Completing university in a growing sector: is equity an issue?

EXECUTIVE SUMMARY Background This report details the findings from a research project funded by the National Centre for Student Equity in Higher Education (NCSEHE) that explores new data tracking student cohorts through the higher education system – from commencement to completion. In a time of rapid growth in the Australian higher education system, resulting in expanded opportunities for students from disadvantaged backgrounds, it is critical to understand which characteristics are linked to a lower likelihood of completion, in order to target retention policies for ‘at-risk’ groups at the national and institutional levels. Approach The report uses data from the Higher Education Student Collection, and a cohort-tracking approach developed by the Commonwealth Department of Education and Training. This administrative database has linked an individual student identifier – the Commonwealth Higher Education Student Support Number (CHESSN) – to the enrolment of each domestic bachelor student from 2005 onwards. The CHESSN enables research to track the pathways of students within and between courses and institutions. The analyses focus on the completion outcomes of a student cohort that commenced in 2005 and was tracked for a period of nine years, up to 2013. The outcomes of this cohort are compared with other cohorts of students, tracked over a shorter period of time in order to validate findings. The analysis is supplemented by data about students’ experience and engagement from the 2013 University Experience Survey. National-Level Completion Rates Nearly three-quarters (73.6 per cent) of domestic bachelor students commencing in 2005 had completed a degree by 2013. Nationally, lower completion rates were evident for students with lower Australian Tertiary Admission Ranks (ATAR) (especially below 60), and those who commenced their enrolments as part-time students, external students, in the fields of Information Technology and Agriculture and Environmental Studies, and at the Regional Universities Network, as well as commencers aged 25 and over, and male students. While ATAR is a predictor of the likelihood of completing university, only approximately 40 per cent of commencing students have an ATAR recorded in the cohort-tracking datasets. Because this measure only applies to a minority of students, retention policies might better focus on other factors. Low-Socioeconomic-Status Students Approximately 69 per cent of students from low-SES backgrounds completed a degree, compared with 78 per cent of students from high-SES backgrounds. Low- SES students were more likely than other students to drop out within the first two years of study or to still be enrolled without completion nine years after commencement. Non-Metropolitan Students Students in metropolitan areas were more likely to complete a degree than those from regional areas and those from remote areas (approximately 75 per cent, 70 per cent and 60 per cent completion respectively). Indigenous Students The differences between the outcomes of Indigenous and non-Indigenous students are substantial. Indigenous students had a completion rate of around 47 per cent (non-Indigenous students had a rate of 74 per cent). More than one in five Indigenous students in this cohort had dropped out of university before their second year and another quarter had dropped out at some other stage in the nine-year period. The Compounding Effects of Belonging to Multiple At-Risk Groups Many students belong to multiple equity groups (low-SES, non-metropolitan or Indigenous students). Students in equity groups are also more likely than average to have other demographic or enrolment characteristics that are associated with lower completion rates, such as studying part-time or externally, or having a low ATAR. The influence of each individual variable on completion is exaggerated by the introduction of other variables. When analysed by SES, age and type of attendance, completion rates of students become lower the more of the ‘at-risk’ groups to which a student belongs. Similarly, when examined by region, age and type of attendance all three of these variables compound to influence the likelihood of completion. The particular analyses in this report highlight this dimension of completion that has not previously been able to be tracked across such a large cohort of students. The analyses also demonstrate the potential for further exploration of higher education completion at an even finer level of detail to enhance understanding of factors impacting retention and outcomes. Reasons for Attrition To explore whether students with a lower likelihood of completion are more likely to be disengaged with their university or have more negative experience than others, data from the 2013 University Experience Survey (UES) have been analysed. No meaningful differences were found between equity groups and other students across a range of UES scales relating to student engagement, access to resources and experience of quality of teaching. There were, however, notable differences between equity groups and other students in the rates and reasons given for considering leaving university before graduation. The reasons noted more commonly by equity-group students than other students revolve around finance, family obligations and core issues relating to ‘getting by’, whereas the issues noted more commonly among advantaged students than equity-group students centre around issues of ‘choice’ and lifestyle. Of all the data from the UES analyses in this report, this finding is perhaps the most insightful for identifying the different pressures on university students. This analysis highlights the areas in which students from equity groups stand out from their peers when it comes to engagement and retention and offers areas of focus for institutions interested in increasing retention among particular groups. Future Research The analyses of this report could be extended to allow for both a broader picture (tracking post university outcomes for equity-group students) and for a finer grain (using data from small subgroups). Further research could explore the graduate outcomes of specific groups of students with low completion rates, as identified in this report. The benefits of university completion for the general graduate population have been repeatedly demonstrated through the Graduate Destination Survey, the Graduate Pathways Survey and the Beyond Graduation Survey. Drawing on this range of data would highlight the difference that a university qualification can offer to disadvantaged students. Preliminary analysis carried out for this project suggests there are few differences in post-completion employment and salary outcomes between equity-group students and others. That is, for students from equity groups, disadvantage is erased by university completion. Further work is also needed to facilitate more-detailed analyses of the data of smaller groups – such as Indigenous students, remote students and students who are affected by multiple compounding factors – without compromising accuracy or confidentiality. Future work must balance the sensitivities involved with the potential policy importance of building this knowledge. Further research could inform targeted interventions to most effectively increase university completion rates

