Register to enhance enabling research
The Potential Enabling Program Participant Research (PEPPR) Register is a record of almost 1300 students who have completed an enabling program at the University of Newcastle from as far back as 1974.
PEPPR was set up over four years ago by Associate Professor Seamus Fagan and Professor Jim Albright to facilitate research in the area of enabling education.
PEPPR is a record of over 1351 students who have completed an enabling program at the University of Newcastle from as far back as 1974.
A large number of variables have been built into PEPPR to capture a range of data including gender, age, language background, area of study, completion, first in family and ethnicity.
Researchers can use PEPPR to design a targeted study and submit it to the registry for a nominal fee for access to information that would otherwise be almost impossible to obtain.
Professor Albright explains it as a “vehicle for facilitating research in an under-researched area” and hopes the register will help lead to high-quality research of scale that speaks to policy.
The data records a participant’s circumstances before commencing English, Language and Foundation Studies, their experience throughout the program and the outcomes after completion to capture how their life may have been transformed.
“Newcastle has an excellent history in the practice of equity through our enabling programs and AIM HIGH, but limited research has been conducted into the outcomes of these ground-breaking programs. We hope that the PEPPR Register along with the Centre of Excellence for Equity in Higher Education will harness the already existing pockets of excellence in equity research in the University and create awareness of this work both nationally and internationally,” said Associate Professor Fagan.
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The University of Newcastle acknowledges the traditional custodians of the lands within our footprint areas: Awabakal, Darkinjung, Biripai, Worimi, Wonnarua, and Eora Nations. We also pay respect to the wisdom of our Elders past and present.