VC’s corner
campusreview.com.au
more complex factors that mute aspiration
and even build aversion.
Family influences and a culture that
encourages self-confidence, resilience
and commitment are crucial to fostering
aspiration in young people. 1
University aspirations are closely related
to attitudes and beliefs about the relevance,
attainability and value of higher education.
Indigenous Australians and those without
at least one university-educated parent, or
those from remote or rural areas, are less
likely to attend university. 2
Many young people may lack the
confidence to go to university – both
academically and socially. Leaving home
and the support of their communities, not
only financial but emotional, can make
people feel overwhelmed and isolated.
So how can we deliver real choice
to people who have come to think that
university is simply not a place for people
like them?
And how can we encourage them to
take up the best possible university choice
available to them, and not just settle for the
most convenient?
There is no doubt that education is
one part of the puzzle. Teachers, school
leaders, community members and
universities play an important role in
shaping and nurturing the aspirations of
young people.
Teachers are essential in building
pathways for students by introducing them
to the options available, guiding them in
course choice based on their strengths
and interests, and by encouraging them
to study to ensure they qualify for their
desired course.
Universities therefore work closely with
schools to support students to progress
and succeed with the best options for
them, from an early age, by ensuring
students have access to the information
they need. This information is not only
about courses and entry requirements but
also the availability of scholarship programs,
such as QUT’s Learning Potential Fund, and
housing and living expense support plans.
The Learning Potential Fund, and others
like it, provide scholarships to students
who exhibit academic potential but whose
financial circumstances might otherwise
preclude them from pursuing study.
These funds can not only provide the
financial support for students they so
badly need, they can inspire self-belief, by
showing that someone believes in them,
and give students the chance to pursue a
university education where otherwise they
might have none.
In the absence of additional funding
from governments, and as we move into
what will be a difficult time even with
current funding levels, universities will
need to make clear choices about what is
important to them. Keeping front of mind
a goal of ensuring access and diversity
will be critical in tough times, as will be
continuing to invest in supporting students
in alternative pathways and combinations of
on‑campus and online in rural and remoter
communities.
The more of these opportunities we
have, the more students will have the
desire, the means and the ability to get a
university education.
Education creates lifelong change and
inspires people to grow and flourish – and it
helps create a better society.
While university may not be for
everyone, we should be providing the best
opportunities for our children based on
their aspirations and ability – regardless of
their family background or situation.
Finally, there is one message stemming
from some of the reactions and responses
to Covid-19: we will all benefit from a
well‑informed, educated community. ■
Professor Margaret Sheil is president
and vice-chancellor of QUT.
REFERENCES
Jennifer Bryce et al, Australian Young
People, their Families and Post-School Plans:
A Research Review (Camberwell: Australian
Council for Educational Research, 2007)
2
https://www.pc.gov.au/research/
completed/university-report-card/university-
report-card.pdf
1
University aspirations are
closely related to attitudes and
beliefs about the relevance,
attainability and value of higher
education.
Photo: supplied
23