PeptiCKDdb-peptide- and protein-centric database for the investigation of genesis and progression of chronic kidney disease

The peptiCKDdb is a publicly available database platform dedicated to support research in the field of chronic kidney disease (CKD) through identification of novel biomarkers and molecular features of this complex pathology. PeptiCKDdb collects peptidomics and proteomics datasets manually extracted from published studies related to CKD. Datasets from peptidomics or proteomics, human case/control studies on CKD and kidney or urine profiling were included. Data from 114 publications (studies of body fluids and kidney tissue: 26 peptidomics and 76 proteomics manuscripts on human CKD, and 12 focusing on healthy proteome profiling) are currently deposited and the content is quarterly updated. Extracted datasets include information about the experimental setup, clinical study design, discovery-validation sample sizes and list of differentially expressed proteins (P-value < 0.05). A dedicated interactive web interface, equipped with multiparametric search engine, data export and visualization tools, enables easy browsing of the data and comprehensive analysis. In conclusion, this repository might serve as a source of data for integrative analysis or a knowledgebase for scientists seeking confirmation of their findings and as such, is expected to facilitate the modeling of molecular mechanisms underlying CKD and identification of biologically relevant biomarkers.Database URL: www.peptickddb.com

Portinari: A Data Exploration Tool to Personalize Cervical Cancer Screening

Socio-technical systems play an important role in public health screening programs to prevent cancer. Cervical cancer incidence has significantly decreased in countries that developed systems for organized screening engaging medical practitioners, laboratories and patients. The system automatically identifies individuals at risk of developing the disease and invites them for a screening exam or a follow-up exam conducted by medical professionals. A triage algorithm in the system aims to reduce unnecessary screening exams for individuals at low-risk while detecting and treating individuals at high-risk. Despite the general success of screening, the triage algorithm is a one-size-fits all approach that is not personalized to a patient. This can easily be observed in historical data from screening exams. Often patients rely on personal factors to determine that they are either at high risk or not at risk at all and take action at their own discretion. Can exploring patient trajectories help hypothesize personal factors leading to their decisions? We present Portinari, a data exploration tool to query and visualize future trajectories of patients who have undergone a specific sequence of screening exams. The web-based tool contains (a) a visual query interface (b) a backend graph database of events in patients' lives (c) trajectory visualization using sankey diagrams. We use Portinari to explore diverse trajectories of patients following the Norwegian triage algorithm. The trajectories demonstrated variable degrees of adherence to the triage algorithm and allowed epidemiologists to hypothesize about the possible causes.Comment: Conference paper published at ICSE 2017 Buenos Aires, at the Software Engineering in Society Track. 10 pages, 5 figure

Confronting The Difference: Ethnicity And Patterns Of Achievement In Initial Teacher Education For The Further Education And Skills Sector

