tag:theconversation.com,2011:/au/topics/regional-universities-11253/articlesregional universities – The Conversation2023-08-08T20:06:40Ztag:theconversation.com,2011:article/2109092023-08-08T20:06:40Z2023-08-08T20:06:40ZA national university for regional Australia isn’t necessarily a smart idea. Here’s why<figure><img src="https://images.theconversation.com/files/541404/original/file-20230807-665-6usu56.jpg?ixlib=rb-1.1.0&rect=14%2C0%2C4694%2C3134&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>One of the headline ideas floated by the Universities Accord <a href="https://www.education.gov.au/australian-universities-accord/resources/accord-interim-report">interim report</a> is a second national university. This would be on top of the existing Australian National University in Canberra. </p>
<p>The report says it wants to explore the idea of a “National Regional University” to support “high-quality regional education [and] deliver excellence in regional research”.</p>
<p>The basic idea is regional universities could opt in to become part of the new national university.</p>
<h2>This is not a new idea</h2>
<p>Australia’s last major review of higher education proposed a national regional university in 2008. The Bradley review <a href="http://www.voced.edu.au/content/ngv32134">recommended</a> “a study to examine the feasibility of a new national university for regional areas”. But as the interim report notes, this never happened. </p>
<p>The Bradley review suggested a new national university to redress a lack of participation of regional students. This is an issue that rightly still concerns the accord panel today. </p>
<p>But this time, the accord panel’s main rationale for a new national regional university is to </p>
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<p>facilitate and encourage change and evolution in the type, diversity, size and number of tertiary education institutions. </p>
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<h2>Not (yet) supported by regional unis</h2>
<p>So far, the new national university has not attracted much support. </p>
<p>The Regional Universities Network includes seven (though not all) of Australia’s regional universities. The network was “<a href="https://www.run.edu.au/interim-university-accord-report-delivers-hope-for-regional-australia/">encouraged</a>” by several key ideas in the accord panel’s interim report. </p>
<p>But any mention of the national regional university idea was conspicuously missing from its media statement in response to the report.</p>
<h2>Other university models</h2>
<p>The accord report says there are comparable international models for a national regional university, and points to the University of California system. This includes ten campuses in the US state, each with its own local identity and leadership. </p>
<p>But this example is not helpful. The University of California has a significantly different political, educational and social environment. It also has much more funding than Australian institutions. </p>
<p>A closer example of a national multi-state university is the Australian Catholic University. This has <a href="https://www.acu.edu.au/locations">campuses</a> in Ballarat, Blacktown, Brisbane, Canberra, Melbourne, North Sydney and Strathfield. </p>
<p>But it is doubtful whether this would be a good model for a national regional university. </p>
<p>When the Australian Catholic University was formed in 1991, its constituent colleges would not have qualified separately for research status and funding. In contrast, all the obvious candidates for membership of a national regional university are already fully fledged self-contained universities. </p>
<p>Even if a regional university were to consider amalgamation, it would be more likely with a near neighbour, not another more distant regional university.</p>
<p>Meanwhile, the name “national regional university” invokes the name of the existing Australian National University. It was not an easy process to set up the ANU. It took <a href="https://www.anu.edu.au/about/our-history">decades</a> to achieve a coherent internal structure. </p>
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Read more:
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<h2>Worrying ‘synergies’</h2>
<p>The accord panel envisages a national regional university would provide opportunities to “find academic synergies and operational efficiencies across existing institutions”. </p>
<p>This is likely to worry university staff and students as “synergies” and “efficiencies” can often lead to cost cutting and job losses.</p>
<p>There is also substantial evidence the strongest synergies in <a href="https://research.acer.edu.au/joining_the_dots/26/">teaching</a>, <a href="https://www.tandfonline.com/doi/abs/10.1080/13662716.2019.1709419">research</a> and <a href="https://www.researchgate.net/publication/239804696_California_Dreaming_Cross-Cluster_Embeddedness_and_the_Systematic_Non-Emergence_of_the_%27Next_Silicon_Valley%27">service</a> happen when people and organisations are within commuting distance of each other.</p>
<p>There is a risk that a new national regional university will lead to remote, unsuitable, inflexible and unresponsive systems.</p>
<p>As James Cook University has <a href="https://www.education.gov.au/australian-universities-accord/consultations/consultation-accord-terms-reference/submission/15109">noted</a> place-based differences define the roles of <a href="https://www.researchgate.net/publication/362548242_Defining_regionality_for_Australian_higher_education">regional</a> universities. For example, James Cook <a href="https://www.jcu.edu.au/state-of-the-tropics">positions itself</a> as a “university of the tropics”. </p>
<p>And a “regional” university in north Queensland is substantially different from a “regional” university in western NSW. </p>
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Read more:
<a href="https://theconversation.com/australian-unis-could-not-function-without-casual-staff-it-is-time-to-treat-them-as-real-employees-203053">Australian unis could not function without casual staff: it is time to treat them as 'real' employees</a>
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<h2>TAFEs provide more opportunities</h2>
<p>If we want to improve opportunities for regional students, the accord should consider a bigger role for TAFEs in a national regional university and more generally. </p>
<p>They are widely dispersed in regional and outer metropolitan areas. </p>
<p>The federal government has <a href="https://ministers.education.gov.au/clare/improving-access-university-outer-suburbs-and-region">already announced</a> more regional and outer suburban study hubs. These could be boosted if they are turned into joint TAFE-university ventures. </p>
<p>Several regional universities have told the accord review vocational and higher education should be more strongly <a href="https://www.education.gov.au/australian-universities-accord/consultations/consultation-accord-terms-reference/submission/15077">aligned</a> and <a href="https://www.education.gov.au/australian-universities-accord/consultations/consultation-accord-terms-reference/submission/15097">connected</a>.
For example, the University of the Sunshine Coast <a href="https://www.education.gov.au/australian-universities-accord/consultations/australian-universities-accord-panel-discussion-paper-consultation/submission/15964">argues</a>, along with changes to regulation and funding, there should be </p>
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<p>more opportunities for physical co-location of education and training facilities.</p>
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<p>Indeed, Australia already has six highly distinctive “<a href="https://www.education.gov.au/system/files/documents/submission-file/2023-04/AUA_tranche1_Australia%26%23039%3Bs%20dual%20sector%20universities.pdf">dual sector</a>” universities, which provide both university and vocational qualifications. </p>
<p>These include RMIT, Charles Darwin University and CQ University but have been largely overlooked by people advocating for more diversity for Australian universities.</p>
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<h2>What now?</h2>
<p>The interim reports contains more than 70 “areas for further consideration” by the accord panel. </p>
<p>Many of these – including the idea for a national regional university – will not necessarily make it into the final report in December. </p>
<p>If Australia is to have a new university there needs to be more careful thought about where it should be and what its ultimate structure and purpose should be.</p><img src="https://counter.theconversation.com/content/210909/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Gavin Moodie has worked at two Australian dual sector universities and has received funding from the Australian Research Council and the National Centre for Vocational Education Research to investigate relations between vocational and higher education.</span></em></p>One of the headline ideas floated by the Universities Accord is a second national university for regional students. This would be on top of the existing Australian National University.Gavin Moodie, Adjunct Professor, Department of Leadership, Higher and Adult Education, OISE, University of TorontoLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1674392021-09-16T20:07:09Z2021-09-16T20:07:09ZLocal, face-to-face support offers a lifeline for uni students in regional and remote Australia<figure><img src="https://images.theconversation.com/files/421298/original/file-20210915-12-5udrwi.jpg?ixlib=rb-1.1.0&rect=229%2C0%2C1572%2C1046&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><span class="source">CUC Far West</span>, <span class="license">Author provided</span></span></figcaption></figure><p>For university students living out of reach of a campus and studying online, the growing presence of <a href="https://www.dese.gov.au/regional-university-centres">Regional University Centres</a> is proving to be a lifeline in times of COVID-19. An early evaluation shows these centres in regional and remote Australia are highly effective in supporting students who have been historically under-represented at university and are at high risk of not completing courses. As one student said:</p>
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<p>“I probably would not have persisted with the course if I had not seen [their centre’s learning skills adviser] to help me.” </p>
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<p>Managed locally by indepedent, not-for-profit boards formed from community members, the number of centres has grown to 26 around the country. These centres collaborate with universities to offer face-to-face learning communities for students in regional and remote areas. Within each centre are quiet study spaces, computers, internet, study support and the company of peers. </p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/we-can-put-city-and-country-people-on-more-equal-footing-at-uni-the-pandemic-has-shown-us-how-164492">We can put city and country people on more equal footing at uni — the pandemic has shown us how</a>
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<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Map of Australia showing distribution of 26 Regional University Centres" src="https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=422&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=422&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=422&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=531&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=531&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421261/original/file-20210915-25-nejmvi.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=531&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="attribution"><a class="source" href="https://www.dese.gov.au/regional-university-centres">Department of Education, Skills and Employment</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<h2>Why are these centres needed?</h2>
<p>People in regional and remote Australia are <a href="https://apo.org.au/node/98861">about half as likely</a> as those living in major cities to have a university qualification. This educational divide starts early, with high school students from these areas being about <a href="https://www.dese.gov.au/quality-schools-package/independent-review-regional-rural-and-remote-education">30% less likely</a> on average to complete year 12 than their city-based peers. </p>
<p>Yet <a href="https://journal.spera.asn.au/index.php/AIJRE/article/view/167">research indicates</a> this is not because these young people don’t want to go to university. Both the <a href="https://theconversation.com/four-barriers-to-higher-education-regional-students-face-and-how-to-overcome-them-49138">cost</a> and the physical and emotional <a href="https://www.sciencedirect.com/science/article/abs/pii/S1755458618302226?via%3Dihub">disruption of leaving home</a> are the key <a href="https://www.ncsehe.edu.au/publications/community-influence-university-aspirations/">barriers</a> for students and their families. </p>
<p>The pandemic has led to a greater <a href="https://www.ncsehe.edu.au/practice/covid-19/">appreciation and expansion of online learning</a>. It has given more regional and remote <a href="https://ajet.org.au/index.php/AJET/article/view/5504">students of all ages</a> the flexibility to stay and study within their local communities. Studying regionally is also <a href="https://www.dese.gov.au/access-and-participation/resources/national-regional-rural-and-remote-tertiary-education-strategy-final-report">more likely to lead to regional work</a>, which boosts the local economy.</p>
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<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/why-regional-universities-and-communities-need-targeted-help-to-ride-out-the-coronavirus-storm-143355">Why regional universities and communities need targeted help to ride out the coronavirus storm</a>
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<p>The shift to online learning has thrust the challenges of online study into the spotlight. Until recently only a minority experienced these challenges. Now there is more awareness of the need to improve support for online students, including those outside major cities.</p>
<p>The challenges of online learning include <a href="https://www.aare.edu.au/blog/?p=5524">technology and internet connectivity</a> problems, which are more likely in regional and remote Australia. <a href="https://www.tandfonline.com/doi/full/10.1080/10371656.2018.1472914">Isolation</a> from teachers and other students can be another barrier. </p>
<p>Regional University Centres are helping students to overcome these challenges.
