https://ogma.newcastle.edu.au/vital/access/ /manager/Index ${session.getAttribute("locale")} 5 Context and implications document for: methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:47839 Wed 01 Feb 2023 15:41:54 AEDT ]]> Core or periphery? The positioning of language and literacies in enabling programs in Australia https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:25138 Tue 30 Aug 2022 10:42:47 AEST ]]> Methodological diversity as an asset for transition-focused higher education research with students from refugee backgrounds https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:42429 Tue 23 Aug 2022 09:51:19 AEST ]]> Uncomfortable Spaces: Philosophy, Pedagogy and Practice in Online Enabling Education https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:41214 Thu 28 Jul 2022 13:32:20 AEST ]]> Disrupting the dominance of 'linear pathways': how institutional assumptions create 'stuck places' for refugee students' transitions into higher education https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:42094 Thu 18 Aug 2022 10:58:26 AEST ]]> Wasted, manipulated and compressed time: adult refugee students' experiences of transitioning into Australian higher education https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:42712 Thu 01 Sep 2022 10:23:19 AEST ]]> Students' reading and writing 'in transition': what lessons can be learnt from a case study of A-levels to university transitions to help enabling educators to 'bridge the gap' into undergraduate study? https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:26501 Sat 24 Mar 2018 07:35:33 AEDT ]]> 'Hot', 'cold' and 'warm' supports: towards theorising where refugee students go for assistance at university https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:34960 British Journal of Sociology of Education, 19 (3): 377-400), and the addition of 'warm' knowledge offered by Slack et al. (2014. "'Hot', 'Cold' and 'Warm' Information and Higher Education Decision Making." British Journal of Sociology of Education 35 (2): 204-223), to develop an understanding of how students from refugee backgrounds make choices about how they locate, select and access support for their studies. The findings of this paper suggest that students from refugee backgrounds do not view the 'cold' (unfamiliar-formal) institutional support on offer as 'for them'; instead they expressed a preference for the 'warm' (familiar-formal) support offered via 'trusted' people who act as literacy/sociocultural brokers or 'hot' (familiar-informal) support of their grapevine of other students (past and present) or experienced community members.]]> Mon 27 May 2019 14:31:49 AEST ]]> Building academic survival skills online: a collaborative, team-based approach to online course design and production https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:18681 Mon 20 Jul 2015 17:34:30 AEST ]]> Reimagining support models for students from refugee backgrounds: Understandings, spaces and empowerment https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:44194 Mon 10 Oct 2022 14:25:35 AEDT ]]> Scoping academic oracy in higher education: knotting together forgotten connections to equity and academic literacies https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:51738 Fri 15 Sep 2023 18:14:39 AEST ]]> What do we know about enabling education as an alternative pathway into Australian higher education, and what more do we need to know? A meta-scoping study https://ogma.newcastle.edu.au/vital/access/ /manager/Repository/uon:44493 Fri 14 Oct 2022 09:05:01 AEDT ]]>