782956449805
Publication statusPublished - Mar 2019

Keywords

  • higher education
  • access
  • equity
  • widening participation
  • pedagogy

Cite this

Reimer, K., & Pardy, J. (2019). About and within enabling learning contexts: student perspectives of the Monash Access Program. In B. Merrill, A. Nizinska, A. Galimberti, J. Eneau, E. Sanojca, & S. Bezzari (Eds.), Exploring Learning Contexts: Implications for Access, Learning Careers and Identities (1st ed., pp. 13-22). Université Rennes 2.