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Dr Matthew Bunn

Research Fellow

Centre of Excellence for Equity in Higher Ed

Connecting research and practice to explore understandings of equity

Through his role as a Research Fellow within the Centre of Excellence for Equity in Higher Education (CEEHE), Matt has sought a deeper understanding of the problems surrounding equity.

Image of Dr Matthew Bunn standing with his arms folded.

“I think that it is very easy to arrive at superficial understandings of the causes of inequity, which produces quick fixes but ultimately allow inequity and inequality to return”.

Matt is currently engaged in projects which explore ‘absence’ in relation to HE. These projects aim to understand how deeply marginalised communities go missing in equity agendas.

“While equity is concerned with ‘disadvantage’, it often ignores the bigger problem of social-structural inequality, focusing on populations who are in the best position to capitalise on new and expanding opportunities to participate. These make it seem as if equity programs are ‘successful’ while making invisible the deep divides between those who have the means and those that don’t. These issues are explored through work examining social class, rurality, and people who have had experience of out of home care.”

To understand these absences, Matt is also engaged with the politics of knowledge as it relates to equity issues. This includes exploring how the concept of equity is understood and what parameters constitute legitimate and successful equity initiatives.

“Equity initiatives often encourage us to accept the status quo as being inevitable, leaving the onus for change to rest with those who have been historically excluded so that they can ‘fit in’. Research, policy and practice can easily if accidentally, produce the problem it is aimed at ameliorating.”

Matt’s approach to research draws on close and iterative connections with equity practice. These approaches are aimed at producing respective and dialogic understandings of the everyday difficulties of creating equitable higher education, from the development of policy and strategy, supporting students and potential students, and connecting with community and community organisations.

Many of these ideas are explored in the new Graduate Certificate of Professional Equity and Inclusion.

“The aim of the GCPEI is to challenge the conventional understandings of equity. This is an important step in creatively tackling equity issues, and providing a basis for novel and practical means for building policy, strategy and initiatives.”

Connecting research and practice to explore understandings of equity

Matthew Bunn is working to find ways to make higher education access more equitable for regional, remote and rural students.

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Career Summary

Biography

I am currently a Research Fellow in the Centre of Excellence for Equity in Higher Education at the University of Newcastle in Australia. My role at CEEHE is working on a number of empirical research projects exploring student disadvantage and equity, including the 'Struggle and Strategy: Higher Education and Labour Market resources' project (this can be read further on the CEEHE webpage). My role includes research design, qualitative interviewing and analysis.

My PhD is a social phenomenology of some of the more dangerous forms of climbing, such as alpine, waterfall ice and expedition climbing. The research was aimed at understanding more about how communities built understandings around risk senses, how they made sense of them, and how they become appealing. The understanding of the risks of climbing and the complex relationships between people, terrain and technologies requires a steady mix of informal training and experience in order to perceive vertical spaces in an appropriate way. But these abilities become ‘second nature’ for climbers and the risks involved become carefully codified in order to maintain the sense that climbing is a calculated and controllable undertaking, rather than being a game of Russian roulette!



Qualifications

  • Doctor of Philosophy, University of Newcastle
  • Bachelor of Social Science, University of Newcastle
  • Bachelor of Social Science (Honours), University of Newcastle

Keywords

  • Anthropology
  • Higher Education
  • Sociology
  • Voluntary Risk-Taking/Extreme Sports

Fields of Research

Code Description Percentage
441012 Sociology of inequalities 50
441099 Sociology not elsewhere classified 30
390203 Sociology of education 20

Professional Experience

UON Appointment

Title Organisation / Department
Research Fellow University of Newcastle
Centre of Excellence for Equity in Higher Ed
Australia
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Publications

For publications that are currently unpublished or in-press, details are shown in italics.