At each of the centres, they can study, link up with other students, have access to high-speed internet and information technology and get help with their study skills. </p>
<p>Of the 26 centres across Australia, 13 are operating within the <a href="https://www.cuc.edu.au/">Country Universities Centre</a> (CUC) network. A student at one these centres said:</p>
<blockquote>
<p>“I have unreliable internet as I live 20km from town. Having access to CUC has helped so much. I am more motivated to continue with my studies because I love going there.” </p>
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<figure class="align-center ">
<img alt="Young man working at a computer" src="https://images.theconversation.com/files/421303/original/file-20210915-27-wkk5bv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421303/original/file-20210915-27-wkk5bv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=400&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421303/original/file-20210915-27-wkk5bv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=400&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421303/original/file-20210915-27-wkk5bv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=400&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421303/original/file-20210915-27-wkk5bv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=503&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421303/original/file-20210915-27-wkk5bv.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=503&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421303/original/file-20210915-27-wkk5bv.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=503&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">The centres provide students with IT facilities and high-speed internet in areas where connectivity is often poor.</span>
<span class="attribution"><span class="source">CUC Parkes</span>, <span class="license">Author provided</span></span>
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<strong>
Read more:
<a href="https://theconversation.com/will-australias-digital-divide-fast-for-the-city-slow-in-the-country-ever-be-bridged-60635">Will Australia's digital divide – fast for the city, slow in the country – ever be bridged?</a>
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<h2>Early evaluations show centres are effective</h2>
<p>The number of Regional University Centres has steadily increased around the country since 2018. This growth has been fuelled by community willpower and funded by a combination of governments and local industry. Early evidence from CUC evaluations is starting to show the positive impact on students. </p>
<p>One example is the <a href="https://www.cuc.edu.au/all_news/how-cuc-is-supporting-regional-students-to-succeed/">Learning Skills Advisor (LSA) program</a> begun in 2020 to provide generic academic skills sessions across the CUC network. The first in-house evaluation provides an interesting snapshot of the students who came to LSA sessions from March 2020 to July 2021, and of the impact of the program in general. </p>
<p>Students from government equity categories were strongly represented. They included students from low socioeconomic status (SES) (72%) and Indigenous (9%) backgrounds. As well, 53% were the first in their families to be at university, 65.5% were aged 25 and over, and 46% were studying part-time. </p>
<p>Other <a href="https://www.ncsehe.edu.au/publications/opportunity-online-learning-improving-student-access-participation-success-higher-education/">research</a> tells us that part-time, mature-age, low-SES, Indigenous and online students have been historically under-represented at university. If they do manage to get to university, they are more likely to withdraw without qualification. </p>
<p>The recent snapshot tells us the centres are reaching the students most at risk.</p>
<figure class="align-center ">
<img alt="Two female students at a Regional University Centre" src="https://images.theconversation.com/files/421265/original/file-20210915-13-z1tz3g.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/421265/original/file-20210915-13-z1tz3g.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=386&fit=crop&dpr=1 600w, https://images.theconversation.com/files/421265/original/file-20210915-13-z1tz3g.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=386&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/421265/original/file-20210915-13-z1tz3g.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=386&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/421265/original/file-20210915-13-z1tz3g.jpeg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=485&fit=crop&dpr=1 754w, https://images.theconversation.com/files/421265/original/file-20210915-13-z1tz3g.jpeg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=485&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/421265/original/file-20210915-13-z1tz3g.jpeg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=485&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption">Regional University Centres are reaching groups of students who have been under-represented in higher education.</span>
<span class="attribution"><a class="source" href="https://www.dese.gov.au/newsroom/articles/keeping-it-local-regional-university-centres">Department of Education, Skills and Employment</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/where-are-the-most-disadvantaged-parts-of-australia-new-research-shows-its-not-just-income-that-matters-132428">Where are the most disadvantaged parts of Australia? New research shows it's not just income that matters</a>
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<h2>Student feedback is very positive</h2>
<p>The positive impacts of the LSA program are clear. The evaluation found:</p>
<ul>
<li>93% of participating students reported feeling more confident about their studies</li>
<li>96% were more motivated</li>
<li>97.5% achieved higher grades</li>
<li>95% were more likely to continue with their studies. </li>
</ul>
<p>Students said they found the practical information helpful. </p>
<blockquote>
<p>“I learned about different ways to look up information. There were ideas about how to arrange information and structure essays more efficiently.” </p>
<p>“I learned to reference as I go, add the reference to my bibliography as I found the source.”</p>
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<p><div data-react-class="Tweet" data-react-props="{"tweetId":"1427425555834564630"}"></div></p>
<p>As students’ confidence improved, so did their grades and their motivation to continue. Their responses make this clear:</p>
<blockquote>
<p>“Managed a HD/D average. I attribute this to the support I have received from [LSA].”</p>
<p>“Gave me the edge on exam day.”</p>
<p>“My confidence is up and my marks are following suit.”</p>
</blockquote>
<p>They also valued having a space to study, with the facilities they need:</p>
<blockquote>
<p>“Perfect study space, away from distractions and everything that is needed right in the one place.”</p>
</blockquote>
<p>These preliminary evaluation findings are highly encouraging. They show that the right type of <a href="https://studentsuccessjournal.org/article/view/1312">locally available</a> support can encourage and motivate regional and remote students. Building their confidence and skills helps them to persist and succeed. </p>
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<p>
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<strong>
Read more:
<a href="https://theconversation.com/new-research-shows-there-is-still-a-long-way-to-go-in-providing-equality-in-education-80136">New research shows there is still a long way to go in providing equality in education</a>
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<p>A more formal evaluation of the CUC student experience is under way. The results are due to be published in early 2022. </p>
<p>The early results indicate that Regional University Centres are <a href="https://researchoutput.csu.edu.au/en/publications/pathway-to-success-for-rural-higher-education-students">successfully complementing</a> the online education universities are providing. The physical space, technology and face-to-face support the centres offer are making a difference. </p>
<p>This is a win-win, not only for students and universities, but also for the economic, social and educational capital of regional, rural and remote communities. </p>
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<p><em>The author acknowledges the help of Monica Davis, CEO, and Chris Ronan, Equity & Engagement Director, of the Country Universities Centre in the writing of this article.</em></p><img src="https://counter.theconversation.com/content/167439/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Cathy Stone consults with Country Universities Centre in her capacity as an independent consultant and researcher. She is also a researcher/author in other work cited within this article. </span></em></p>Community-run centres in regional and remote Australia are having positive impacts on students who were historically under-represented at university and at high risk of dropping out.Cathy Stone, Conjoint Associate Professor, School of Humanities & Social Science, University of NewcastleLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/1433552020-08-09T20:12:40Z2020-08-09T20:12:40ZWhy regional universities and communities need targeted help to ride out the coronavirus storm<figure><img src="https://images.theconversation.com/files/351670/original/file-20200806-18-17ckwgu.jpg?ixlib=rb-1.1.0&rect=164%2C5%2C1436%2C937&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">
</span> <span class="attribution"><a class="source" href="https://www.facebook.com/usqedu/photos/usqs-main-campus-is-located-in-toowoomba-come-and-visit-us-and-experience-all-th/10156410166848453">USQ/Facebook</a></span></figcaption></figure><p>Australian universities are expected to lose billions of dollars in revenue due to the impacts of COVID-19. The <a href="https://theconversation.com/covid-19-what-australian-universities-can-do-to-recover-from-the-loss-of-international-student-fees-139759">estimated lost revenue</a> from international students alone is A$18 billion by 2024. While all universities are affected, regional universities and communities are the most vulnerable.</p>
<p>Regional communities have limited resources, so their universities play a pivotal role in their economies. These universities must adjust to the rapidly changing circumstances and government policy changes, or risk jeopardising regional economic growth and jobs. Without targeted government support for these smaller universities, the long-term impacts on regional communities could be devastating. </p>
<p>The Regional Universities Network (<a href="http://www.run.edu.au/">RUN</a>) includes CQUniversity, Southern Cross University, Federation University Australia, University of New England, University of Southern Queensland, University of the Sunshine Coast and Charles Sturt University. CQUniversity, where <a href="https://www.theguardian.com/australia-news/2020/may/23/regional-universities-push-to-trial-a-return-of-international-students-to-australia">39% of students</a> are international students, has a revenue shortfall of <a href="https://www.abc.net.au/news/2020-05-11/central-queensland-university-to-cut-jobs/12233482">A$116 million</a> for 2020. Charles Sturt University (<a href="https://www.theguardian.com/australia-news/2020/may/23/regional-universities-push-to-trial-a-return-of-international-students-to-australia">32% international students</a>) faces a loss of about <a href="https://www.abc.net.au/news/2020-05-05/charles-sturt-university-job-cuts-flagged-due-to-covid-19/12214920">A$80 million</a>.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Charles Sturt University campus at Bathurst, NSW" src="https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=327&fit=crop&dpr=1 600w, https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=327&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=327&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=411&fit=crop&dpr=1 754w, https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=411&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/351674/original/file-20200806-42399-10p6ggb.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=411&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Charles Sturt University has announced cuts to courses and jobs because of its deficit.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/geoffwhalan/38249215815/in/photolist-21gXehc-21cYnxx-GS8NhV-e1GYAV-ZuoUVq-ZJXe8j-2iEYBih-2iEUnVj-2gMiwBv-2gMiwJQ-2idaon7-bZokcG-fcgHMF-27qxes5-fcgQvz-KmQAMU-pdAkNK-2iEUnT5-266TSnH-21HLLYd-YEzfSV-266TRF2-ZtT2zt-fcweAo-fGDybe-6yKWz3-p1sJc1-fGW5Mb-24wf3YE-fcgMRi-2idaojG-6yKX2u-fcwaDs-DGveLS-8vqHEN-fcgKYp-oWtthF-q3W68A-8vqJiu-oWuCcb-nBUxqi-86yeHH-qy1Voa-4LURju-8vnF94-8vqHA5-fcvNFh-8vqHJQ-oWuk6g-6yFRQ6">Geoff Whalan/Flickr</a>, <a class="license" href="http://creativecommons.org/licenses/by-nc-nd/4.0/">CC BY-NC-ND</a></span>
