This volume is the first to compile the insights of experienced and informed education researchers and practitioners involved in the delivery of university pathway programs. These programs have emerged as effective responses to global, national and local students' needs when transitioning to Higher Education. The book opens with an overview of the main drivers for the development of university pathway programs, and a description of the main characteristics of such programs, as well as of the different types of programs available. It examines topics such as the way in which policy and governance issues at the institutional, state, and federal level affect university pathway programs' financial models, compliance and quality assurance mechanisms as well as program provision. It also looks at how to address issues related to 'non-traditional' background students such as those from lower socioeconomic background, students for whom English is an additional language (EAL), indigenous students, mature age students and humanitarian entrants.

The volume showcases thirteen university pathway programs offered in Australia, Canada, New Zealand, South Africa, Qatar, and the United Kingdom. These examples provide valuable insights that will help guide future practice in the field as the programs described effectively foster and support the development of students' academic literacies, study skills and awareness of the socio-cultural norms that are necessary to participate successfully in higher education settings. In reporting the strategies to overcome challenges in the areas of curriculum development and implementation, of equity, inclusion and participation, of cross-sector collaboration and of student welfare, the volume promotes reflection on these issues and, therefore, better equips those education practitioners embarking on the university pathway program journey.

Auteur

Dr. Cintia Agosti is currently an academic language and learning adviser for students enrolled in Masters by research within the International Studies Department at Macquarie University. Cintia has been associated with Macquarie University for over two decades as a unit convenor, lecturer and tutor for several departments. She was in charge of an academic literacies course offered to international students at the Macquarie University Graduate School of Management and of three discipline-specific academic communication units delivered at the Macquarie University International College. She convened Language for Specific Purposes in the Linguistics Department and taught Spanish and Cross-cultural Communication within the International Studies Department. Beyond Macquarie University, she was a consultant for Griffith University helping set up the Griffith University English Language Institute's direct entry programs. She was also commissioned by English Australia and ATESOL to run professional development sessions for teachers of English for Academic Purposes. She is a published author in the fields of academic literacies, assessment, curriculum and teacher development as well as in Latin American history, film and sociology. Cintia has also presented widely at conferences in countries as varied as Argentina, Australia, Cambodia, Portugal and Spain.

Dr Eva Bernat is the national Academic Director of the Australian School of Applied Management, Women and Leadership Australia, and the National Excellence in School Leadership Initiative. Previously, she spent 15 years in various academic roles at Macquarie University, University of New South Wales, and The University of Notre Dame Australia where she was instrumental in developing and coordinating the university's popular alternative entry programs. Dr Bernat has published over two dozen peer reviewed papers and has been an invited keynote speaker in Australia, Poland, Turkey, Japan, Korea, and the Philippines.

Contenu

Part 1 - University Pathway Programs: a response to global, national and local needs in students' transition to Higher Education.- 1. University Pathway Programs: Types, Origins, Aims and Defining Traits.- 2. Positioning Pathways Provision within Global and National Contexts.- Part 2 - The Role of University Pathway Programs in Addressing Issues Related to Access, Equity, Inclusion and Participation in Higher Education.- 3. The use of enabling programs as a pathway to higher education by disadvantaged students in Australia.- 4. Great Expectations: African Youth from Refugee Backgrounds and the Transition to University.- 5. Alternative access to tertiary science study in South Africa: Dealing with 'disadvantage', student diversity, and discrepancies in graduate success.- 6. Huakina mai te tatau o tu whare: Opening university doors to indigenous students.- 7. Qatar University Foundation Program: A Means to Access Higher Education and a Pathway for Transformation.- 8. Come one, come all: The question of open entry in enabling programs.- Part 3 - Transitions from the Vocational to the Higher Education Sector.- 9. Filling the Skills Gap in Australia VET Pathways.- 10. The TAFE/VET pathways student experience in Higher Education.- 11. Seamless segues from Polytechnic to University: A New Zealand case study of a dual provider partnership.- Part 4 - Issues of Curriculum and Pedagogy in University Preparation Programs.- 12. Pathways and praxis: designing curriculum for aspirational programs.- 13. Students on the threshold: Commencing student perspectives and enabling pedagogy.- Part 5 - Internationalisation and Privatisation of University Pathway Programs.- 14. Quality and innovation for international pathway programs: good practice and recommendations for the future in the UK context and beyond.- 15. Canada's First International Partnership for a Pathway Program.