Book (1 outputs)

Year Citation Altmetrics Link
2018 Energy, Resource Extraction and Society, Routledge
DOI 10.4324/9781351213943

Chapter (6 outputs)

Year Citation Altmetrics Link
2023 Gordon RB, Lumb M, Bunn M, Burke PJ, 'Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices', Education, Policy and Democracy, Routledge 37-50 (2023)
DOI 10.4324/9781003451631-4
Co-authors Matt Lumb, Pennyjane Burke
2022 Bunn M, 'The Edgeworker's Habitus: Climbing and Ordinary Risks', Extraordinary Risks, Ordinary Lives Logics of Precariousness in Everyday Contexts, Palgrave Macmillan, Switzerland (2022)
2022 Burke PJ, Bunn M, Lumb M, 'Tensions in access and accountability', International Encyclopedia of Education: Fourth Edition 367-373 (2022)

Access to higher education can be understood in a diversity of ways, as can the accountabilities that are attached to this notion. In this piece we make a distinction between diff... [more]

Access to higher education can be understood in a diversity of ways, as can the accountabilities that are attached to this notion. In this piece we make a distinction between different conceptualizations of access, and we articulate how these relate to accountability in the contemporary conditions of higher education, with a focus on university systems, institutions, and practices. Recent decades have seen a ¿massification¿ of student participation in higher education systems across many nation states. In this globalized context of numerical student growth, access to higher education is often taken as the opportunity to gain formal entry to a higher education study pathway. Commonly, this involves a focus on counting bodies of people from social groups that policymakers recognize as historically excluded from participation at tertiary level of their formal education system. Beyond this though, and if we explicitly move to consider how inequality becomes structured into institutions and practices, the notion of access can also help to explain whose and which knowledge matters in higher education. Drawing on sociological accounts of the character and limits of knowing and knowledge, the term ¿epistemic access¿ has been used to explore this dimension of accessibility. In the entry below, we first discuss efforts toward ¿widening¿ access to higher education before moving to of the issue of epistemic access. In considering these issues we explore the relationship of access to accountability, including the tensions between these terms.

DOI 10.1016/B978-0-12-818630-5.02105-9
Co-authors Matt Lumb, Pennyjane Burke
2021 Lumb M, Bunn M, 'Dominant higher education imaginaries: Forced perspectives, ontological limits and recognising the imaginer's frame', Reimagining the Higher Education Student: Constructing and Contesting Identities, Routledge, Abingdon, Oxon 114-131 (2021) [B1]
DOI 10.4324/9780367854171
Citations Scopus - 5
Co-authors Matt Lumb
2018 Askland HH, Bunn M, 'Extractive inequalities: Coal, land acquisition and class in rural New South Wales, Australia', Energy, Resource Extraction and Society: Impacts and Contested Futures 20-36 (2018) [B1]

From the 1970s, state¿driven pursuits for coal and revenue have radically transformed rural landscapes and sociality in New South Wales, Australia. The region, which has a long hi... [more]

From the 1970s, state¿driven pursuits for coal and revenue have radically transformed rural landscapes and sociality in New South Wales, Australia. The region, which has a long history of coal mining, moved from being run by locally based enterprises that contributed to the sustainability of local communities to large-scale, global corporations relying on a translocal workforce. As coal operations emerged from the underground, a radical restructuring of spatial relations took place. This restructuring was also underpinned by the privatisation of coal and power supplies, with transnational extraction corporations becoming landholders in agricultural regions. As the mining boom intensified, mining companies emerged as a major landholder in rural areas of New South Wales. Seeking to purchase strategic properties for exploration, extraction or mitigation, mining companies approached and negotiated with individual, local landholders. In this paper, we consider how this process have followed class¿based lines and how class exposes distinct vulnerabilities and privileges in a meeting with a miner. We contend that there is a vacuum in the planning process, which exposes vulnerable communities that have limited capacity to contest these developments and define the future and meaning of their place of belonging.

DOI 10.4324/9781351213943
Citations Scopus - 1Web of Science - 1
Co-authors Hedda Askland
2018 Askland HH, Bunn M, 'Extractive inequalities: Coal, land acquisition and class in rural New South Wales, Australia', Energy, Resource Extraction and Society: Impacts and Contested Futures 20-36 (2018) [B1]

From the 1970s, state¿driven pursuits for coal and revenue have radically transformed rural landscapes and sociality in New South Wales, Australia. The region, which has a long hi... [more]

From the 1970s, state¿driven pursuits for coal and revenue have radically transformed rural landscapes and sociality in New South Wales, Australia. The region, which has a long history of coal mining, moved from being run by locally based enterprises that contributed to the sustainability of local communities to large-scale, global corporations relying on a translocal workforce. As coal operations emerged from the underground, a radical restructuring of spatial relations took place. This restructuring was also underpinned by the privatisation of coal and power supplies, with transnational extraction corporations becoming landholders in agricultural regions. As the mining boom intensified, mining companies emerged as a major landholder in rural areas of New South Wales. Seeking to purchase strategic properties for exploration, extraction or mitigation, mining companies approached and negotiated with individual, local landholders. In this paper, we consider how this process have followed class¿based lines and how class exposes distinct vulnerabilities and privileges in a meeting with a miner. We contend that there is a vacuum in the planning process, which exposes vulnerable communities that have limited capacity to contest these developments and define the future and meaning of their place of belonging.