</figcaption>
</figure>
<h2>What are the regional economic impacts?</h2>
<p>All universities face job losses as a result of COVID-19. But the impacts of these job losses are greatest for regional economies. </p>
<p>RUN chair Helen Bartlett <a href="http://www.run.edu.au/cb_pages/news/regional_loading.php">told</a> a federal parliamentary committee hearing in May:</p>
<blockquote>
<p>Job losses from regional universities have a significant impact on regional communities when there are few alternatives for professional employment locally.</p>
</blockquote>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="RUN chair Helen Bartlett" src="https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=600&fit=crop&dpr=1 600w, https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=600&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=600&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=754&fit=crop&dpr=1 754w, https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=754&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/351513/original/file-20200806-20-1o4vtrc.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=754&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">The RUN chair, Professor Helen Bartlett, notes that when regional universities shed jobs their local communities have few professional employment alternatives.</span>
<span class="attribution"><a class="source" href="https://www.usc.edu.au/about/usc-news/news-archive/2020/february/university-welcomes-next-vice-chancellor">USC News</a></span>
</figcaption>
</figure>
<p>She <a href="http://www.run.edu.au/cb_pages/news/regional_loading.php">called</a> on the government to double the annual regional loading funding of A$74 million. </p>
<p>Regional universities educate around <a href="http://www.run.edu.au/cb_pages/news/economic_impact_Nous.php">115,000</a> students each year. That’s about 9% of enrolments at Australian public universities.</p>
<p>A <a href="http://www.run.edu.au/resources/RUN%20Economic%20impact%20report%20final.pdf">2018 study</a> found regional universities inject A$1.7 billion a year into their local economies. And seven out of ten graduates go on to work in regional areas.</p>
<p>Regional universities also <a href="http://www.run.edu.au/cb_pages/news/RUN_conference_promo.php">contribute</a> over A$2.1 billion and more than 14,000 full-time jobs to the national economy.</p>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=60&fit=crop&dpr=1 600w, https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=60&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=60&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=75&fit=crop&dpr=1 754w, https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=75&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/351503/original/file-20200806-20-vh52zr.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=75&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
</figcaption>
</figure>
<figure class="align-center zoomable">
<a href="https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="Table showing the three main effects of regional universities on their regions" src="https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=503&fit=crop&dpr=1 600w, https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=503&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=503&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=632&fit=crop&dpr=1 754w, https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=632&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/351507/original/file-20200806-22-7dr4f5.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=632&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption"></span>
<span class="attribution"><a class="source" href="http://www.run.edu.au/resources/RUN%20Economic%20impact%20report%20final.pdf">'The economic impact of the Regional Universities Network'/RUN</a></span>
</figcaption>
</figure>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/australian-universities-could-lose-19-billion-in-the-next-3-years-our-economy-will-suffer-with-them-136251">Australian universities could lose $19 billion in the next 3 years. Our economy will suffer with them</a>
</strong>
</em>
</p>
<hr>
<h2>What is the government doing?</h2>
<p>In April the federal government guaranteed A$18 billion in university funding this year to help the sector through the coronavirus crisis. It also provided A$100 million in regulatory fee relief.</p>
<p>The chair of Universities Australia, Deborah Terry, <a href="https://www.theguardian.com/australia-news/2020/apr/12/australian-universities-warn-covid-19-relief-package-not-enough-to-stop-21000-jobs-losses">welcomed</a> this as a “first step”. However, she warned an estimated 21,000 jobs would still be lost.</p>
<p>In June, the government announced the <a href="https://www.dese.gov.au/job-ready">Job-ready Graduates Package</a>. It plans to lower student fees for selected courses (and raise others) to encourage study for what the government deems to be jobs of the future.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/the-government-is-making-job-ready-degrees-cheaper-for-students-but-cutting-funding-to-the-same-courses-141280">The government is making ‘job-ready’ degrees cheaper for students – but cutting funding to the same courses</a>
</strong>
</em>
</p>
<hr>
<p>Extra support <a href="https://www.dese.gov.au/job-ready/better-university-funding-arrangements">announced</a> for regional universities includes:</p>
<ul>
<li><p>3.5% growth in Commonwealth Grant Scheme funding to regional and remote campuses</p></li>
<li><p>A$5,000 payments for students from outer regional, remote and very remote areas who transfer to Certificate IV study or higher, for at least one year</p></li>
<li><p>a new A$500 million-a-year fund for programs that help Indigenous, regional and low socioeconomic status students get into university and graduate</p></li>
<li><p>A$48.4 million in research grants for regional universities to partner with industry and other universities to boost their research capacity</p></li>
<li><p>A$21 million to set up new <a href="https://www.education.gov.au/regional-university-centres">regional university centres</a></p></li>
<li><p>guaranteed bachelor-level Commonwealth-supported places to support more Indigenous students from regional and remote areas to go to any public university.</p></li>
</ul>
<p>The government has also <a href="https://ministers.dese.gov.au/tehan/national-priorities-and-industry-linkage-fund-working-group">promised</a> a A$900 million industry linkage fund. The aim is to help universities build stronger relationships with STEM industries and provide work-integrated learning opportunities.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/new-modelling-shows-the-importance-of-university-research-to-business-132442">New modelling shows the importance of university research to business</a>
</strong>
</em>
</p>
<hr>
<h2>What does this mean for regional universities?</h2>
<p>The Regional Universities Network welcomed the package. Bartlett <a href="http://www.run.edu.au/cb_pages/news/reform_package.php">said</a>:</p>
<blockquote>
<p>Lowering the cost of the student contribution for courses such as nursing, allied health, teaching, agriculture, engineering, IT and maths should encourage greater uptake by regional students in these areas. It is estimated that there should be more places in the regions. More graduates from our universities will produce more graduates to work in regional Australia in areas of skills need.</p>
</blockquote>
<p>As the COVID-19 economic battle is ever evolving, the tertiary education sector must be vigilant. Spending should be prioritised to make it equitable for all universities and their communities. Decision-makers need to be aware of the key issues affecting the success of tertiary education in the regions and their dependent communities. </p>
<p>Regional engagement activities and programs, backed by increased funding, improve the prospects of successfully weathering the COVID-19 storm. Regional universities can deliver national benefits, by overcoming skill shortages and meeting local workforce needs, while contributing to public and private community services such as schools and health services. </p>
<p>The government package is important for all universities, but this support is the only means of regional universities surviving. If they are not supported and are forced to close, regional education and economies will suffer for many years.</p><img src="https://counter.theconversation.com/content/143355/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Mehmet Aslan does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>All universities face job losses. But the impacts of these job losses are greatest for regional communities.Mehmet Aslan, Honorary Fellow, School of Humanities and Social Inquiry, University of WollongongLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/885372017-12-06T01:57:52Z2017-12-06T01:57:52ZA new approach to regional higher education is essential to our economic future<p>The 30% of Australians who live outside a capital city <a href="http://bcec.edu.au/assets/099068_BCEC-Educate-Australia-Fair-Education-Inequality-in-Australia_WEB.pdf">are experiencing a period of rapid change</a>. A new era of food and crop production prosperity is being driven by technological disruption and farm business consolidation. This is occurring alongside ballooning unemployment, poorer health outcomes, and social dislocation in regional communities. We need to find long-lasting solutions to this disparity.</p>
<p>Last financial year, agriculture was the <a href="http://www.northqueenslandregister.com.au/story/4998891/agriculture-is-one-of-the-fastest-growing-sectors/?cs=6025">largest contributor to Australia’s GDP growth</a> and the fastest-growing sector in the nation. Meanwhile, in October 2017, <a href="http://www.qgso.qld.gov.au/products/reports/reg-youth-unemployment/reg-youth-unemployment-201710.pdf">youth unemployment in outback Queensland</a> hit 59.2% at a time when employment rates in inner Brisbane for 15-24 year-olds were hovering at 6%. Youth unemployment sits around the 20% mark <a href="https://www.parliament.nsw.gov.au/researchpapers/Pages/NSW-regional-labour-force-data---interactive-portal.aspx">in many regional areas</a> across Australia.</p>
<p>The challenges facing regional Australia will not be solved by a single new mine, a quick job-creation scheme, or a flurry of bus tickets to the city. Instead, we need sustainable solutions that give regional Australians the chance to leave welfare behind, transform their job prospects and contribute to society as skilled workers. The best first step would be to give regional Australians better access to tertiary education. </p>
