The objective of the NCSEHE is to build evidence through research informing policy and practice. One of the ways the Centre has achieved this is through the NCSEHE Research Grants Program. The sixth funding round (2020-2021) received 103 applications. 17 projects from 12 different lead organisations, including 85 investigators, were awarded funding to the total value of A$540,000.
The NCSEHE identifies key research priorities for each funding round; many of this year’s projects will explore equity issues with reference to the COVID-19 context.
It is wonderful to see two SoEd researchers on successful teams in this round. Congratulations to both Tricia and Sue.
Institutional approaches and student perspectives on COVID-19 equity student support initiatives
Lead institution: University of Sydney
Researchers: Lucy Mercer-Mapstone, Pauline Ross, Susanna Scarparo, Jessica Vanderlelie, Tricia McLaughlin, Ian Zucker, Amanda Able, Phil Levy, Sarah Jane Gregory, Deborah West, Lisa Bricknell, Janelle Wheat, Abelardo Pardo, Florence Gabriel and Kasia Banas
Project abstract: Disasters disproportionately impact marginalised groups. The COVID-19 pandemic has caused unprecedented disruption in higher education. Universities have rapidly responded, drastically altering students’ experiences. This grant seeks to understand how 10 Australian universities have endeavoured to support equity students to retain access to learning through COVID-19. The team will analyse strategies undertaken by institutions and equity students’ perspectives on those strategies. They will compare data across three types of universities (research intensive, innovative, and regional/remote) to identify in what ways institutions with significantly different cohorts can learn from each other to better support equity students in times of (future) crisis.
Supporting careers of LGBTQIA+ students in Australian universities
Lead institution: Flinders University
Researchers: Zhou Jiang, Ying Wang, Damien W. Riggs and Susan Mate
Project abstract: Australians who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual and more (LGBTQIA+) face tremendous challenges in preparing careers through higher education. However, there is very limited knowledge on how they are being supported to achieve better career outcomes and what unique expectations they hold for university support systems. Investigating these areas through Australia-wide interviews and surveys, this project aims to identify best practices for universities to support the careers of LGBTQIA+ students generally and during COVID-19 specifically. Findings will inform higher education policy and practice to maximise the success of LGBTQIA+ students.
More information on all projects can be found here.