Joanne Lisciandro

The COVID-19 pandemic introduced new tensions and pressures for universities. While students and staff already experienced time pressures in competitive neoliberalised economies, these strains accelerated during the pandemic. The aim of this autoethnography study was to capture the lived experience of eight practitioners working in teaching, leadership and professional practice within the field of enabling education, across six Australian institutions between 2020–2021. The problem of ‘time’ emerged as a dominant theme. Without adequate time to balance work and life, sustaining personal and collective wellbeing became precarious. This paper engages with ‘precarity’ (Butler 2004, 2012) as manifested in workplace anxiety, stress and insecurity experienced by enabling education practitioners. It endeavours to tether these lived experiences to the temporalities of the digital neoliberal university (Bennett & Burke, 2018), particularly through Adam’s (1995) concept of the inequitable time economy and its disciplining workplace ‘machine time’ which is always ‘running on and out’ (Adam 1995, p. 52) at the expense of marginalised workers. Despite such challenges, the researcher/participants emerged passionate about making a difference to the lives of their students, many of whom are from non-traditional and equity backgrounds. The autoethnographic process itself fostered a new sense of solidarity, resilience and agency.

The COVID-19 pandemic brought global disruptions to the way universities operate. Online learning abruptly took priority, as the physical campuses in Australian universities became deserted. Staff had to instantly adapt to major changes in work practices, whilst continuing to support students’ engagement and maintain quality teaching and learning. This article discusses how change fatigue during the pandemic impacted the wellbeing of staff working in the enabling education sector. As staff and student wellbeing is interdependent, gaining a better understanding of the influences on staff wellbeing in the post-pandemic era is worth exploring in the context of discussions around student wellbeing and success. Autoethnographical reflections of eight practitioners at six Australian universities working in teaching, leadership and professional practice in enabling education, were thematically analysed. Emergent data reveals the superordinate theme of change fatigue and sub-themes of time, online fatigue, and emotional labour. This article highlights the impact of workload intensification and change fatigue in educators. Our findings demonstrated that practitioners prioritise their workload and students, to the detriment of their own wellbeing. These findings hold relevance for institutions as they look to address student wellbeing and success, and highlights the value of embedding cultures of care and compassion across all levels of the university.

Introduction: Pre-tertiary enabling programs have become an increasingly popular pathway to university in Australia in recent years, however little is published about how well enabling students fare once they start university. This paper examines and compares first-year retention and academic outcomes of students that entered Murdoch University between 2014 and 2016 via successful completion of its enabling program, OnTrack. A greater proportion of students transitioning via OnTrack were from equity and disadvantaged backgrounds than any other entry pathway; thereby demonstrating an important function of this enabling program in boosting the representation of these students at the university. Further, OnTrack-pathway students were retained at a rate that was similar or better than students entering via all other admission pathways, despite poorer academic performance. This persistence suggests enhanced resilience amongst this cohort, potentially built during their enabling education experience. Multivariate regression modelling was also undertaken, revealing that admission pathway, demographic and enrolment factors collectively explainedvery little of the observed variation in student outcomes for all first year students, and were particularly poor predictors of academic underperformance. Thus, once students are enrolled in undergraduate study, student outcomes may be better explained by student variables not captured in university databases, such as personal circumstances or psychological factors. In summary, these findings provide empirical data to support the notion that enabling programs have been successful in ‘enabling’ access and participation of students who are capable but otherwise lack opportunity, including those from disadvantaged backgrounds. However, enabling pathway students may experience ongoing challenges that impact their academic performance, and thus future equity and access policy should address appropriate mechanisms for supporting the broader transition experience of these students.

Pre-university enabling programs provide an important pathway to university for underprepared and disadvantaged students. In order to adequately prepare students for their university journey, enabling educators need to understand and respond to the evolving needs of their learners; not only their academic disparity, but also their past learning experiences and perceptions towards particular subjects. In the current study, students entering an Australian enabling program, ‘OnTrack’, were surveyed on their attitudes, emotions and aspirations towards the study of science and mathematics. Responses were associated with student perceptions of their past science and maths learning experiences. There was incongruity between student expectations of what future study would entail and the realities of their degree choices and career aspirations. This study suggests the need for social and emotional learning and teacher training. Greater attention should be given to both student’s affective needs and their understanding of future course content during their enabling education experience to redress negative emotional learning experiences and safeguard student expectations, satisfaction, and retention in the future.

Students in enabling programs bring richness, diversity, and complexity to the teaching and learning environment. They are often from under-represented backgrounds, have experienced educational disadvantage or disruption, belong to multiple equity groups, and face academic and non-academic challenges, including mental ill-health. This pilot study explored academic staff experiences in teaching and supporting students in enabling programs. Using a collaborative autoethnographical approach, four members of a multi-institutional research group wrote first-person reflections in response to guiding questions. From generative and reflective discussions, different themes arose. A major theme was the high ‘emotional labour demands’ of teaching a vulnerable cohort, with both positive and negative effects on staff. Other major themes included: the diversity of emotional responses and coping strategies; the complex, sometimes contradictory, role of the enabling educator; the importance of communities of care and support; and the impact of witnessing students’ transformations. Within these themes, the challenges, rewards, and protective factors, which mitigate stress among enabling educators, were identified.