<h2>A problem for everyone</h2>
<p>The majority of Australia’s 40 universities operate regional campuses. From Broome to Burnie to Bundaberg, 25 Australian universities have them. There are 68 regional campuses in total, located in every state and territory, with the exception of the ACT. Most of these campuses undertake research in areas like precision agriculture, organics, aquaculture, medicinal cannabis production, plant genetics and plant science. They’re building expertise relevant to our agriculture-driven economic prosperity. Yet the people living around those campuses don’t all benefit from them.</p>
<hr>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/197896/original/file-20171206-31114-whxkz2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/197896/original/file-20171206-31114-whxkz2.png?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=438&fit=crop&dpr=1 600w, https://images.theconversation.com/files/197896/original/file-20171206-31114-whxkz2.png?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=438&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/197896/original/file-20171206-31114-whxkz2.png?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=438&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/197896/original/file-20171206-31114-whxkz2.png?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=551&fit=crop&dpr=1 754w, https://images.theconversation.com/files/197896/original/file-20171206-31114-whxkz2.png?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=551&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/197896/original/file-20171206-31114-whxkz2.png?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=551&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
<figcaption>
<span class="caption"></span>
</figcaption>
</figure>
<hr>
<p><a href="https://www.universitiesaustralia.edu.au/australias-universities/key-facts-and-data#.WiVxWzdx3b0">Australia’s regional campuses</a> educate 20% of the nation’s tertiary students – more than 280,000 people. They could enrol many more, but proposed federal government policies would shut the door on many promising students. For example, <a href="https://theconversation.com/programs-that-prepare-students-for-university-study-may-no-longer-be-free-77851">proposals to make students pay for enabling places</a> would act as a strong disincentive to take up study in the first place. </p>
<p>The goal of providing university access to 40% of the population has largely been met in metropolitan centres. But most regional areas are <a href="http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Main+Features20July+2013">well below that participation target</a>. Often, they are barely halfway there. </p>
<p>Since budget loadings, benefitting all regional campuses, were introduced in 2004, <a href="https://docs.education.gov.au/system/files/doc/other/regional_loading_final_report.pdf">reviews</a> have recommended extra funding for students enrolled at a regional university. This was proposed in recognition of the extra costs of delivering appropriate learning and teaching and the need to deliver career opportunities to regional people. These loadings were applied but have been successively wound back since that time.</p>
<hr>
<p>
<em>
<strong>
Read more:
<a href="https://theconversation.com/four-barriers-to-higher-education-regional-students-face-and-how-to-overcome-them-49138">Four barriers to higher education regional students face – and how to overcome them</a>
</strong>
</em>
</p>
<hr>
<p>The whittling away of regional loadings means such universities are at a substantial disadvantage. The current tertiary funding formula is too uniform. Students receive the same base level of funding for their degree in almost every case. This may suit a university with 50,000 students in a capital city. But it simply doesn’t cover the cost of many courses on much smaller campuses outside urban areas.</p>
<p>Regional universities also find it hard to attract international students, who provide important additional revenue to many metropolitan universities. </p>
<p>These factors mean it’s essential to prioritise the promise of economic sustainability and opportunity over the notion of higher education policy equality. Regional students merit more specific, targeted support across a range of degrees.</p>
<figure class="align-center ">
<img alt="" src="https://images.theconversation.com/files/197897/original/file-20171206-31089-1rgzqvq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&fit=clip" srcset="https://images.theconversation.com/files/197897/original/file-20171206-31089-1rgzqvq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=365&fit=crop&dpr=1 600w, https://images.theconversation.com/files/197897/original/file-20171206-31089-1rgzqvq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=365&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/197897/original/file-20171206-31089-1rgzqvq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=365&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/197897/original/file-20171206-31089-1rgzqvq.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=459&fit=crop&dpr=1 754w, https://images.theconversation.com/files/197897/original/file-20171206-31089-1rgzqvq.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=459&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/197897/original/file-20171206-31089-1rgzqvq.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=459&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px">
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<span class="caption">Agriculture makes a significant contribution to Australia’s economy.</span>
<span class="attribution"><span class="source">Shutterstock</span></span>
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</figure>
<h2>A new regional deal</h2>
<p>A new approach to regional higher education would address many of these problems. Based on our research at Southern Cross University, I’ve suggested such an approach to the current federal government review into <a href="https://www.education.gov.au/independent-review-regional-rural-and-remote-education">regional, rural and remote education</a>. It would include:</p>
<ul>
<li><p>10,000 Commonwealth supported enabling places for regional Australians, distributed according to regional need and demand</p></li>
<li><p>$50 million per year for four years to help all 25 universities with regional campuses catch up</p></li>
<li><p>a new regional loading, in recognition of the higher costs of regional education delivery.</p></li>
</ul>
<p>As the Regional Universities Network (<a href="http://www.run.edu.au/">the RUN group</a>) has advocated, regional university campuses need a new policy approach. Only regional universities can provide education <a href="http://www.latrobe.edu.au/__data/assets/pdf_file/0006/848985/La-Trobe-University-Regional-Contribution-Cadence-Economics.pdf">at a reasonable cost</a> without forcing people to face the upheaval of moving hundreds of kilometres, leaving family members behind and competing in the unaffordable housing markets of Sydney and Melbourne.</p>
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<em>
<strong>
Read more:
<a href="https://theconversation.com/clever-regional-unis-can-form-the-backbone-of-a-clever-country-10860">Clever regional unis can form the backbone of a clever country</a>
</strong>
</em>
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<p>Local start-ups, local businesses, local health providers, and local arts performers all deserve a chance to thrive. A new funding approach will empower regional campuses to create more opportunities for the people they serve. It will help reduce inter-generational welfare dependence among a significant cohort of families, and bring additional income into communities. It will enable regional universities to educate more teachers, nurses, engineers and small business-people to work productively in their own backyards. Above all, it will translate that talent in the backyard to the front yard and then to the rest of the world.</p><img src="https://counter.theconversation.com/content/88537/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Adam Shoemaker serves on the board of the Regional Universities Network (RUN) of which Southern Cross University is a member.</span></em></p>Australia’s regional universities face many challenges that need to be addressed at a national level if we’re going to keep feeling the economic benefit from agriculture we felt last financial year.Adam Shoemaker, Vice Chancellor, Southern Cross UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/863942017-11-02T19:04:07Z2017-11-02T19:04:07ZWe need to make sure the international student boom is sustainable<figure><img src="https://images.theconversation.com/files/191969/original/file-20171026-28041-1lhl9rc.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">International students brought an estimated A$28bn to our economy in 2016-17.</span> <span class="attribution"><span class="source">Shutterstock</span></span></figcaption></figure><p>In the first seven months of this year, a staggering <a href="https://internationaleducation.gov.au/research/International-Student-Data/PublishingImages/IST_2017/2017Graph_Table1.png">685,000 international students</a> came to Australia to study. About half headed to university to study for undergraduate and postgraduate degrees, most often following on from an intensive English-language course. That’s 82,000 more students than the same time last year – a 15% increase. In stock market parlance, that’s a bull market.</p>
<p>The <a href="http://www.abs.gov.au/">Australian Bureau of Statistics</a> (ABS) <a href="http://www.abs.gov.au/AUSSTATS/abs@.nsf/0/A5FB33BD2E3CC68FCA257496001547A1?Opendocument">recently calculated</a> the economic impact of this influx of students was <a href="http://www.afr.com/leadership/education-exports-are-worth-28-billion-a-year-nearly-20pc-more-than-we-thought-20171005-gyvc8v">A$28bn in 2016-17</a>. This was a A$4.4bn boost on its earlier estimation, thanks to a change in methodology that included interviews with departing students in airport lounges which better captured their spending patterns and visits from family and friends. </p>
<h2>Enrolments are concentrated in big cities</h2>
<p>Australia should be justifiably proud of the fact it is <a href="https://www.britishcouncil.org/sites/default/files/the_shape_of_things_to_come_-_higher_education_global_trends_and_emerging_opportunities_to_2020.pdf">the third largest destination</a> for international students after the US and Britain. It has by far the largest proportion of overseas students enrolled in its universities – nearly 20%. That’s an average of one in five enrolments. </p>
<p>However, enrolment patterns are not evenly spread. While it’s boom time for the small numbers of public universities and private colleges able to capitalise on the incoming tide of newly middle-class students from China and India, others struggle to keep their heads above water.</p>
<p>Federal government <a href="https://internationaleducation.gov.au/research/Research-Snapshots/Documents/International%20Students%20in%20Australian%20Uni_2015.pdf">data</a> neatly paints the picture: in 2015, the Ballarat-based Federation University had the highest proportion of international student enrolments, sitting at 42.5%. However, almost all of them study in high-rise glass campuses in the Melbourne CBD. There were another six universities with international enrolments exceeding 25%. All were in inner city Melbourne and Sydney. Only 10% of inbound students go to regional areas, while Sydney and Melbourne between them attract 65% of all international students. </p>
