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Dr Anna Bennett

Interim Director

Centre for English Language and Foundation Studies

Enabling Approaches to Improving Access and Transitions to University: Pathways Program Design and Evaluation

Analysing taken-for-granted assumptions and unrecognised historical habits is critical for maintaining relevancy and achieving more equitable systems.

Anna Bennett Highlight Image

Dr Anna Bennett works to identify the underlying powerful, but often ‘invisible’, assumptions that continue enduring problems and inequities in higher education. Identifying and disrupting these assumptions and habits is the goal of her research.

Dr Bennett believes we have a responsibility to put at the forefront of education the needs of the people they serve - to provide for them the types of programs and experiences they value. Programs and evaluation therefore need to be designed in highly responsive ways. Challenging outdated and socio-culturally biased assumptions at broader systematic and everyday levels is critical for ensuring that programs do not exclude and serve only small cohorts of students already more advantaged.

“Inclusion, diversity and responsiveness need to be front-and-centre of education and central to the responsive design and evaluation of it” Dr Bennett said.

“There are so many variables in people's backgrounds, contexts and destinations, and this changes considerably over time. Therefore, it is critical for us to appreciate this diversity, rather than impose 'one-size-fits all' structures. Continuous (re)design and evaluation processes enable us to ensure that learning experiences into, through and beyond an individual's education are engaging and meaningful".

Dr Bennett has led research on perceptions and experiences of capability, pace and time in higher education and their impact on diverse groups of students, including students from regional and rural areas. In a recent study, Capability Belonging and Equity in Higher Education (2015), Dr Bennett and colleagues found that there are serious consequences to deeply held, widespread assumptions and related stereotypes about who belongs and is capable in higher education. “Our notion of what constitutes capability, talent and potential is often very limiting for many students because we do not consider the wider impacts of socio-political and economic forces, students' broader relationships, locations, and cultural backgrounds. If we understand that capability is continuously developed in relation to context and that it can be nurtured in ways that value the wonderful individuality of each student, we can then become capable of improving student outcomes.” Dr Bennett said.

“We need to build responsive frameworks to serve our diverse populations" she added.

Evidence of Impact

Dr Bennett explains that evidence collected through a major national study she recently led shows that the most effective access and equity programs are student and stakeholder-centred and context-specific. Conducted with colleagues from the University of Melbourne and La Trobe University, the Equity Initiatives in Australian Higher Education study was commissioned by the Australian Government and identifies initiatives that provide evidence they are effective, from school outreach through to postgraduate programs.

“It was the first national review to capture effective initiatives across Australian higher education. Importantly, the study also shows that rigorous evaluation is very important for ensuring that money invested is money well spent” Dr Bennett said.

Dr Bennett is Interim Director and Head of Research Engagement and Development within theEnglish, Language and Foundation Studies Centre (ELFSC) at the University of Newcastle (UON).

“I am proud of the outstanding outcomes from our rich history of programs that have provided 60,000 students with access to enabling education for 45 years, as well as our English language and International Student Experience programs, which are award winning and sector leading,” said Dr Bennett.

Anna Bennett Highlight Image

Enabling Approaches to Improving Access and Transitions to University: Pathways Program Design and Evaluation

Dr Anna Bennett is challenging everyday taken-for-granted assumptions and unrecognised historical habits to achieve more equitable education systems

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Career Summary

Biography

Dr. Anna Bennett has a PhD in Sociology and applies theory and concepts to better understand issues in higher education. Current research areas include: analysis of access, participation and equity programs, evaluation and policies in higher education; discourses of capability; time and space in higher education; and exploring identities and subject positions in higher education. 

Expertise
Anna is Interim Director, English Language & Foundation Studies Centre (ELFSC) and Head Research Engagement and Development (ELFSC) at the University of Newcastle (UON)

Editor of the International Studies in Widening Participation journal.

Member of the international editorial board for Teaching in Higher Education

Member of the National Association of Enabling Educators Australia (NAEEA) Executive Committee and leads a NAEEA enabling programs advocacy subcommittee.