DOI 10.4324/9781351213943
Citations Scopus - 1Web of Science - 1
Co-authors Hedda Askland
Show 3 more chapters

Journal article (17 outputs)

Year Citation Altmetrics Link
2024 Bunn M, Fuller E, 'Categorisations of care: Exploring representations of care leavers in higher education through critical praxis', British Educational Research Journal, 50 461-473 (2024) [C1]
DOI 10.1002/berj.3912
Citations Scopus - 1
Co-authors Emily Fuller
2022 Lumb M, Bunn M, Ronan C, 'Advanced neoliberal governance and Australian rural higher education', Access: Critical explorations of equity in higher education, 10 58-71 (2022) [C1]
Co-authors Matt Lumb
2022 Bunn M, Burke PJ, Threadgold S, 'Classed trajectories in higher education and the graduate labour market: affective affinities in a 'meritocracy'', BRITISH JOURNAL OF SOCIOLOGY OF EDUCATION, 43 1273-1287 (2022) [C1]
DOI 10.1080/01425692.2022.2122936
Citations Scopus - 4Web of Science - 2
Co-authors Pennyjane Burke, Steven Threadgold
2022 Bunn M, 'The Limits of Risk: Exploring the Subject/Object Divide and its Breach in a Climbing Accident', Ethnos, 87 790-805 (2022) [C1]

This article explores an auto-ethnographic account of a climbing accident. Climbing communities invest large amounts of time in identifying ¿risks¿, that is, making the chances of... [more]

This article explores an auto-ethnographic account of a climbing accident. Climbing communities invest large amounts of time in identifying ¿risks¿, that is, making the chances of involvement in a serious or fatal accident more calculable and controllable, and hence less likely. However, little attention has been given to understanding the post-risk state. Rather risk discourses are intended to sustain a sense of control over vertical spaces; spaces that greatly exceed the abilities of the human. Accidents, then, represent a substantial threat to this production of an orderly line between subjectivity and objectivity. While a climbing accident is not necessarily a threshold in the sense of a permanent or irreversible shift of being, it nevertheless reveals where such a threshold lies. This phenomenological account of the accident as a post-risk state offers a fruitful space for furthering accounts of agency, subjectivity and their borders into the ¿inanimate¿ world of the objects.

DOI 10.1080/00141844.2019.1659841
2022 Gordon RB, Lumb M, Bunn M, Burke PJ, 'Evaluation for equity: reclaiming evaluation by striving towards counter-hegemonic democratic practices', Journal of Educational Administration and History, 54 277-290 (2022) [C1]

Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in... [more]

Formal evaluation of policies, programmes and people has become ubiquitous in contemporary western contexts. This is the case for equity and widening participation (WP) agendas in higher education, for which evaluation is often required to measure ¿what works¿. Although evaluation has a ¿fundamentally social, political, and value-oriented character¿ (Guba and Lincoln. 1989. Fourth Generation Evaluation. Newbury Park, CA: Sage, 7), an experimental approach, situated within hegemonic positivist epistemologies, has tended to prevail. In this paper, we argue that it is misguided to pursue evaluation with an apolitical pretext of independence and objectivity. Drawing on Butler¿s concept of performativity, we explore how hegemonic anti-democratic evaluation practices can potentially re-inscribe and reproduce the very inequalities that WP seeks to address. By critiquing the technologies of evaluation, we lay out one way of understanding how democratic evaluation practices can reclaim evaluation to make possible more diverse and socially just worlds.