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<p>Earlier this year, the <a href="https://www.committeeforperth.com.au/">Committee for Perth </a> published a <a href="https://www.committeeforperth.com.au/assets/documents/Bigger-and-Better-Beyond-the-Boom-Introduction.pdf">report</a> bemoaning the fact that Western Australia was failing to capitalise on the boom, and had even witnessed a decline in enrolments over the past 15 years. To compound matters, half of all WA’s international students were enrolled in offshore campuses, particularly those in Malaysia, Dubai and Singapore run by Curtin University.</p>
<p>But why? Surely WA has time zone, cost and lifestyle advantages compared to other states. Reasons for a lack of interest in studying in WA are unclear. Chinese students are particularly disinterested in Perth and surrounds. They may make up one third of all the students heading into Australia for study purposes, but the Chinese account for a relatively low 13.8% of WA’s international student cohort. </p>
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<h2>Concentration has real impacts on infrastructure and housing</h2>
<p>One concern is that the concentration of international students in inner city Sydney and Melbourne is clogging infrastructure, adding to house and rental prices and causing ghettoisation in some residential areas.</p>
<p>To make matters worse, regional universities keen to get their slice of the action have started establishing high-rise glass tower campuses in the inner cities adding to rising pressures.</p>
<p>A recent <a href="https://propertyupdate.com.au/where-do-australian-citizens-live-and-where-do-non-citizens-live/">report</a> from property analytics company <a href="https://www.corelogic.com.au/">CoreLogic</a> found that 65% of Melbourne CBD residents were not Australian citizens. In Sydney’s Haymarket the percentage was 54%, while in Clayton and Carlton in Melbourne the figure hovered around the 50% mark. A total of 17 other suburbs in Sydney and Melbourne, along with a smattering in Brisbane, Perth, Adelaide and Canberra postcodes, all had transient populations in which non-Australians, namely international students, comprised over 35% of the residents.</p>
<p>The question is why. Accommodation in our inner cities is exceptionally expensive even by world standards, giving unscrupulous landlords license to <a href="http://www.abc.net.au/news/2016-05-20/homestay-students-live-in-poor-conditions-to-boost-hosts-budget/7346178">exploit</a> the <a href="http://www.dailytelegraph.com.au/news/sydney-units-crowding-tenants-crammed-into-small-spaces-creating-fire-hazard/news-story/c9f4642c49adb485592b3a58ab9a3a4d">unaware</a>.</p>
<p>A 2016 University of Technology Sydney <a href="https://www.uts.edu.au/sites/default/files/Research%2Binto%2Bthe%2BWellbeing%2Bof%2BInternational%2BStudents%2Bin%2Bthe%2BCity%2Bof%2BSydney_Final_27%2BJuly%2B2016.pdf">report</a> for the City of Sydney agreed. It also pointed to expensive public transport, the fact jobs are hard to come by (and international students are <a href="https://www.border.gov.au/Trav/Stud/More/Work-conditions-for-Student-visa-holders">limited to 20 hours a week</a>) and cultural naivety, which leaves many vulnerable to exploitation. There is little, if any, integration with locals. The report cites alcohol abuse, <a href="http://www.smh.com.au/national/education/high-stakes-for-gambling-students-20131107-2x5cl.html">gambling</a>, sexual and mental health issues, which often go unreported, as barriers for well-being.</p>
<p>On the upside, our inner cities are <a href="http://www.abc.net.au/news/2017-04-07/india-no-longer-fears-students-at-risk-of-racial-attacks/8424124">regarded as safe</a>, despite <a href="http://www.aic.gov.au/media_library/publications/special/001/caisa.pdf">spates of attacks</a> on international students, such as those <a href="http://books.publishing.monash.edu/apps/bookworm/view/A+Home+Away+from+Home%3F+International+Students+in+Australian+and+South+African+Higher+Education/175/OEBPS/c06.htm">in Melbourne in 2008-09</a> and again in <a href="http://www.sbs.com.au/yourlanguage/punjabi/en/article/2016/06/14/indian-international-student-attacked-melbourne">2016</a>.</p>
<p>The challenge now is to ensure the boom in student numbers isn’t undermined by bad experiences and lack of capacity. Marketing and messaging is important for attracting international students to Australia, but we need to encourage them to look beyond the two main cities. The glamour of tourism tends to catch politicians’ attention, but international education is largely left to fend for itself, despite the economic flow on impacts. What is needed is a real, coordinated, practical, focused and strategic oversight of this enormously important sector to ensure its reputation and financial health into the future.</p><img src="https://counter.theconversation.com/content/86394/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Julie Hare works for KPMG.</span></em></p>Australia is currently experiencing one of the largest booms in international student enrolments, which needs to be sustainable if we’re going to continue to benefit economically.Julie Hare, Honorary Senior Fellow, The University of MelbourneLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/783392017-05-31T20:12:47Z2017-05-31T20:12:47ZRegional universities have a pivotal role to play in Australia’s City Deals<p>Regional universities are poised to play a pivotal role as the Australian government rolls out more <a href="https://theconversation.com/deal-or-no-deal-are-uk-style-city-deals-a-good-bet-for-australia-58978">City Deals</a>. These are based on an urban development model <a href="http://www.governmentnews.com.au/2017/03/26709/">imported from the United Kingdom</a>. </p>
<p>In the UK and Europe, <a href="https://www.ahuri.edu.au/policy/ahuri-briefs/what-is-a-uk-city-deal">City Deals</a> (including smaller cities and their regions), <a href="https://www.gov.uk/government/collections/local-growth-deals">Growth Deals</a> (outside urban areas), and <a href="http://www.oecd.org/sti/inno/smartspecialisation.htm">Smart Specialisations</a> are collaborative agreements between key stakeholders. They include various levels of government, regional development bodies, businesses, and universities. These approaches recognise that policy and funding frameworks that aren’t tailored to local circumstances do not deliver for all. </p>
<p>For the sake of national cohesion and prosperity, Australia cannot afford to leave entire regions and cities behind. Place-based economic development policies offer these communities the sort of hope that only a collaborative plan created from the bottom up can give. </p>
<p>Starting this year, the <a href="https://cities.dpmc.gov.au/city-deals">first competitive round of City Deals</a> in Australia is offering new opportunities for the economic development of regional cities and outer metropolitan areas. Agreements have been signed for <a href="https://cities.dpmc.gov.au/townsville-city-deal">Townsville</a> in Queensland and <a href="https://cities.dpmc.gov.au/launceston-city-deal">Launceston</a> in Tasmania. Another is being finalised for <a href="https://cities.dpmc.gov.au/western-sydney-city-deal">Western Sydney</a>.</p>
<p>Australian universities are progressively participating in the first tranche of City Deals announced during the 2016 election campaign. An example is the University of Tasmania <a href="http://www.news.com.au/national/breaking-news/thousands-of-new-jobs-in-tas-uni-move/news-story/57c90ca3cb89c046f2013ebc7c3cb97a">relocating a campus to the CBD</a> and designing programs for regional workforce needs under the <a href="https://s3-ap-southeast-2.amazonaws.com/ehq-production-australia/32c554a9406933a0f5bfb67db10bccc6378cbcf7/documents/attachments/000/054/307/original/Launceston_City_Deal_Snapshot.pdf?1492642511">Launceston City Deal</a>. </p>
<p>Similarly, Central Queensland University and James Cook University are participating in the <a href="https://cities.dpmc.gov.au/townsville-city-deal/documents/48179/download">Townsville City Deal</a>. This includes development of new health and knowledge employment hubs, and <a href="http://www.townsvilleenterprise.com.au/news/04-04-2017-Edutourism-Funding-Announced-492">implementation</a> of the Queensland government’s <a href="https://www.tiq.qld.gov.au/iet-strategy/about-iet-strategy/">International Education and Training Destination Strategy</a>. </p>
<h2>Lessons from the UK</h2>
<p>Under the City Deal model, stakeholders commit to a shared vision and development priorities for an area. The resulting programs may build on existing regional advantages and business strengths, or seek to develop expertise in areas of growing need. </p>
<p>In the UK, universities are recognised as anchor institutions for their regions. Local universities are a driving force behind initiatives such as the <a href="https://www.uhi.ac.uk/en/media/news/sealing-the-deal--funding-released-for-three-projects-as-the-inverness-and-highland-city-region-deal-is-signed.html">Inverness and Highland City-Region Deal</a> and the <a href="http://www.cardiffcapitalregioncitydeal.wales/Cardiff_Capital_Region_City_Deal.pdf">Cardiff Capital Region City Deal</a>. </p>
<p>Although not part of a formal city deal, Keele University has promoted a vision for the development of its region by persuading the local government to sign on to its <a href="https://www.keele.ac.uk/newkeeledeal/">New Keele Deal</a>. </p>
<p>In response to Brexit, the Higher Education Funding Council for England has been charged with <a href="http://www.hefce.ac.uk/ke/heif/">boosting the relationship between universities and their regions</a>. Universities are encouraged to work collaboratively with key local stakeholders for the benefit of their communities.</p>
<p>UK City Deals receive government funding of between £100 million and £1 billion over ten to 20 years. Each deal funds several projects, subject to leveraging significant private sector investment and meeting specified outcomes.</p>
<p>Universities are well placed to lead the way in developing such deals. By virtue of their political neutrality, universities can unite disparate parties by acting as brokers and facilitators. For example, the <a href="https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/508268/Cardiff_Capital_Region_City_Deal.pdf">Cardiff City Deal</a> brought together the Welsh and UK governments and ten local councils. </p>
<h2>A potential game-changer for Australia</h2>
<p>Given the political will and adequate support, the City Deal model could be a game-changer for Australia. Deals should draw together and co-ordinate funding from disparate programs to implement a broad and united vision for regional development. </p>
<p>Universities can also use their knowledge, research and connections – both domestic and international – to inspire a development vision for the local city or region. </p>
<p>Even better, providing education and training relevant to that vision encourages people to study and work locally. </p>
<p>Innovation, commonly centred on university campuses, is a focus of many city deals. For example, a health innovation centre and a broader Northern Scotland Hub is part of the <a href="http://www.highland.gov.uk/info/210/community_development_-_regeneration_projects/712/transforming_the_highland_economynnovation">Highland and City Region Deal</a>. The Cardiff University Innovation System, including plans for a social science research park, will feed into the Cardiff Deal.</p>
<p>In the context of regional development in Australia, innovation can be seen as a positive force for jobs and growth, rather than a source of disruption and job losses. Yet innovation measures were noticeably absent in the 2017 Australian budget. </p>