2018 Equity Research Fellow, Centre of Excellence for Equity in Higher Education (CEEHE) UON

Co-convenor of the NAEEA Research Development and Collaboration Special Interest Group  

Mentor Program Convenor National Writing Program, provided by CEEHE and sponsored by EPHEA/OFFA UK 

Chair, Research Committee, ELFSC

Teaching and Administrative Expertise
Anna was convenor of Open Foundation, Australia's largest enabling program, for five years. Over 25 years of teaching experience (foundational and upper level Sociology). UON's enabling programs are open entry and enable people to qualify for entry into various degree programs across Australia through the UAC. ELFSC provides English language and Enabling programs for ~5,000 students every year.


Qualifications

  • Doctor of Philosophy, University of New South Wales
  • Bachelor of Social Studies, University of Sydney
  • Bachelor of Arts (Honours), University of Newcastle

Keywords

  • Sociology
  • Sociology of Education

Languages

  • English (Fluent)

Fields of Research

Code Description Percentage
160899 Sociology not elsewhere classified 50
160809 Sociology of Education 40
169999 Studies in Human Society not elsewhere classified 10

Professional Experience

UON Appointment

Title Organisation / Department
Senior Lecturer University of Newcastle
Centre for English Language and Foundation Studies
Australia
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (2 outputs)

Year Citation Altmetrics Link
2016 Shah M, Bennett A, Southgate E, Widening Higher Education Participation: A Global Perspective, Chandos Publishing, Oxford, 264 (2016)
Citations Scopus - 10
Co-authors Erica Southgate
2012 Bennett AK, The Power Paradox: A Toolkit for Analyzing Conflict and Extremism, University Press of America, Lanham, MD, 137 (2012) [A1]

Chapter (4 outputs)

Year Citation Altmetrics Link
2016 Southgate E, Bennett AK, 'University Choosers and Refusers: Social Theory, Ideas of "Choice" and Implications for Widening Participation', Widening Higher Education Participation: A Global Perspective, Elsevier Chandos, Amsterdam 225-240 (2016) [B1]
DOI 10.1016/B978-0-08-100213-1.00014-7
Co-authors Erica Southgate
2015 Shah M, Bennett Southgate Shah, 'Global Perspectives on Widening Participation: Approaches and Concepts', Widening Higher Education Participation A Global Perspective, Elsevier, Amsterdam 241-253 (2015)
DOI 10.1016/B978-0-08-100213-1.00015-9
Citations Scopus - 1
Co-authors Erica Southgate
1999 Bennett AK, 'Feminismos y pedagogías en la vida cotidiana', Feminismos y pedagogías en la vida cotidiana, Ediciones Morata, Madrid, Spain (1999)
1996 Bennett AK, 'Feminisms and Pedagogies of Everyday Life', Feminisms and Pedagogies of Everyday Life, SUNY Press, New York (1996)
Show 1 more chapter

Journal article (18 outputs)

Year Citation Altmetrics Link
2019 Bennett A, 'Access and equity program provision-evaluation in Australian higher education: a what matters approach', Educational Research and Evaluation, 24 523-537 (2019) [C1]
DOI 10.1080/13803611.2019.1643740
2019 Bennett A, Lumb M, 'Policy misrecognitions and paradoxes: Developing more contextually attuned access and equity policies in Australian higher education', Policy Futures in Education, 17 966-982 (2019)

© The Author(s) 2019. In this paper we discuss recent policy attempts (in 2017) to introduce new frameworks for Australian higher education access and equity programs. These inclu... [more]

© The Author(s) 2019. In this paper we discuss recent policy attempts (in 2017) to introduce new frameworks for Australian higher education access and equity programs. These include introducing fees and a tendering process for access or ¿enabling¿ programs, as they are called in Australia, and an evaluation framework based on an evidence hierarchy for widening participation or ¿equity¿ programs. We illuminate how those policymaking attempts contradict the conditions required for equity-oriented programs because they misrecognise the experiences of the participants. We argue that different conceptual approaches to provision and evaluation are required for practitioners, providers and policymakers to shape future policy together (Heimans and Singh, 2018) so that enabling and equity programs can be understood in ways that value the knowledges and experiences of the participants involved (Sayer, 2011). Our aim is to contribute to work that disrupts the positioning of ¿objective¿ policy evaluation frameworks vs ¿subjective¿ practices because this decontextualises (Burke and Lumb, 2018) and oversimplifies (Tesar, 2016a), and may serve paradoxically to reduce the programs¿ impacts.