DOI 10.1080/00220620.2021.1931059
Citations Scopus - 2Web of Science - 2
Co-authors Pennyjane Burke, Matt Lumb
2021 Cook J, Burke PJ, Bunn M, Cuervo H, 'Should I stay or should I go? The impact of the COVID-19 pandemic on regional, rural and remote undergraduate students at an Australian University', EDUCATIONAL REVIEW, 74 630-644 (2021) [C1]
DOI 10.1080/00131911.2021.1958756
Citations Scopus - 8Web of Science - 5
Co-authors Pennyjane Burke, Julia Cook
2020 Bunn M, Threadgold S, Burke P, 'Class in Australian higher education: The university as a site of social reproduction', JOURNAL OF SOCIOLOGY, 56 422-438 (2020) [C1]
DOI 10.1177/2F1440783319851188
Citations Scopus - 16Web of Science - 12
Co-authors Steven Threadgold, Pennyjane Burke
2020 Lumb M, Bunn M, Burke PJ, 'Resisting homogeneity in higher education: perspectives from praxis', International Studies in Widening Participation, 7 1-7 (2020)
Co-authors Matt Lumb, Pennyjane Burke
2020 Bunn M, Bennett A, 'Making futures: equity and social justice in higher education timescapes', Teaching in Higher Education, 25 698-708 (2020) [C1]
DOI 10.1080/13562517.2020.1776247
Citations Scopus - 7Web of Science - 3
Co-authors Anna Bennett
2019 Bunn M, Lumb M, 'Patient praxis: A dialogue between equity practice and research', International Studies in Widening Participation, 6 1-9 (2019)
Co-authors Matt Lumb
2019 Bunn M, Bennett AK, Burke PJ, 'In the anytime: Flexible time structures, student experience and temporal equity in higher education', TIME & SOCIETY, 28 1409-1428 (2019) [C1]
DOI 10.1177/0961463X18787649
Citations Scopus - 28Web of Science - 15
Co-authors Pennyjane Burke, Anna Bennett
2019 Bunn M, Lumb M, 'Education as Agency: Challenging educational individualisation through alternative accounts of the agentic', The International Education Journal: Comparative Perspectives, 18 7-19 (2019) [C1]
Citations Scopus - 10Web of Science - 6
Co-authors Matt Lumb
2018 Askland HH, Bunn M, 'Lived experiences of environmental change: Solastalgia, power and place', Emotion, Space and Society, 27 16-22 (2018) [C1]

The concept of solastagia has been developed by environmental philosopher Albrecht to understand the psychological trauma, also referred to as place-based distress, experienced be... [more]

The concept of solastagia has been developed by environmental philosopher Albrecht to understand the psychological trauma, also referred to as place-based distress, experienced because of environmental change. In this article, we explore ways to further this concept. The article draws on ethnographic fieldwork in a village in the mid-western region of New South Wales (NSW), Australia, which is surrounded by three large open-cut coal mines. Over the past decade, the mines, in particular the Peabody-owned Wilpinjong mine closest to the village, have had a significant impact on biophysical, social and temporal landscapes in the area. We argue that whilst solastalgia may help explore the relationship between the environmental and human distress triggered in these circumstances, the sense of displacement and loss that emerge are entangled with questions of power and dispossession beyond the biophysical realm. Underpinned by a phenomenological framework of analysis, we contend that place-based distress should be understood as an ontological trauma, as the fabrics of place, belonging and the social relations embedded within disrupt the ongoing sense of being associated with home. These include the means to not only link to the past, but also to imagine the future.

DOI 10.1016/j.emospa.2018.02.003
Citations Scopus - 67Web of Science - 52
Co-authors Hedda Askland
2017 Bunn M, ''I'm gonna do this over and over and over forever!': Overlapping fields and climbing practice', INTERNATIONAL REVIEW FOR THE SOCIOLOGY OF SPORT, 52 584-597 (2017) [C1]
DOI 10.1177/1012690215609785
Citations Scopus - 9Web of Science - 10
2017 Bunn M, 'A disposition of risk: Climbing practice, reflexive modernity and the habitus', JOURNAL OF SOCIOLOGY, 53 3-17 (2017) [C1]
DOI 10.1177/1440783316643424
Citations Scopus - 6Web of Science - 6
2017 Bunn M, 'Defining the edge: choice, mastery and necessity in edgework practice', SPORT IN SOCIETY, 20 1310-1323 (2017) [C1]
DOI 10.1080/17430437.2017.1284800
Citations Scopus - 15Web of Science - 11
2016 Bunn M, 'Habitus and Disposition in High-risk Mountain-climbing', BODY & SOCIETY, 22 92-114 (2016) [C1]
DOI 10.1177/1357034X15612897
Citations Scopus - 18Web of Science - 19
Show 14 more journal articles

