Policy into practice: A case study of widening participation in Australian higher education

A demographic shift is occurring at universities in most developed nations. Australia’s higher education (HE) widening participation targets aim to develop the nation as a knowledge economy, wherein, by 2020, 20% of Australian university students will come from low-SES backgrounds, informing a larger target whereby 40% of 25-34 year olds will hold a bachelor degree (Bradley et al., 2008: xiv). One strategy that universities employ to engage students from traditionally underrepresented groups is establishing enabling programs, such as this Foundation Studies program at an Australian university college. Foundation Studies at this university college is a one year, full time equivalent program, which provides a supported transition to university for students from equity groups. The student demand for Foundation Studies and the number of students gaining competitive entry to undergraduate studies after program completion indicates that this approach is working. However, there are some systemic limitations which need to be managed. As Gidley et al. explain, neoliberal perspectives on HE quality are limiting, focussing largely on access, when participation, engagement and success should also be considered (2010). This paper will explore the realities of implementing widening participation policy, through this case study of a foundation studies program.