DOI 10.1177/1478210319831579
Citations Scopus - 1
Co-authors Matt Lumb
2018 Bennett AK, Burke P, 'Re/conceptualising time and temporality: an exploration of time in higher education', Discourse, 39 913-925 (2018) [C1]
DOI 10.1080/01596306.2017.1312285
Citations Scopus - 9Web of Science - 4
Co-authors Pennyjane Burke
2018 Motta SC, Bennett A, 'Pedagogies of care, care-full epistemological practice and other caring subjectivities in Enabling Education', TEACHING IN HIGHER EDUCATION, 23 631-646 (2018) [C1]
DOI 10.1080/13562517.2018.1465911
Citations Scopus - 2Web of Science - 1
Co-authors Sara C Motta
2018 Bennett AK, 'Policy Approaches, Problems and Solutions : Working to Ensure Equity of Access and Widening Participation in Australian Higher Education', international studies in widening participation, 4 1-6 (2018)
2018 Bunn M, Bennett AK, Burke PJ, 'In the anytime: Flexible time structures, student experience and temporal equity in higher education', TIME & SOCIETY, (2018)
DOI 10.1177/0961463X18787649
Citations Scopus - 2Web of Science - 2
Co-authors Pennyjane Burke, Matthew Bunn
2018 Stevenson J, Burke PJ, Bennett AK, 'Writing together: practitioners, academics and policy makers', Widening Participation and Lifelong Learning, 20 (2018)
Co-authors Pennyjane Burke
2018 Bennett AK, Burke PJ, Stevenson J, 'An inter/national strategy for developing more equitable policies and practices in higher education', International Studies in Widening Participation, 5 (2018)
Co-authors Pennyjane Burke
2017 Southgate E, Brosnan C, Lempp H, Kelly B, Wright S, Outram S, Bennett A, 'Travels in Extreme Social Mobility: how first-in-family students find their way into and through medical education', Critical Studies in Education, 58 242-260 (2017) [C1]
DOI 10.1080/17508487.2016.1263223
Citations Scopus - 8Web of Science - 9
Co-authors Brian Kelly, Caragh Brosnan, Erica Southgate, Sue Outram
2017 Bennett AK, 'Programs that prepare students for university study may no longer be free', The Conversation, (2017)
2017 Bennett AK, 'Connecting Research, Policy and Practice: Praxis-based studies of widening participation in higher education', International Studies in Widening Participation, 4 (2017)
2016 Brosnan C, Southgate E, Outram S, Lempp H, Wright S, Saxby T, et al., 'Experiences of medical students who are first in family to attend university', Medical Education, 50 842-851 (2016) [C1]

© 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education. Context: Students from backgrounds of low socio-economic status (SES) or who are first i... [more]

© 2016 John Wiley & Sons Ltd and The Association for the Study of Medical Education. Context: Students from backgrounds of low socio-economic status (SES) or who are first in family to attend university (FiF) are under-represented in medicine. Research has focused on these students¿ pre-admission perceptions of medicine, rather than on their lived experience as medical students. Such research is necessary to monitor and understand the potential perpetuation of disadvantage within medical schools. Objectives: This study drew on the theory of Bourdieu to explore FiF students¿ experiences at one Australian medical school, aiming to identify any barriers faced and inform strategies for equity. Methods: Twenty-two FiF students were interviewed about their backgrounds, expectations and experiences of medical school. Interviews were recorded, transcribed and analysed thematically. Findings illustrate the influence and interaction of Bourdieu's principal forms of capital (social, economic and cultural) in FiF students¿ experiences. Results: The absence of health professionals within participants¿ networks (social capital) was experienced as a barrier to connecting with fellow students and accessing placements. Financial concerns were common among interviewees who juggled paid work with study and worried about expenses associated with the medical programme. Finally, participants¿ ¿medical student¿ status provided access to new forms of cultural capital, a transition that was received with some ambivalence by participants themselves and their existing social networks. Conclusions: This study revealed the gaps between the forms of capital valued in medical education and those accessible to FiF students. Admitting more students from diverse backgrounds is only one part of the solution; widening participation strategies need to address challenges for FiF students during medical school and should enable students to retain, rather than subdue, their existing, diverse forms of social and cultural capital. Embracing the diversity sought in admissions is likely to benefit student learning, as well as the communities graduates will serve. Change must ideally go beyond medical programmes to address medical culture itself.