Conference (14 outputs)

Year Citation Altmetrics Link
2019 Bunn M, Lumb M, 'Negotiating the nexus of research and practice for equity in Australian Higher Education.', Wollongong (2019)
Co-authors Matt Lumb
2019 Bunn M, Lumb M, 'Forced perspectives, ontological limits, and the means of realisation: Re/cognising the frame when reimagining the higher education student.', Newcastle, Australia (2019)
Co-authors Matt Lumb
2019 Bunn M, Threadgold S, Burke PJ, 'Inequality, the accumulation of being and the implications for widening participation.', Newcastle, Australia (2019)
Co-authors Steven Threadgold, Pennyjane Burke
2018 Bunn M, Threadgold S, Burke PJ, 'Class matters in Australian HE: exploring the relevance of class analysis in explaining disadvantage in an Australian University', Newport Wales, UK (2018)
Co-authors Pennyjane Burke, Steven Threadgold
2018 Bunn M, Bennett A, Burke PJ, 'Temporalities of trust and betrayal: teaching and learning in the neoliberal university', Newport, Wales (2018)
Co-authors Anna Bennett, Pennyjane Burke
2017 Bunn M, Burke P, Bennett AK, 'Economising Time: Investment in study, temporal equity and the experience of regional students', Canberra, ACT (2017)
Co-authors Pennyjane Burke, Anna Bennett
2017 Threadgold S, Burke PJ, Bunn MJ, 'Degrees of class: Interrogating linear and non-linear transitions from higher education into the labour market', Newport, Wales UK (2017)
Co-authors Pennyjane Burke, Steven Threadgold
2017 Burke PJ, Bennett A, Bunn MJ, 'Investment in time and space: anticipating the future of higher education', Newport, Wales UK (2017)
Co-authors Pennyjane Burke, Anna Bennett
2017 Bunn M, Burke PJ, Threadgold S, 'Degrees of class: Symbolic power and trajectory in higher education.', Canberra, Australia (2017)
Co-authors Steven Threadgold, Pennyjane Burke
2016 Askland HH, Bunn M, 'Time - place - home: homelessness as spatial ruptures and temporal dissonance', The University of Sydney (2016)
Co-authors Hedda Askland
2016 Bunn M, Burke PJ, Bennett A, Stevenson J, 'The Luxury of Time: Working Towards Better Understandings of Unequal Temporal Resources and the Impact of Time for Students in Higher Education', Melbourne (2016)
Co-authors Pennyjane Burke, Anna Bennett
2013 Bunn M, 'Speed and (as) Safety in Alpine Climbing: The Adaptive and Innovative Strategies of the Habitus', Melbourne (2013)
2013 Bunn M, ' Heights of the Ordinary: The Normalisation of the Dangers of High-Risk Climbing ', Australian National University, Canberra (2013)
2011 Bunn MJ, 'Dispositions of risk - Adventure climbing and the reflexive habitus', Australian Sociological Association (TASA) Conference: Local Lives/Global Networks, Newcastle, NSW (2011) [E3]
Show 11 more conferences

Report (3 outputs)

Year Citation Altmetrics Link
2021 Cook J, Bunn M, Burke PJ, Cuervo H, Hardacre S, Blunden J, 'Housing matters: Understanding the housing experiences of undergraduate regional, rural and remote students living outside the family home', National Center for Student Equity in Higher Education, 77 (2021)
Co-authors Pennyjane Burke, Stephanie Hardacre, Julia Cook
2018 Threadgold SR, Burke P, Bunn MJ, 'Struggles and strategies: does social class matter in higher education', Centre of Excellence for Equity in Higher Education, 55 (2018)
Co-authors Pennyjane Burke, Steven Threadgold
2016 Bennett AK, Burke P, Bunn M, Stevenson J, Clegg S, 'It s about Time working towards more equitable understandings of the impact of time for students in higher education https://www.newcastle.edu.au/__data/assets/pdf_file/0008/350864/TIME_ONLINE.pdf', National Centre for Student Equity in Higher Education NCSEHE (2016)
Co-authors Anna Bennett, Pennyjane Burke
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Grants and Funding

Summary

Number of grants 6
Total funding $172,541

Click on a grant title below to expand the full details for that specific grant.