<p>The federal government is, however, considering <a href="https://industry.gov.au/industry/IndustryInitiatives/Pages/University-Precincts.aspx">development of university innovation precincts</a>. These would be ideally suited to be part of City Deals.</p><img src="https://counter.theconversation.com/content/78339/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Caroline Perkins is affiliated with the Regional Universities Network.</span></em></p>Universities can lead the way in creating opportunities for the economic development of regional cities and outer metropolitan areas under new City Deals.Caroline Perkins, Executive Director, Regional Universities Network, Federation University AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/543802016-02-10T19:09:51Z2016-02-10T19:09:51ZLaying pathways for greater success in education for Indigenous Australians<figure><img src="https://images.theconversation.com/files/110915/original/image-20160210-3281-1phevqv.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Graduates of a 2015 Tertiary Entry Program, which paves the way into university courses, with lead author and CQUniversity's Pro Vice-Chancellor of Indigenous Engagement, Bronwyn Fredericks (fourth from left) and Provost Hilary Winchester (far right).</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/83593535@N04/17386287460/in/photostream/">Peter Lawrence/CQUniNewsPICs</a>, <span class="license">Author provided</span></span></figcaption></figure><blockquote>
<p>The more we’re going to get into these universities, the more we’re going to get educated, which means the more the … Indigenous communities themselves are going to grow and close that gap. - A study participant in Rockhampton, Queensland. </p>
</blockquote>
<p>Across Australia, Indigenous students consistently record lower rates of education <a href="http://closingthegap.dpmc.gov.au/chapter-02/index.html">at all levels</a> than the broader population, as shown again in the latest <a href="https://theconversation.com/closing-the-gap-and-keeping-the-faith-short-term-politics-adds-to-long-term-challenges-53820">Closing the Gap report</a>. </p>
<p>So if we’re serious about <a href="https://www.education.gov.au/review-higher-education-access-and-outcomes-aboriginal-and-torres-strait-islander-people">addressing Indigenous disadvantage in education</a> and seeing Indigenous Australians fully participating in our society and economy, what more can we do? </p>
<p>Our <a href="https://www.ncsehe.edu.au/publications/pathways-towards-best-practice-bridging-indigenous-participation-regional-dual-sector-universities/">new Path+Ways research</a>, released today by the <a href="https://www.ncsehe.edu.au/publications/pathways-towards-best-practice-bridging-indigenous-participation-regional-dual-sector-universities/">National Centre for Student Equity in Higher Education</a>, shows the value of building bridges into formal education.</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=351&fit=crop&dpr=1 600w, https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=351&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=351&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=442&fit=crop&dpr=1 754w, https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=442&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/110896/original/image-20160210-3271-l72lh.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=442&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
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<span class="caption">Enabling program students in Rockhampton with staff at the Allied Health Lab, CQUniversity.</span>
<span class="attribution"><span class="license">Author provided</span></span>
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<p>You might have heard of “bridging”, “enabling” or, most commonly, “access education”. Those are all terms used to describe formal programs of study offered by tertiary institutions, in which learners can build study skills that will help them transition to formal study, be that vocational or higher education.</p>
<p>Anecdotally, <a href="https://www.universitiesaustralia.edu.au/Subject-Index/Indigenous">universities already know</a> that access education is incredibly important in lifting Indigenous participation rates. Communities and Indigenous students have seen how they help too:</p>
<blockquote>
<p>Supporting [access education] allows people in rural and remote communities to access this support to get them into university, we need more Indigenous students … coming out of universities with degrees. – A study participant in Darwin, Northern Territory. </p>
</blockquote>
<p>However, despite the considerable efforts by some universities to offer access education, there has been a clear lack of evidence underpinning the programs. </p>
<p>Where there is evidence about specific Indigenous programs, it is typically limited to course evaluation-style approaches, which tend to focus on students’ experiences and opinions of course content and delivery – rather than what people have learnt and the new skills they have acquired. </p>
<p>Our new research looked at what’s currently being done in Indigenous access programs at regional, dual-sector universities, and how those programs could be even better. </p>
<h2>Learning ‘both-ways’</h2>
<blockquote>
<p>The bridging program has definitely helped to expand and strengthen my identity, my confidence and my values as an Indigenous student and a person … each assignment that I do, each piece of knowledge that I’ve learnt … builds that confidence, my identity … and my history as that Indigenous person. - A female study participant in Rockhampton.</p>
</blockquote>
<p>While access education is only a small slice of the lifelong education journey, it is a critically important one for many Indigenous people. </p>
<p>To get those programs right, our research showed how important it was to start with an understanding that students who lack a formal education can, and do, hold valuable knowledge. This is particularly true of Indigenous students, who bring unique perspectives to education and “knowing” by drawing on their cultural background and applying this to their study program.</p>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=390&fit=crop&dpr=1 600w, https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=390&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=390&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=490&fit=crop&dpr=1 754w, https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=490&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/110926/original/image-20160210-12175-f16ra.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=490&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Students working together in a computer lab.</span>
<span class="attribution"><span class="license">Author provided</span></span>
</figcaption>
</figure>
<p>Including Indigenous culture in course content emerged as a key factor in building strength, increasing identity and a sense of place. In particular, most of the participants involved with our study – irrespective of whether they were male or female, or in Darwin, Ballarat or Rockhampton – noted that a lack of cultural understanding in access education programs impacted on their ability to learn. </p>
<p>Our research also found that recognition of Indigenous people as “yarners” and “story tellers” needs consideration when developing curriculum, as does incorporating “<a href="http://livingknowledge.anu.edu.au/html/educators/07_bothways.htm">both-ways</a>” methodologies, which incorporate both Indigenous and non-Indigenous knowledge.</p>
<blockquote>
<p>It enabled me to learn [how] I learn best and that was hugely beneficial … it enabled me to become an avid learner and to succeed [in] my current studies. - A study participant in Rockhampton.</p>
</blockquote>
<h2>More than one way to succeed</h2>
<p>Perhaps the single most important thing we found through talking to our participants is that we need to rethink our idea of what “educational success” means. Simply measuring whether someone finishes a course, or moves from a vocational training course into a university, is missing a much bigger picture.</p>
<blockquote>
<p>[Success is] about self-esteem, growing, being strong in your identity, understanding what the Western educational system is, gaining other sorts of employment or opportunities for employment … It broadens students’ ideas for career pathways, it helps students find their voice, it helps them be able to write, so there’s [many] levels of success mapped within that, that we as a university don’t call an actual success. - A study participant who teaches in a university enabling program.</p>
</blockquote>
<p>When the people in our study talked about success, they said it meant improved confidence, a stronger sense of identity, gaining employment, improved engagement with the broader community, expanded learning capacity, entry into a vocational or higher education program, and, of course, the most easily measurable success: completing a vocational or higher education program.</p>
<blockquote>
<p>I’ve always felt a little intimidated by the thought of … university. The bridging program has eased a lot of that anxiety and stress, so I’m actually … enjoying my learning experiences now … the value of what I’ve been learning has been monumental … and … has made me feel ten times better about myself as a learner. - A study participant in Darwin.</p>
</blockquote>
<p>We need to attract, retain, challenge, include and inspire more Indigenous Australians through education. As our research shows, a good place to start would be to paying more attention to what Indigenous students tell us about what a successful education means to them.</p><img src="https://counter.theconversation.com/content/54380/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Bronwyn Fredericks received funding from the National Centre for Student Equity and Higher Education (NCSEHE) for this project. Bronwyn is a member of the ARC funded National Indigenous Research and Knowledges Network (NIRAKN), the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) and the Native American and Indigenous Studies Association (NAISA). This study was conducted by CQUniversity and funded by the National Centre for Student Equity in Higher Education (NCSEHE). Universities involved in the project included CQUniversity, Charles Darwin University and Federation University.</span></em></p><p class="fine-print"><em><span>Carolyn Daniels received funding from the National Centre for Student Equity in Higher Education for this project.</span></em></p><p class="fine-print"><em><span>Susan Kinnear received funding from the National Centre for Student Equity in Higher Education for this project. She has received research funding from various local, state and Commonwealth governments as well as industry and business organisations during the past fifteen years. Susan is a member of the Regional Studies Association (International).</span></em></p>If we’re serious about closing the gap in Indigenous education, our new research shows the value of building better bridges into universities and vocational education.Bronwyn Fredericks, Pro Vice-Chancellor (Indigenous Engagement) & BHP Billiton Mitsubishi Alliance (BMA) Chair in Indigenous Engagement, CQUniversity AustraliaCarolyn Daniels, Research Officer, CQUniversity AustraliaSusan Kinnear, Dean of Graduate Studies; Senior Research Fellow, Centre for Tourism and Regional Development , CQUniversity AustraliaLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/491382015-10-27T19:18:03Z2015-10-27T19:18:03ZFour barriers to higher education regional students face – and how to overcome them<figure><img src="https://images.theconversation.com/files/99267/original/image-20151022-15424-17rlhp6.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Regional students won’t necessarily be able to access the course they want to study. </span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p>Regional students face major challenges studying in higher education. While over the past five years overall <a href="http://docs.education.gov.au/system/files/doc/other/review_of_the_demand_driven_funding_system_report_for_the_website.pdf">numbers have increased</a>, regional students remain underrepresented in Australian universities.</p>