DOI 10.1111/medu.12995
Citations Scopus - 15Web of Science - 17
Co-authors Caragh Brosnan, Brian Kelly, Erica Southgate, Sue Outram
2016 Bennett AK, 'Six ways to improve equity in Australian universities', The Conversation, (2016)
2016 Taylor JA, 'Editor of International Studies in Widening Participation', International Studies in Widening Participation, 3 (2016)
2015 Buchanan RA, Southgate E, Bennett A, 'Editorial: Social justice in the enterprise university: global perspectives on theory, policy, ethics and critical practice', International Studies in Widening Participation, 2 1-3 (2015) [C3]
Co-authors Rachel Buchanan, Erica Southgate
2014 Southgate E, Bennett A, 'Excavating widening participation policy in Australian higher education: subject positions, representational effects, emotion', Creative Approaches to Research, 7 21-45 (2014) [C1]
Co-authors Erica Southgate
2012 Bennett AK, Hodges BE, Kavanagh KO, Fagan SJ, Hartley JH, Schofield NJ, ''Hard' and 'soft' aspects of learning as investment: Opening up the neo-liberal view of a programme with 'high' levels of attrition', Widening Participation & Lifelong Learning, 14 141-156 (2012) [C1]
Co-authors Seamus Fagan
2008 Bennett AK, 'Teaching Sociology in the Outside: Opportunities for Teaching Sociology within Enabling Courses', Nexus: the Australian Sociological Association, 20 21-22 (2008)
Show 15 more journal articles

Conference (22 outputs)

Year Citation Altmetrics Link
2018 Bunn M, Bennett A, Burke PJ, 'Temporalities of trust and betrayal: teaching and learning in the neoliberal university', Newport, Wales (2018)
Co-authors Pennyjane Burke, Matthew Bunn
2018 Bennett AK, 'Utilising the Equity Initiatives Framework for widening participation program design and evaluation: concept and application.', Auckland (2018)
2018 Burke P, Bennett AK, 'Pedagogies of and for Difference: Recognising and Developing Student Capability', Johannesburg, South Africa (2018)
Co-authors Pennyjane Burke
2017 Bennett A, Motta S, Hamilton E, Burgess C, Relf B, Leroy-Dyer S, et al., 'Theorising enabling pedagogies', Theorising enabling pedagogies, SCU, Gold Coast (2017)
Co-authors James Albright, Emma L Hamilton, Sara C Motta, Kim Gray, Bronwyn Relf, Catherine Burgess, Sharlene Leroy-Dyer
2017 Bunn M, Burke P, Bennett AK, 'Economising Time: Investment in study, temporal equity and the experience of regional students', Canberra, ACT (2017)
Co-authors Pennyjane Burke
2017 Burke P, Bennett AK, 'Re/conceptualising time and temporality: an exploration of the politics of time in higher education', Canberra, ACT (2017)
Co-authors Pennyjane Burke
2017 Burke P, Lumb M, Bennett A, English H, Ndagijimana L, Roberts S, et al., 'Provoking the edu-political imagination through praxis', Canberra (2017)
Co-authors Matt Lumb, Pennyjane Burke, Helen English
2017 Burke P, Bennett AK, Burgess C, 'A CPD Resource for Recognising and Developing Capability in Higher Education', Sydney (2017)
Co-authors Catherine Burgess, Pennyjane Burke
2017 Bennett AK, 'Writing for Journal Publication', SCU Gold Coast (2017)
2017 Bennett AK, Burke P, 'NAEEA Research Development and Collaboration Special Interest Group', SCU Gold Coast (2017)
