University Pathway Programs: Local Responses within a Growing Global Trend
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This volume is the first to compile the insights of experienced and informed education researchers and practitioners involved in the delivery of university pathway programs. These programs have emerged as effective responses to global, national and local students' needs when transitioning to Higher Education. The book opens with an overview of the main drivers for the development of university pathway programs, and a description of the main characteristics of such programs, as well as of the different types of programs available. It examines topics such as the way in which policy and…mehr

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Produktbeschreibung
This volume is the first to compile the insights of experienced and informed education researchers and practitioners involved in the delivery of university pathway programs. These programs have emerged as effective responses to global, national and local students' needs when transitioning to Higher Education. The book opens with an overview of the main drivers for the development of university pathway programs, and a description of the main characteristics of such programs, as well as of the different types of programs available. It examines topics such as the way in which policy and governance issues at the institutional, state, and federal level affect university pathway programs' financial models, compliance and quality assurance mechanisms as well as program provision. It also looks at how to address issues related to 'non-traditional' background students such as those from lower socioeconomic background, students for whom English is an additional language (EAL), indigenous students, mature age students and humanitarian entrants.

The volume showcases thirteen university pathway programs offered in Australia, Canada, New Zealand, South Africa, Qatar, and the United Kingdom. These examples provide valuable insights that will help guide future practice in the field as the programs described effectively foster and support the development of students' academic literacies, study skills and awareness of the socio-cultural norms that are necessary to participate successfully in higher education settings. In reporting the strategies to overcome challenges in the areas of curriculum development and implementation, of equity, inclusion and participation, of cross-sector collaboration and of student welfare, the volume promotes reflection on these issues and, therefore, better equips those education practitioners embarking on the university pathway program journey.
Autorenporträt
Dr. Cintia Agosti is currently an academic language and learning adviser for students enrolled in Masters by research within the International Studies Department at Macquarie University. Cintia has been associated with Macquarie University for over two decades as a unit convenor, lecturer and tutor for several departments. She was in charge of an academic literacies course offered to international students at the Macquarie University Graduate School of Management and of three discipline-specific academic communication units delivered at the Macquarie University International College. She convened Language for Specific Purposes in the Linguistics Department and taught Spanish and Cross-cultural Communication within the International Studies Department. Beyond Macquarie University, she was a consultant for Griffith University helping set up the Griffith University English Language Institute's direct entry programs. She was also commissioned by English Australia and ATESOL to run professional development sessions for teachers of English for Academic Purposes. She is a published author in the fields of academic literacies, assessment, curriculum and teacher development as well as in Latin American history, film and sociology. Cintia has also presented widely at conferences in countries as varied as Argentina, Australia, Cambodia, Portugal and Spain. Dr Eva Bernat is the national Academic Director of the Australian School of Applied Management, Women and Leadership Australia, and the National Excellence in School Leadership Initiative. Previously, she spent 15 years in various academic roles at Macquarie University, University of New South Wales, and The University of Notre Dame Australia where she was instrumental in developing and coordinating the university's popular alternative entry programs. Dr Bernat has published over two dozen peer reviewed papers and has been an invited keynote speaker in Australia, Poland, Turkey, Japan, Korea, and the Philippines.