20231 grants / $4,975

Understanding the efficacy of low socioeconomic status as an equity category$4,975

Funding body: College of Human and Social Futures | University of Newcastle

Funding body College of Human and Social Futures | University of Newcastle
Scheme CHSF - Pilot Research Scheme: Projects, Pivots, Partnerships
Role Lead
Funding Start 2023
Funding Finish 2023
GNo
Type Of Funding Internal
Category INTE
UON N

20221 grants / $5,000

Country University Centres regional marginalisation student's participation in higher education$5,000

Funding body: College of Human and Social Futures | University of Newcastle

Funding body College of Human and Social Futures | University of Newcastle
Project Team

Dr Matthew Bunn, Dr Matt Lumb, Julia Shaw

Scheme CHSF - Matched Funding
Role Lead
Funding Start 2022
Funding Finish 2022
GNo
Type Of Funding Internal
Category INTE
UON N

20192 grants / $149,747

International Review of equity in higher education$114,627

Funding body: Department of Education and Training

Funding body Department of Education and Training
Project Team Professor Penny Jane Burke, Professor Peter Howley, Professor Andrew Brown, Doctor Matthew Bunn, Doctor Matt Lumb, Ms Belinda Munn, Dr William Locke
Scheme Higher Education Participation and Partnerships Programme (HEPPP)
Role Investigator
Funding Start 2019
Funding Finish 2020
GNo G1900518
Type Of Funding C2200 - Aust Commonwealth – Other
Category 2200
UON Y

Housing matters: understanding the housing experiences of undergraduate regional and remote students living outside the family home$35,120

Funding body: National Centre for Student Equity in Higher Education (NCSEHE)

Funding body National Centre for Student Equity in Higher Education (NCSEHE)
Project Team Doctor Julia Cook, Doctor Matthew Bunn, Professor Penny Jane Burke
Scheme Research Grants Program
Role Investigator
Funding Start 2019
Funding Finish 2019
GNo G1901066
Type Of Funding C2200 - Aust Commonwealth – Other
Category 2200
UON Y

20172 grants / $12,819

P-Tech Think Tank$9,091

Funding body: IBM Australia and New Zealand

Funding body IBM Australia and New Zealand
Project Team Doctor Matthew Bunn, Doctor Matt Lumb, Professor Penny Jane Burke
Scheme Research Grant
Role Lead
Funding Start 2017
Funding Finish 2017
GNo G1701621
Type Of Funding C3300 – Aust Philanthropy
Category 3300
UON Y

Educational futures: exploring emerging educational models in regional NSW and their impact upon student engagement and access to higher education$3,728

Funding body: University of Newcastle

Funding body University of Newcastle
Project Team Professor Penny Jane Burke, Professor John Fischetti, Doctor Matthew Bunn, Doctor Matt Lumb
Scheme Linkage Pilot Research Grant
Role Investigator
Funding Start 2017
Funding Finish 2018
GNo G1701351
Type Of Funding Internal
Category INTE
UON Y
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Research Supervision

Number of supervisions

Completed0
Current1

Current Supervision

Commenced Level of Study Research Title Program Supervisor Type
2023 PhD From Steel City To The Knowledge Economy: Class Struggle, Capital And Power Within The Higher Education Experiences And Outcomes For Working Class Students In The Illawarra PhD (Sociology & Anthropology), College of Human and Social Futures, The University of Newcastle Co-Supervisor
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News

Professor Penny Jane Burke

News • 15 Apr 2019

Research team to develop an International Literature Review on Equity in Higher Education

A research team from University of Newcastle and University of Melbourne have been awarded a grant from the Australian Department of Education and Training, under the HEPPP National Priority Pool scheme, to develop an International Literature Review on Equity in Higher Education. This work will be a significant asset for the Australian field of Equity in Higher Education.

It's About Time report cover

News • 28 Apr 2017

University deadlines affecting student engagement

A new report shows many equity students in higher education are challenged by institutional expectations about time, with time management impacted by the competing imperatives of study, work and personal commitments.

Dr Matthew Bunn

Position

Research Fellow
Centre of Excellence for Equity in Higher Ed
College of Human and Social Futures

Contact Details

Email matthew.bunn@newcastle.edu.au
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