Co-authors Pennyjane Burke
2017 Burke PJ, Bennett A, Bunn MJ, 'Investment in time and space: anticipating the future of higher education', Newport, Wales UK (2017)
Co-authors Matthew Bunn, Pennyjane Burke
2017 Bennett AK, Burke P, Burgess C, 'Re/cognising and Developing Student Capability', SCU Gold Coast (2017)
Co-authors Pennyjane Burke, Catherine Burgess
2016 Bennett AK, ' One size does not fit all : theorising the measurement of equity initiatives to deconstruct limited spatio-temporalities of purpose and impact', onverging Concepts in Global Higher Education Research: Local, national and international perspectives, Celtic Manor, Newport in South Wales, United Kingdom (2016)
2015 Burke PJ, Bennett AK, 'Capability, belonging and mis/recognition in higher education', SRHE Annual Conference Papers, Newport, UK (2015) [E1]
Co-authors Pennyjane Burke
2015 Brosnan CJ, Southgate E, Outram S, Kelly B, Harris G, Saxby T, et al., ''It all seemed a bit too big for little old me': Understanding the experiences of medical students who are first in the family to attend university.', Newcastle (2015) [E3]
Co-authors Brian Kelly, Caragh Brosnan, Erica Southgate, Sue Outram
2013 Bennett AK, 'The non-traditional student within the higher education marketplace: an analysis of student expectations of Enabling university programs', NAEEA Conference Program, Australian Catholic University, Melbourne (2013) [E3]
2013 Bennett AK, Fagan S, 'Beyond self-doubt: techniques to counter the Impostor-Syndrome'', National Association of Enabling Educators of Australia Conference, Australian Catholic University, Melbourne (2013) [E3]
2012 Hodges BE, Bedford T, Bennett AK, Hartley JH, Kavanagh KO, Klinger C, et al., 'Enabling retention: Understanding and improving student retention rates in Australian university enabling programs', Conference Handbook. Foundation & Bridging Educators New Zealand Inaugural Conference 2012, Auckland, New Zealand (2012) [E3]
2012 Bennett AK, 'Alternative pathways to higher education in Australia: The importance of enabling and empowerment beyond mainstream conventions', Conference Handbook. Foundation & Bridging Educators New Zealand Inaugural Conference 2012, Auckland, New Zealand (2012) [E3]
2012 Bunn RJ, Bennett AK, Southgate EL, Cooper SA, Kavanagh KO, ''Wow, I didn't know that!' The benefits of taking a collaborative approach to transition experiences of enabling students into Undergraduate Education Programs', Conference Handbook. Foundation & Bridging Educators New Zealand Inaugural Conference 2012, Auckland, New Zealand (2012) [E3]
Co-authors Rosalie Bunn, Erica Southgate, Sharon Cooper
2011 Bennett AK, 'A case study of perceptions of power: Clubs Australia, pokies and the politics of 'spin'', Australian Sociological Association (TASA) Conference: Local Lives/Global Networks, Newcastle, NSW (2011) [E3]
2011 Bennett AK, Burgess CA, 'Challenges at the cultural interface: The hidden academic cultural curriculum', Proceedings of the 1st International Australasian Conference On Enabling Access To Higher Education, Adelaide, SA (2011) [E1]
Co-authors Catherine Burgess
Show 19 more conferences