In Higher Education (HE), an ongoing and incompletely understood achievement gap in degree classification has been identified between white and Black and Minority Ethnic (BME) students. BME students have been found to achieve less well than their white counterparts, even when initial A Level grades are the same. This paper examines a related issue, which has received scant attention; ethnicity and differential achievement in Initial Teacher Education (ITE) for the Further Education (FE) and Skills Sector. At the University which provides the focus for this paper, BME students are well-represented overall, and specifically well-represented on ITE provision for the sector. The introduction of a teaching observation grading pilot during 2010-11 made possible a detailed analysis of an aspect of ITE trainee progression and achievement. This paper presents the findings of further analyses of grading for the overall University trainee cohort, where differential achievement by ethnicity has been revealed. Strategies designed to promote the achievement of all trainees will be discussed

PatientExploreR: an extensible application for dynamic visualization of patient clinical history from electronic health records in the OMOP common data model.

MotivationElectronic health records (EHRs) are quickly becoming omnipresent in healthcare, but interoperability issues and technical demands limit their use for biomedical and clinical research. Interactive and flexible software that interfaces directly with EHR data structured around a common data model (CDM) could accelerate more EHR-based research by making the data more accessible to researchers who lack computational expertise and/or domain knowledge.ResultsWe present PatientExploreR, an extensible application built on the R/Shiny framework that interfaces with a relational database of EHR data in the Observational Medical Outcomes Partnership CDM format. PatientExploreR produces patient-level interactive and dynamic reports and facilitates visualization of clinical data without any programming required. It allows researchers to easily construct and export patient cohorts from the EHR for analysis with other software. This application could enable easier exploration of patient-level data for physicians and researchers. PatientExploreR can incorporate EHR data from any institution that employs the CDM for users with approved access. The software code is free and open source under the MIT license, enabling institutions to install and users to expand and modify the application for their own purposes.Availability and implementationPatientExploreR can be freely obtained from GitHub: https://github.com/BenGlicksberg/PatientExploreR. We provide instructions for how researchers with approved access to their institutional EHR can use this package. We also release an open sandbox server of synthesized patient data for users without EHR access to explore: http://patientexplorer.ucsf.edu.Supplementary informationSupplementary data are available at Bioinformatics online

Early environmental field research career exploration: An analysis of impacts on precollege apprentices

Research apprenticeships offer opportunities for deep understanding of scientific practice, transparency about research careers, and possible transformational effects on precollege youth. We examined two consecutive field-based environmental biology apprenticeship programs designed to deliver realistic career exploration and connections to research scientists. The Shaw Institute for Field Training (SIFT) program combines introductory field-skills training with research assistance opportunities, and the subsequent Tyson Environmental Research Fellowships (TERF) program provides immersive internships on university field station–based research teams. In a longitudinal mixed-methods study grounded in social cognitive career theory, changes in youth perspectives were measured during program progression from 10th grade through college, evaluating the efficacy of encouraging career path entry. Results indicate SIFT provided self-knowledge and career perspectives more aligned with reality. During SIFT, differences were found between SIFT-only participants compared with those who progressed to TERF. Transition from educational activities to fieldwork with scientists was a pivotal moment at which data showed decreased or increased interest and confidence. Continuation to TERF provided deeper relationships with role models who gave essential early-career support. Our study indicates the two-stage apprenticeship structure influenced persistence in pursuit of an environmental research career pathway. Recommendations for other precollege environmental career–exploration programs are presented

A project management module for virtual teaching

This paper presents design and results of the pilot deliveries of an on-line project management module. The module was part of the First Cycle Degree strand of the European Union funded GENIUS project. The scope and structure of the project management knowledge and competency domain was analysed using a process of decomposition and graphical representation using concept maps. A number of perspective views of the domain emerged which were mapped and analysed to determine a web resource structure and cross-linking methodology. The on-line delivery strategy was positioned on the technological dependency / pedagogical intent space in sympathy with the underlying pedagogical theories employed and the overall learning objectives. The two pilot deliveries demonstrated, qualitatively and, in a limited way quantitatively, that the resource and pedagogical approach were liked by the students and achieved the stated learning objectives and the desired project objectives of the First Cycle Degree strand of the GENIUS project.