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UID:pretalx-2026-DY3LU8@conferences.acspri.org.au
DTSTART;TZID=AEST:20261125T161500
DTEND;TZID=AEST:20261125T163000
DESCRIPTION:Enabling programs at Australian universities offer an alternati
 ve entry pathway for potential university students who do not qualify or d
 o not attend following secondary school. Widely seen as improving access t
 o non-traditional bachelor’s degree students\, enabling pathways have hi
 gher shares of equity students than traditional entry pathways. Using link
 ed administrative data from the Australian census and higher education enr
 olments and completions\, we apply a sequential logistic regression approa
 ch to understand how family background and individual-level characteristic
 s affect educational transitions of domestic students who participate in f
 ee-free enabling programs at Australian universities. To measure pre-unive
 rsity family socioeconomic origins from Census data\, the sample consists 
 of students aged 14–17 at the time of the 2011 Census who resided with a
 t least one parent and went on to enrol in a university enabling program. 
 Then\, using linked higher education enrolment and completion information\
 , we track students across the potential transitions into bachelor’s deg
 ree enrolment and\, subsequently\, bachelor’s degree completion. We find
  that among this subsample of relatively young enabling students\, some fa
 ctors\, such as socioeconomic disadvantage\, are associated with lower enr
 olment and completion conditional on completion\, while others\, such as g
 ender and disability\, matter more for bachelor’s degree completion than
  for the transition from enabling programs into bachelor’s programs. Fur
 ther\, we find that several institutional characteristics\, such as the si
 ze of the enabling student population\, institutional selectivity\, and wh
 ether the student has changed institutions\, are predictive of degree comp
 letion for students who start in enabling programs. The results suggest th
 at while enabling programs can widen participation in university\, a more 
 nuanced understanding of multiple educational transitions can inform how i
 nstitutions can ultimately improve rates of degree completion for those wh
 o begin their higher educational careers in enabling programs.
DTSTAMP:20261013T065911Z
LOCATION:Sutherland Room
SUMMARY:Understanding transitions from enabling programs to and through uni
 versity - Matthew Curry
URL:https://conferences.acspri.org.au/2026/talk/DY3LU8/
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