Other (3 outputs)

Year Citation Altmetrics Link
2017 Bennett AK, 'Programs-that-prepare-students-for-university-study-may-no-longer-be-free', (2017) [O1]
2015 Bennett A, Buchanan R, Southgate E, 'Editors: Social justice in the enterprise university: global perspectives on theory, policy, ethics and critical practice', ( issue.2) (2015)
Co-authors Rachel Buchanan, Erica Southgate
2013 Brosnan C, Southgate E, MacQueen S, Kelly B, Outram S, Rubin M, et al., 'Faculty of education and arts strategic networks and pilot projects scheme', Equity in Elite Degrees: social difference, institutional practice and processes of change (2013)

Report (7 outputs)

Year Citation Altmetrics Link
2018 Bennett AK, Motta S, Hamilton E, Burgess C, Relf B, Gray K, et al., 'Enabling Pedagogies: A participatory conceptual mapping of practices at the University of Newcastle, Australia', Centre of Excellence for Equity in Higher Education (2018)
Co-authors James Albright, Emma L Hamilton, Sara C Motta, Bronwyn Relf, Sharlene Leroy-Dyer, Kim Gray, Catherine Burgess
2018 Bennett A, Motta SC, Hamilton E, Burgess C, Relf B, Gray K, Leroy-Dyer S, 'Conceptualising Enabling Pedagogies at the University of Newcastle', Centre for Excellence in Education in Higher Education, 250 (2018)
Co-authors Catherine Burgess, Sara C Motta, Sharlene Leroy-Dyer, Emma L Hamilton, Kim Gray, Bronwyn Relf
2017 Wood D, McLeod M, Viragh K, Devlin M, Hill A, Harvey A, et al., 'A comparative study of the equity strategies employed by Australian universities', HEPPP NPP, 200 (2017)
Co-authors Joanne Hanley
2016 Bennett AK, Burke P, Bunn M, Stevenson J, Clegg S, 'It s about Time working towards more equitable understandings of the impact of time for students in higher education https://www.newcastle.edu.au/__data/assets/pdf_file/0008/350864/TIME_ONLINE.pdf', National Centre for Student Equity in Higher Education NCSEHE (2016)
Co-authors Pennyjane Burke, Matthew Bunn
2016 Burke PJ, Bennett AK, Burgess C, Gray K, Southgate E, 'Capability, Belonging and Equity In Higher Education: Developing Inclusive Approaches https://www.newcastle.edu.au/__data/assets/pdf_file/0011/243992/CAPABILITY-ONLINE.pdf', NCSEHE, 103 (2016)
Co-authors Erica Southgate, Pennyjane Burke, Catherine Burgess, Kim Gray
2016 Bennett AK, 'Equity Initiatives in Australian Higher Education: A Review of Evidence of Impact https://www.newcastle.edu.au/__data/assets/pdf_file/0016/261124/REPORT-FINAL.pdf', The work described in this report was funded by a grant from the Australian Government Department of Education and Training. The grant was made under the Higher Education Participation and Partnerships Program (2016)
2013 Bennett AK, Powter D, Goode E, Clark H, 'Program Self Review Report 2013, Open Foundation Program', University of Newcastle, NSW, 32 (2013)
Show 4 more reports
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Grants and Funding

Summary

Number of grants 11
Total funding $885,103

Click on a grant title below to expand the full details for that specific grant.


20191 grants / $324,311

Success from the Perspective of the Successful: Low SES Students, Success and Completion in Higher Education$324,311

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Associate Professor Mark Rubin, Doctor Olivia Evans, Professor Penny Jane Burke, Doctor Anna Bennett, Professor Sarah O'Shea, Mrs Kristen Allen, Nida Denson, Associate Professor Peter Howley, Doctor Suzanne MacQueen, Carmen Mills, Ryan Naylor, Maria Raciti, Ms Olivia Evans
Scheme Higher Education Participation and Partnerships Programme (HEPPP)
Role Investigator
Funding Start 2019
Funding Finish 2020
GNo G1900344
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

20182 grants / $43,600

Equity Research Fellowship$39,150

Equity Research Fellowship

Funding body: Centre of Excellence for Equity in Higher Education

Funding body Centre of Excellence for Equity in Higher Education
Scheme Grant
Role Lead
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Not Known
Category UNKN
UON N

Equitable Approaches to Pedagogy and Course Design in the Teaching of First Year Economics and Politics$4,450

Funding body: Faculty of Business and Law University of Newcastle

Funding body Faculty of Business and Law University of Newcastle
Scheme T & L research grants
Role Investigator
Funding Start 2018
Funding Finish 2018
GNo
Type Of Funding Internal
Category INTE
UON N

20163 grants / $210,827

A comparative evaluation of the efficacy of the equity strategies employed by Australian universities$156,686

Funding body: Department of Education

Funding body Department of Education
Scheme Higher Education Participation and Partnerships Programme
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo
Type Of Funding Aust Competitive - Commonwealth
Category 1CS
UON N

It's About Time: working towards more equitable understandings of the impact of time for students in higher education$34,191

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Professor Penny Jane Burke, Doctor Anna Bennett, Professor Jacqueline Stevenson
Scheme Research Grants Program
Role Investigator
Funding Start 2016
Funding Finish 2016
GNo G1600939
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

Enabling Pedagogies and Transitions $19,950

Funding body: Centre of Excellence for Equity in Higher Education

Funding body Centre of Excellence for Equity in Higher Education
Project Team

Bennett, A., Motta, S., Burgess, C., Gray, K., Hamilton, E., Relf, B., Leroy-Dyer, S. and Albright, J.