<p>So why is it so tough for regional students? What are the main obstacles and how can we tackle these issues?</p>
<p>Here’s what the research tells us: </p>
<h2>Smaller campuses and less choice</h2>
<p>Regional universities have been established to bring higher education to regional Australia, recognising the importance of local delivery. </p>
<p>While regional universities maintain high levels of student <a href="http://www.qilt.edu.au/">satisfaction and strong employment outcomes</a>, regional campuses servicing smaller population catchments cannot offer the breadth of courses that are available in major cities. </p>
<p>Getting those regional school leavers with high grades to stay in regional areas is also a challenge. These students tend to <a href="http://m.theaustralian.com.au/higher-education/melbourne-uni-study-finds-spend-effect-can-cost-students/story-e6frgcjx-12267163603540">move to the city</a> to pursue courses with entry cut-offs that match their ATAR grade. Greater competition for courses in major cities generally results in higher thresholds for entry.</p>
<h2>Cost of living</h2>
<p>Even when a campus is nearby, many students will need to relocate, commute long distances, or undertake distance education to access their course of choice. </p>
<p>Distance education has always played a role in regional higher education, but recent work highlights that students who study online are <a href="http://research.acer.edu.au/higher_education/43/">less likely to complete their degrees</a>. </p>
<p>For those who relocate, <a href="http://www.theaustralian.com.au/higher-education/campaign-to-give-rural-students-greater-support/story-e6frgcjx-1227567913997">cost-of-living expenses are a major barrier</a> and are shouldered by communities where wages are on average lower and capacity to pay is constrained.</p>
<p>As a guide to what these living costs are, the Australian government requires <a href="https://www.studyinaustralia.gov.au/global/live-in-australia/living-costs">international students to demonstrate funds of around $18,600 per year</a> to meet costs of living. </p>
<p>For Australian students over the age of 18 who live away from home, the full rate of Youth Allowance paid <a href="http://www.humanservices.gov.au/customer/enablers/centrelink/youth-allowance/payment-rates">is around $426 per fortnight</a>, equating to $11,000 per year. This amount begins to taper when annual parental income exceeds around $51,000. </p>
<p>Clearly there is a significant gap between what is considered a minimum cost of living for international students and the full rate of student income support. </p>
<p>For regional students transitioning to residential colleges or the accommodation rental market, living on $11,000 is a serious challenge. The challenges are markedly different to city counterparts who can continue to live at home. </p>
<p>Adjustments to student income support policy to provide more viable financial support would assist many students, as would improved access to affordable accommodation. </p>
<h2>Higher transport costs</h2>
<p>Many regional students will commute to undertake study and face considerably higher transport costs. </p>
<p>In recognising this, a recent National Centre for Vocational Education <a href="http://hdl.voced.edu.au/10707/352409">report</a> recommends replacing public transport subsidies with fuel subsidies for regional students where there are no public transport options. This would provide more equitable support for transport. </p>
<h2>Poor investment in regional schools</h2>
<p><a href="http://www.abs.gov.au/AUSSTATS/abs@.nsf/Lookup/4102.0Chapter6002008">Australian Bureau of Statistics data</a> shows that fewer students complete year 12 in regional communities when compared with students nationally.</p>
<p>As with most forms of educational disadvantage, the major long-term solution to regional university participation lies with improving earlier levels of education – this is the key to helping more students <a href="http://onlinelibrary.wiley.com/doi/10.1111/j.1475-4932.2009.00570.x/abstract">be in a position to apply to university</a>.</p>
<p>As the 2011 <a href="http://docs.education.gov.au/system/files/doc/other/review-of-funding-for-schooling-final-report-dec-2011.pdf">Gonksi report</a> revealed, we do not invest nearly enough funds in regional schools to drive higher levels of school achievement. </p>
<p>The preliminary findings of our research into the <a href="http://www.latrobe.edu.au/aaru/external-grants/national-priorities-pool">adaptation of tertiary admissions practices</a> highlight that regional school students are often unsure of how to navigate the complex admissions process. </p>
<h2>What are the solutions?</h2>
<p>Early childhood and school-based interventions may improve school achievement and higher education participation. Universities can work closely with these lower levels of education to raise student awareness, aspiration and achievement.</p>
<p><a href="http://m.theaustralian.com.au/higher-education/john-dewar-lift-participation-with-sub-bachelor-degrees/story-e6frgcjx-1227549540806">Opening up sub-bachelor places</a> (such as associate degrees) for regional students could provide more flexible and supportive pathways into higher education. </p>
<p>Where local study, commuting or relocation are not possible, blended and online learning must also be part of the solution. However, we need to improve support for students who undertake blended and online education if we are to improve retention and completion rates. </p>
<p>The Coalition <a href="http://www.liberal.org.au/latest-news/2013/02/28/tony-abbott-press-release-coalitions-online-higher-education-working-group">consulted extensively on online education when in opposition</a>. More online provision would expand the breadth of course offerings and assist some regional students who cannot afford to travel. </p>
<p>Increasing the supply of education will only work, however, if the demand is there.</p><img src="https://counter.theconversation.com/content/49138/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Matt Brett works for La Trobe University which has campuses based in regional Victoria.
Matt is also involved in Department of Education and Training Higher Education Participation and Partnerships Programme (HEPPP) National Priorities Pool Projects that included consideration of regional higher education issues, including: Critical Interventions Framework II; The Adaptation of Tertiary Admissions Equity Practices to Growth and Diversity; and, Enabling courses for SES student groups.</span></em></p><p class="fine-print"><em><span>Alison Sheridan works for the University of New England, based in Armidale, NSW. She is a member of the project team involved in the Department of Education and Training Higher Education and Participation and Partnerships Programme (HEPPP) National Priorities Pool project 'The Adaptation of Tertiary Admissions Equity Practices to Growth and Diversity', which includes consideration of regional higher education issues. </span></em></p><p class="fine-print"><em><span>Andrew Harvey works for La Trobe University which has campuses based in regional Victoria. Andrew is also involved in Department of Education and Training Higher Education Participation and Partnerships Programme (HEPPP) National Priorities Pool projects that include consideration of regional higher education issues including: Critical Interventions Framework II; The Adaptation of Tertiary Admissions Equity Practices to Growth and Diversity; Gloablisation and Student Equity, and; Enabling courses for SES student groups. </span></em></p><p class="fine-print"><em><span>Buly Cardak works for La Trobe University which has campuses based in regional Victoria. He receives funding from the National Center for Student Equity in Higher Education (NCSEHE) and the Department of Education and Training, Higher Education Participation and Partnerships Programme (HEPPP) National Priorities Pool Projects.</span></em></p>High school drop-out rates combined with costly travel and living expenses puts regional students at a disadvantage when applying to universities in Australia.Matt Brett, PhD Candidate and Senior Manager, Higher Education Policy, La Trobe UniversityAlison Sheridan, Head, UNE Business School, University of New EnglandAndrew Harvey, Director, Access and Achievement Research Unit, La Trobe UniversityBuly Cardak, Associate Professor, Department of Economics and Finance, La Trobe UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/491422015-10-18T19:17:34Z2015-10-18T19:17:34ZBullying in regional universities is a serious problem that needs addressing<figure><img src="https://images.theconversation.com/files/98371/original/image-20151014-12660-1cqngll.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Research shows that female academics and those with family commitments were more likely to be bullied. </span> <span class="attribution"><span class="source">www.shutterstock.com</span></span></figcaption></figure><p><a href="http://www.tandfonline.com/doi/full/10.1080/1360080X.2015.1079400#.ViB_xBArJBw">A study</a> of more than 22,000 university staff shows that academics in regional universities were more likely to experience bullying compared to those at other types of universities.</p>
<p>The survey, which looked at working life in 19 different universities across Australia, was set up to test whether the anecdotal complaints of colleagues at regional universities was anything more than the traditional complaints of academics about freedom, autonomy and managerialism.</p>
<h2>What did the study show?</h2>
<p>This was the first study of its kind to look at bullying across a range of Australian universities. </p>
<p>Overall, 28% of academics reported being bullied, with 12% saying the bullying they experienced was serious enough to consider taking a formal case. However, people were reluctant to take action as they felt pursing the matter would only make things worse. </p>
<p>The rate of bullying varied a lot across different types of universities. One third (36%) of academic staff at the four regional universities reporting being bullied, 1.5 times more than in the five <a href="https://go8.edu.au/">Group of Eight</a> – the most prestigious – universities.</p>
<p>Disturbingly, 42% of staff at one regional university said they had been bullied. Academics reported being publicly humiliated, excluded, intimidated and discriminated against. </p>
<p>Given the <a href="http://adh.sagepub.com/content/13/1/69.abstract">well-documented impact of bullying</a> on physical and emotional well-being, these figures are shocking.</p>
<p>The institutional effects are also worrying. Workplace bullying damages productivity and reputation and can be seriously costly to universities. </p>
<p>Work-related harassment and/or workplace bullying has a direct cost of around A$18,000 per claim, according to <a href="http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/857/Psychosocial-bullying-statement.pdf">Safe Work Australia</a> – and this is without considering the indirect costs to productivity and staff turnover.</p>
<p>Given the <a href="https://www.comlaw.gov.au/Details/F2011L02664">recent changes in legislation</a>, which requires employers to demonstrate they have been pro-active in addressing workplace health and safety issues, it’s critical to understand what might be contributing to these toxic work places.</p>
<h2>Toxic work environments</h2>
<p>The research showed that Aboriginal Australians, people from ethnic minority groups, women, and those with family commitments were more likely to be bullied.</p>
<p>Evidence of nepotism was also evident, with individuals who were appointed by a competitive process reporting more harassment than those who weren’t. And this was more common in regional universities.</p>
