51茶馆

September 10, 2019

Research examines how remote students handle move to higher education

Team led by Professor Sarah O’Shea used digital stories to capture diverse student experiences

New research from the 51茶馆鈥檚 Professor Sarah O鈥橲hea has offered an insight into the challenges faced by regional students as they move into higher education.

The study, led by Professor O鈥橲hea, with colleagues from the University of New South Wales and the University of Newcastle, and funded by the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University, gave students the opportunity to use digital storytelling to capture their perspectives on the transition to university.

鈥淒isproportionate numbers of early leavers from higher education are from regional and remote areas,鈥� Professor O鈥橲hea said.

鈥淎 better understanding of the 鈥榣ived experiences鈥� of learners is essential in addressing the reasons behind this attrition.鈥�

Digital stories use a combination of photos and narration. Workshops on how to create a digital story were offered to commencing Year 11 students as part of the University of New South Wales ASPIRE outreach program. This perspective was complemented by stories from university students who had already made the move, reflecting back on how they managed this transition

The report, Shifts in self and space: Moving from community to university, was released by the NCSEHE.

The students who created the stories were from schools in regional and remote areas of the state, while the university students attended UOW.

鈥淭wenty-six digital stories were created by students from seven schools who were asked to consider their post-school plans,鈥� Professor O鈥橲hea said.

鈥淲e saw common themes emerging through in-depth analysis of student narratives, including concerns about relocation, relationships and community, personal identity, and potential hardships. Importantly, this is an emotional or embodied move with participants reflecting deeply on what it meant to them to move away from their communities and families.鈥�

The role of community emerged as a primary influencer of regional and remote students鈥� educational pathways.

鈥淧olicy, practice and research should recognise the rich diversity of populations and the significance of relationships with family, the broader community and the land,鈥� Professor O鈥橲hea said.

鈥淯nited and cohesive outreach programs can provide multiple opportunities for regional and remote students and their families to engage with, and experience, a range of different institutions.鈥�

The report recommended that universities should provide dedicated and targeted support, through pre-enrolment, enrolment and transition, designed with the regional and remote cohort in mind.

鈥淭hese university initiatives should be developed in partnership with regional and remote students and draw upon strengths-based thinking that recognises the particular qualities of these students,鈥� Professor O鈥橲hea said.

The research also identified potential for online delivery of university subjects within the high school curriculum which could be creditable towards a degree. This would allow regional and remote students to develop fundamental study skills and advance their higher education.

NCSEHE Director Professor Sue Trinidad commended this novel approach to communicating the student voice.

鈥淒efining the regional and remote student cohort by geography alone may not recognise the nuanced qualities of this group, or address their complex support requirements,鈥� she said.

鈥淭his study has demonstrated the value of digital storytelling as a means for students to express their individual feelings and experiences. These subjective narratives are vital in the effective advancement of student equity policy, research and practice.鈥�

The final report is available .