Scheme Grant
Role Lead
Funding Start 2016
Funding Finish 2017
GNo
Type Of Funding Internal
Category INTE
UON N

20152 grants / $234,952

Critical Interventions Framework Part 2$205,262

Funding body: Department of Education

Funding body Department of Education
Project Team Doctor Anna Bennett, Ms Belinda Munn, Professor Geoff Whitty, Laureate Professor Jennifer Gore, Professor Max Smith
Scheme Higher Education Participation and Partnerships Programme
Role Lead
Funding Start 2015
Funding Finish 2015
GNo G1501186
Type Of Funding C2110 - Aust Commonwealth - Own Purpose
Category 2110
UON Y

Capability, Belonging and Equity in Higher Education: Developing Inclusive Approaches$29,690

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Professor Penny Jane Burke, Doctor Anna Bennett, Associate Professor Seamus Fagan, Mrs Catherine Burgess, Aprof JANE Maguire, Associate Professor Erica Southgate, Doctor Shamus Smith
Scheme Research Grants Program
Role Investigator
Funding Start 2015
Funding Finish 2015
GNo G1500360
Type Of Funding Other Public Sector - Commonwealth
Category 2OPC
UON Y

20142 grants / $62,336

Overcoming limiting notions of academic capability: strategies to improve the participation and completion rates of students from non-traditional and low socio-economic backgrounds$47,336

 The project team will work to find ways to understand students’ perceptions about what capability involves so that students unfamiliar with the field are provided with enabling information and pedagogies.

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Anna Bennett

Scheme Special Project Grant
Role Lead
Funding Start 2014
Funding Finish 2014
GNo
Type Of Funding Internal
Category INTE
UON N

FACULTY OF EDUCATION AND ARTS STRATEGIC NETWORKS AND PILOT PROJECTS SCHEME$15,000

Over the last 30 years, a defining feature of higher education has been its massification. However, elite degrees (e.g. medicine, law, engineering) continue to include low proportions of non-traditional students (working class or first-generation). These degrees represent the last bastion of equity practice in universities. Internationally there is very limited research in this area. This project takes a 3-pronged, mixed-methods approach to understanding social difference and equity practice within elite degrees, with a view to informing the evidence base, policy debate and practical approaches to enabling non-traditional students to succeed in these areas.

Funding body: University of Newcastle - Faculty of Education and Arts

Funding body University of Newcastle - Faculty of Education and Arts
Project Team

Caragh Brosnan

Scheme Strategic Networks Grant
Role Investigator
Funding Start 2014
Funding Finish 2014
GNo
Type Of Funding Internal
Category INTE
UON N

20121 grants / $9,077

Establishing effective and sustainable links between Enabling and undergraduate programs by examining the transitions of ELFSC students$9,077

This project explored the double-transition that Enabling pathways students experience during their time at the University of Newcastle, having first transitioned into a university preparation program and then into an undergraduate degree.

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team

Anna Bennett

Scheme CTL grant
Role Lead
Funding Start 2012
Funding Finish 2012
GNo
Type Of Funding Internal
Category INTE
UON N
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Research Supervision

Number of supervisions

Completed0
Current7

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2019 Masters Building Science Capability in Higher Education M Philosophy (Education), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2018 PhD Home, Hope and the Gatekeepers of Life Long Learning PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2018 PhD (Re) Constructing the Invisible: Religious and Gendered Subjectivities in Higher Educational Spaces - Aspiration, Access and Impact PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2017 PhD Notions of Success in Australian Enabling Education Education, University of Newcastle Co-Supervisor
2017 PhD The Stories Behind the Figures: Successes Occurring for Enabling Students That the Data isn't Showing. Is it Time to Revisit the Definition of 'Success' in Higher Education to be More Inclusive? PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
2016 PhD Professional identities and third space roles in Australian universities Sociology, University of Newcastle Co-Supervisor
2016 PhD Working within, without and between: identities, power/s and mis/recognitions of Third Space professionals in higher education PhD (Sociology & Anthropology), Faculty of Education and Arts, The University of Newcastle Co-Supervisor
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Research Collaborations

The map is a representation of a researchers co-authorship with collaborators across the globe. The map displays the number of publications against a country, where there is at least one co-author based in that country. Data is sourced from the University of Newcastle research publication management system (NURO) and may not fully represent the authors complete body of work.

Country Count of Publications
Australia 10
United Kingdom 3
Canada 2
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News

Programs that prepare students for university study may no longer be free

May 19, 2017

For the first time, students may have to pay up to A$3271 for “enabling” courses, designed to prepare students for university study.

University deadlines affecting student engagement

April 28, 2017

New research from the University of Newcastle reveals equity students in higher education are challenged by institutional expectations about time.

Dr Anna Bennett

Position

Interim Director
Centre for English Language and Foundation Studies
Academic Division

Contact Details

Email anna.bennett@newcastle.edu.au
Phone (02) 4921 5378

Office

Room MCLG62
Building McMullin
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