<p>Health and safety regulations require senior management to act to reduce workplace health hazards. But it’s likely that at least some senior managers of these institutions are modelling and enabling the bullying and harassment reported in this survey, without senior level support, a culture of bullying would not thrive. </p>
<h2>How to change this culture of bullying</h2>
<p>Changing a culture that propagates bullying and harassment, even with a determined cross-organisation effort, is a long-term endeavour. </p>
<p>Using guidance from <a href="http://www.safeworkaustralia.gov.au/sites/SWA/about/Publications/Documents/827/Guide-preventing-responding-workplace-bullying.pdf">Safe Work Australia</a> on how to prevent and manage bullying in the workplace, going forward, universities need to:</p>
<p><strong>Set the standard for appropriate behaviour</strong>
Senior management need to set and enforce clear standards of behaviour through a code of conduct or a workplace policy that outlines what is and is not appropriate behaviour. They also need to state what action will be taken to deal with unacceptable behaviour. Unfortunately, many university policies currently require the victim to make a complaint to the probable bully as a first step.</p>
<p><strong>Develop positive workplace relationships</strong>
Universities need to promote positive leadership styles by providing training for managers and supervisors on communicating effectively in difficult situations, including how to engage workers in decision-making (which the survey showed has decreased over recent years in regional universities), and providing constructive feedback.</p>
<p><strong>Implement proper reporting procedures</strong>
A victim needs to know there is a reporting process that protects them and will be acted on. Unfortunately, fear of victimisation is the most common reason given for not reporting bullying in the study.</p>
<p><strong>Make sure reporting systems are confidential</strong>
Using systems to provide confidential anonymous information on workplace behaviour, such as university surveys, like this one in the US called <a href="http://sites.gse.harvard.edu/coache">The Collaborative on Academic Careers in Higher Education program</a>, are easy to implement and safe for victims.</p><img src="https://counter.theconversation.com/content/49142/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Timothy Skinner does not work for, consult, own shares in or receive funding from any company or organisation that would benefit from this article, and has disclosed no relevant affiliations beyond their academic appointment.</span></em></p>A new study shows that academics in regional universities are more likely to experience bullying than their city peers.Timothy Skinner, Head of Psychological and Clinical Sciences, Charles Darwin UniversityLicensed as Creative Commons – attribution, no derivatives.tag:theconversation.com,2011:article/285042014-06-30T20:28:40Z2014-06-30T20:28:40ZScholarship scheme could increase the regional brain drain<figure><img src="https://images.theconversation.com/files/52521/original/gzcn554z-1404086268.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=496&fit=clip" /><figcaption><span class="caption">Regional universities are worried regional students will be drawn to urban universities if scholarships aren't centrally pooled</span> <span class="attribution"><a class="source" href="https://www.flickr.com/photos/sumanjay/4628509653">Flickr/Sumanjay</a>, <a class="license" href="http://creativecommons.org/licenses/by-sa/4.0/">CC BY-SA</a></span></figcaption></figure><p>In the 2014-15 budget, the government announced a new <a href="https://education.gov.au/public-universities">Commonwealth Scholarship scheme</a>. This will require higher education institutions to commit $1 in every $5 of additional revenue to the scheme “to support student access, participation and success”. At a recent workshop in Canberra, approximately 100 representatives from the sector met key government personnel to discuss how this might work. </p>
<p>Among the issues raised was a palpable concern among some non-metropolitan institutions that the scholarships will spark a regional brain drain of the best and brightest away from the bush to the big city. The fear is that urban (particularly Group of Eight) universities are likely to increase fees more substantially than regional universities due to demand, meaning if universities administer scholarships, regionals won’t have as many to dole out. </p>
<h2>Regional universities are in greater need</h2>
<p>A vice-chancellor at one regional university has <a href="http://blog.csu.edu.au/">referred</a> to the scholarships as “a fundamentally regressive proposal”, which will encourage elite urban universities to target regional students.</p>
<p>Current higher education equity policy identifies six equity groups. They are: </p>
<ul>
<li><p>Indigenous students</p></li>
<li><p>Women studying in non-traditional areas</p></li>
<li><p>Students with disabilities</p></li>
<li><p>Students from rural and isolated areas</p></li>
<li><p>Students from socio-economically disadvantaged backgrounds; and</p></li>
<li><p>Students from non-English-speaking backgrounds.</p></li>
</ul>
<figure class="align-right zoomable">
<a href="https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=1000&fit=clip"><img alt="" src="https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=237&fit=clip" srcset="https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=600&h=450&fit=crop&dpr=1 600w, https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=600&h=450&fit=crop&dpr=2 1200w, https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=600&h=450&fit=crop&dpr=3 1800w, https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=45&auto=format&w=754&h=566&fit=crop&dpr=1 754w, https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=30&auto=format&w=754&h=566&fit=crop&dpr=2 1508w, https://images.theconversation.com/files/52525/original/h3xncj69-1404088377.jpg?ixlib=rb-1.1.0&q=15&auto=format&w=754&h=566&fit=crop&dpr=3 2262w" sizes="(min-width: 1466px) 754px, (max-width: 599px) 100vw, (min-width: 600px) 600px, 237px"></a>
<figcaption>
<span class="caption">Regional universities have higher enrolments of disadvantaged students.</span>
<span class="attribution"><a class="source" href="https://www.flickr.com/photos/kwloo/5821909298">Flickr/Wilson Loo Kok Wee</a>, <a class="license" href="http://creativecommons.org/licenses/by/4.0/">CC BY</a></span>
</figcaption>
</figure>
<p>These groups will be the focus of the scholarships and regional universities tend to have above-average enrolments in most of them. The most recent Department of Education <a href="http://docs.education.gov.au/node/33859">statistics</a> on higher education equity groups show that, with the exception of students from a non-English-speaking background, universities comprising the <a href="http://www.run.edu.au/">Regional Universities Network</a> have higher-than-average enrolments of the above groups of students. </p>
<p>In the Regional Universities Network institutions, 27.6% of domestic undergraduate enrolments are classified as students coming from the lowest socio-economic quartile. The <a href="http://docs.education.gov.au/node/33859">national average</a> is 15.5%. Cost-of-living pressures are a real issue for many regional students and the right type of scholarships will certainly encourage more of them to move to major cities. </p>
<h2>Regional students are already at a disadvantage</h2>
<p>Department of Education <a href="https://education.gov.au/undergraduate-applications-offers-and-acceptances-publications">data</a> show that regional students are often attracted to the cities to undertake studies not offered locally, such as medicine. Furthermore, high-achieving regional students have tended to <a href="http://www.industry.gov.au/highereducation/Documents/AusRegionHigherEd-StudentCharExp.pdf">prefer</a> metropolitan universities. For these and other reasons, there has always been a flow of students out of the regions and into the urban areas.</p>
<p>However, it is unclear whether metropolitan universities would specifically target regional students through scholarships. Instead, they may choose to offer more generic scholarships, open to all equity groups, with applicants ranked by academic merit. </p>
<p>Given the <a href="http://grattan.edu.au/static/files/assets/205fbc0e/195-Keep-the-caps-off.pdf">strong evidence</a> of a link between socio-economic status and academic performance (when measured by <a href="http://www.uac.edu.au/undergraduate/atar/">ATAR</a>), we might find regionally based low-socioeconomic students struggling to compete for these scholarships. This doesn’t mean regional students have less academic potential than their city cousins. It does, however, highlight our educational system’s structural flaws, which disadvantage some groups of students and a lot of them grow up outside our major urban areas.</p>
<h2>How can regional universities get ahead?</h2>
<p>If the scholarships proceed as planned, regional universities still have some potential advantages.</p>
<p>First, the government is proposing that each university will administer its own scholarships. This is attractive to many universities as it provides them with an opportunity to market themselves. However, for the student it’s potentially nightmarish, requiring multiple applications across various institutions. If the regional universities could agree on a single application process and work together to promote the merits of a universal, regional scholarship, this might be attractive to their students and encourage them to stay.</p>
<p>Second, the current focus on scholarships will hopefully reinvigorate regional universities’ attempts to attract philanthropic scholarship funding, perhaps even on the same scale as Andrew Forrest’s recent <a href="http://www.philanthropynewsdigest.org/news/andrew-nicola-forrest-give-65-million-to-university-of-western-australia">$65 million bequest</a> to Western Australian universities. Other mining magnates, such as Clive Palmer or Joe Gutnick, might be encouraged to do more to support the universities in the very regions that have made them wealthy. These could be stand-alone scholarships or jointly funded ones, with the universities asking philanthropists to match their own scholarships revenue dollar-for-dollar.</p>
<p>It is likely the proposed scholarship scheme will encourage more, not less, regional students to move. The extent to which it will constitute a “brain drain” depends on several factors. First, the extent to which elite metropolitan universities will be able to generate more scholarships revenue compared to regional universities. Second, whether or not these scholarships target regional students. Third, the overall number of scholarships made available. </p>
<p>Although concerning for regional universities, the proposed structure of the scholarships is in line with the government’s focus on the language of “choice”. It also aligns with broader equity principles of equal opportunity and greater support for disadvantaged students.</p>
<p>Regional universities are a cornerstone of our national higher education system and, as a general principle, need to be supported. However, in this particular instance, the focus needs to be on the regional student and not the regional university.</p><img src="https://counter.theconversation.com/content/28504/count.gif" alt="The Conversation" width="1" height="1" />
<p class="fine-print"><em><span>Tim Pitman is affiliated with the National Centre for Student Equity in Higher Education</span></em></p>In the 2014-15 budget, the government announced a new Commonwealth Scholarship scheme. This will require higher education institutions to commit $1 in every $5 of additional revenue to the scheme “to support…Tim Pitman, Senior Research Fellow, National Centre for Student Equity in Higher Education, Curtin UniversityLicensed as Creative Commons – attribution, no derivatives.