Due to the ‘Bradley’ review of Higher Education in 2008, there has been a shift in demographics of students entering universities in Australia (Bradley, Noonan, Nugent & Scales, 2008). Moreover, the uncertainty around university funding has created additional challenges for many universities. However, as Jobs once stated “innovation is the ability to see change as an opportunity, not a threat” (2011), and emerging from this space arose an opportunity at Murdoch University to create OnTrack Sprint, which specifically aimed to capture school-leavers aspiring to university but achieving an ATAR just below the cut-off for direct entrance (i.e. between 60 - 69.95). This four-week intensive program was offered for the first time pre-semester one, 2015. Of those who started the course, 92% were retained and 96% of retained students progressed to enrolling in an undergraduate course at Murdoch University. The effectiveness of this enabling program stemmed from a curriculum that was informed by the learning needs (Kift, 2009) of this targeted demographic. This paper dances with the idea that a successful student-teacher relationship is reliant on ‘knowing’ your learner (Hattie, 2009) and refers to the program OnTrack Sprint to demonstrate how an effective transition pedagogy that is cognisant of the learner can be intentionally constructed and delivered to effectively engage and transition enabling students.

University-based enabling programs have become an important pathway to university for non-traditional students. There is increasing interest in understanding the mechanisms that facilitate retention and success of enabling pathway students, with the aim of developing effective strategies for maximising opportunities for university access and participation. The current study focuses on an Australian enabling program that has achieved and sustained high retention rates, with three-quarters of its 2115 students that enrolled during the last seven years (2008 – 2014) retained until the end of the program. Further, 90 per cent of retained students were successful in receiving an offer to university; and 94 per cent of students that received an offer subsequently enrolled in an undergraduate course. Multivariate regression analysis revealed that demographic and prior educational factors explained little about student retention in the program. The main reasons cited for withdrawal were medical or emotional issues, and family problems or responsibilities. Overall, this data suggests that both pre-program conduct and in-program practices may enhance student retention outcomes. Specifically, practices that support the development of strong peer and tutor-student relationships, and that foster community connections, are thought to provide a significant and positive influence on student retention in enabling programs.

Background One explanation for the high burden of allergic and autoimmune diseases in industrialized countries is inappropriate immune development under modern environmental conditions. There is increasing evidence that the process of immune deviation already begins in utero, but the underlying immunologic mechanisms are not clear. Objective We sought to identify differences in the function of neonatal antigen-presenting cells (APCs) in children born in settings that are more traditional versus those of modern societies. Methods Cord blood mononuclear cells were collected from newborns from Papua New Guinea (PNG; traditional) and Australia (modern) and compared for differences in APCs and T-cell phenotype and function. Results Australian cord naive T cells (CD4+CD25−CD127+ cells) showed an enhanced and more rapid proliferative response in an autologous, APC-dependent culture system, a result of differences in neonatal APCs rather than T-cell function. This included an increased capacity to process antigen and to upregulate activation markers after stimulation. In contrast, resting PNG APCs exhibited higher baseline levels of activation and inhibitory markers and were less responsive or nonresponsive to stimulation in vitro. Conclusions This study supports the hypothesis that prenatal environments can influence the developing immune system in utero. Children born under modern environmental conditions exhibit increased APC reactivity at birth compared with children born under traditional environmental conditions. The functionally more quiescent nature of PNG neonatal APCs might protect against the development of harmful inflammatory responses in early life.

Studies addressing the ontogeny of the innate immune system in early life have reported mainly on Toll-like receptor (TLR) responses in infants living in high-income countries, with little or even no information on other pattern recognition receptors or on early life innate immune responses in children living under very different environmental conditions in less-developed parts of the world. In this study, we describe whole blood innate immune responses to both Toll-like and nucleotide-binding oligomerization domain (NOD)-like receptor agonists including the widely used vaccine adjuvant ‘alum’ in a group of Papua New Guinean infants aged 1–3 (n = 18), 4–6 (n = 18), 7–12 (n = 21) and 13–18 (n = 10) months old. Depending on the ligands and cytokines studied, different age-related patterns were found: alum-induced IL-1β and CXCL8 responses were found to significantly decline with increasing age; inflammatory (IL-6, IL-1β, IFN-γ) responses to TLR2 and TLR3 agonists increased; and IL-10 responses remained constant or increased during infancy, while TNF-α responses either declined or remained the same. We report for the first time that whole blood innate immune responses to the vaccine adjuvant alum decrease with age in infancy; a finding that may imply that the adjuvant effect of alum in pediatric vaccines could be age-related. Our findings further suggest that patterns of innate immune development may vary between geographically diverse populations, which in line with the ‘hygiene hypothesis’ particularly involves persistence of innate IL-10 responses in populations experiencing higher infectious pressure.

Background:  Environmental changes, including declining microbial exposure, have been linked with the rising incidence of allergic and autoimmune diseases in ‘western’ populations. This potentially occurs by altering early development of immuno-regulatory pathways including T regulatory cells (Treg). There is now increasing evidence that such conditioning begins in utero. Methods:  We compared neonatal Treg from children born under typical western conditions (Australia, AUS) with those of neonates born under more traditional conditions of high microbial burden (Papua New Guinea, PNG). Results:  The frequency of neonatal Treg, defined as CD4+ Foxp3+ CD127− CD25+/high was found to be higher in the cord blood of AUS compared to PNG newborns. However, cord Tregsuppressive function in a small subset of children was qualitatively similar between PNG and AUS newborns in both a Treg depletion assay and a Treg supplementation assay. Conclusions:  These findings do not support the hypothesis that living in a ‘western’ versus more traditional environment leads to poor induction or suppressive function of neonatal Treg. However, environmentally-induced immuno-regulation may potentially occur via alternative mechanisms in PNG newborns that should now be investigated further.