Doctoral thesis of philosophy social inclusion practices of elite universities in australia and malaysia a comparative perspective

Social Inclusion Practices of Elite Universities in Australia and Malaysia: A Comparative Perspective A thesis submitted in fulfilment of the requirements for the degree of Doctor of Philosophy (Management) Rosmi Yuhasni Mohamed Yusuf M.A, University of Nottingham BBA (Hons), MARA University of Technology School of Management College of Business RMIT University July 2015 Declaration I certify that except where due acknowledgement has been made, the work is that of the author alone; the work has not been submitted previously, in whole or in part, to qualify for any other academic award; the content of the thesis is the result of work which has been carried out since the official commencement date of the approved research program; any editorial work, paid or unpaid, carried out by a third party is acknowledged; and, ethics procedures and guidelines have been followed Rosmi Yuhasni Mohamed Yusuf 27 July, 2015 i ACKNOWLEDGEMENTS Alhamdulillah All praises to the God, to whom I pray and seek guidance, for giving the strength and his blessing in completing this thesis I wish to express my greatest gratitude to the following people who have inspired and supported my research journey My supervisors, Associate Professor Sharif As-Saber and Dr Warren Staples, gave continuous guidance, support and encouragement that were vital throughout this difficult but rewarding journey The supervisory characteristics of Associate Professor Sharif were calm, cool, understanding and undoubtedly sharp, whilst Dr Warren were typically sceptical, meticulous, critical, tough, uncompromising at times and truthfully observant Nevertheless their informative suggestions, moral support and constructive criticism on this thesis have trained me to be a better academic writer, more critical, yet realistic researcher My main sponsors, the Ministry of Higher Education Malaysia and MARA University of Technology (UiTM), are thanked for providing me the opportunity to enhance my academic career I am indebted to officers working at the elite universities where crucial information and data were obtained Also, a special thanks to the following academics for their guidance and valuable supports: Professor Michael Cuthill, Professor Morshidi Sirat, Professor Fauziah Hassan, Dr John Lenarcic, Dr Caroline Tan, Professor Adela McMurray, Dr Nattavud Pimpa, Dr Malcolm Macintosh, Professor Geoffrey Stokes, Rosdin and Dr Nthati Rametse ii The staff in Business Research Office and the School of Management, RMIT University, in particular Miss Prue Lamont, Mrs Kalpana, Mrs Elizabeth Pufek and Mrs Dini Darma Putri for providing a conducive research environment and general support I also thank Dr Jeffrey Keddie from Monash University for providing necessary support during the editing stages of this thesis I am indebted to the doctoral ‘comrades’ I met during my PhD journey, for their friendship and support, especially to my respected doctoral ‘brothers’ and ‘sisters’: Khalid Hossain, Ibrahim AlHawas, Imran, Masood, Fahreena, Huong Nguyen, Viet Tran, Siti Masliza, Ilya, Wan Norohaini, Matara, Wajeeha, Rabin, Kuzah, Ploy, Sarunyoo and Ahmad Fadhly Also to my Australian mates: Jacob, Sam Perry, Hith and Shafizal for providing me with the entertainment needed when I was on occasional research break Finally, I would like to acknowledge all participants in this research who were willing to spend their precious time and energy and to share their insightful thoughts and experience iii DEDICATION This thesis is dedicated to my parents, siblings, fiancée and especially to my late father, Mohamed Yusuf Hassan (1934-2010), who he himself was a teacher by profession He inspired me to be an academic, raised me with good civic and cultural values and shared his life experience to face this challenging life I pray to Allah for your blessing in the hereafter life My heartfelt dedication and thanks to my beloved mother, Norsiah Hasan, for her unconditional love and sacrifice, especially at times when I was in difficulties She will be ultimately proud of this milestone To my dearest siblings, Rosdi and Roswani To my fiancée, Wan Nurfarahin, I hope that this thesis may inspire you to excel in your postgraduate journey iv TABLE OF CONTENTS Statement of Authorship .i Acknowledgments ii Dedication iv Table of Contents v List of Tables .xi List of Figures .xii List of Abbreviations xiii Abstract xiv List of Publications xvii CHAPTER INTRODUCTION 1.1 1.2 1.3 14 19 21 22 22 1.4 1.5 1.6 1.7 Background of the Research Rationale for the Research The Context of the Research 1.3.1 The Australian Context 1.3.2 The Malaysian Context Defining Social Inclusion Research Objectives and Questions Approaches to the Inquiry Thesis Structure CHAPTER SOCIAL INCLUSION IN HIGHER EDUCATION 24 2.0 2.1 2.2 24 24 29 30 32 36 39 2.3 Introduction Social Inclusion in Education Key Elements of Social Inclusion 2.2.1 Outreach Activities 2.2.2 Access and Selection Activities 2.2.3 Participation and Completion Activities Summary v CHAPTER THEORETICAL FOUNDATION AND THE CONCEPTUAL FRAMEWORK 3.0 3.1 3.2 3.3 3.4 3.5 3.6 3.7 3.8 3.9 3.10 Introduction The Higher Education Sector as an Open System 3.1.1 Organisational Adaptation in Higher Education Strategic Neo Institutionalism-Oriented Theories 3.2.1 Institutional Logics 3.2.1.1 Legitimacy 3.2.2 Strategic Responses to Institutional Processes Development of the Conceptual Framework 3.3.1 Values and Belief Systems 3.3.2 Logic of a Government in Higher Education 3.3.2.1 Social Justice 3.3.3 Logic of the Market in Higher Education 3.3.3.1 Competition and Reputation 3.3.3.2 Quality A Synthesis of the Literature Conceptual Framework of the Research Overview of the Theories Underpinning the Research Research Questions Research Propositions Criteria for Data Collection and Analysis 3.9.1 Extent of Strategic Adaptation 3.9.2 Key Elements of Social Inclusion Practices Summary 40 40 41 44 48 52 56 59 64 64 66 68 77 79 84 87 88 90 93 94 96 99 100 101 CHAPTER METHODOLOGY 103 4.0 4.1 103 104 104 107 108 108 110 113 115 119 120 121 121 123 123 125 126 127 4.2 4.3 4.4 4.5 4.6 Introduction Nature and Approach of the Research 4.1.1 Theoretical Research Paradigm 4.1.2 The Researcher of the Study Methodology of the Research 4.2.1 Qualitative Methodology 4.2.2 Case Study Research Design Theoretical Justification on the Selection of Cases 4.3.1 Elite Universities as a Sample Case 4.3.2 Triangulation: Government Officers 4.3.3 Triangulation: Academic Experts Data Collection 4.4.1 In-Depth Face-to-Face Semi-Structured Interviews 4.4.2 In-Depth Telephone Semi-Structured Interviews 4.4.3 Critical and Reflective Process of Interviews Design of the Interview Questions 4.5.1 Interview Questions Trustworthiness and Credibility of the Research vi 4.7 4.8 4.9 4.6.1 Document Analysis 4.6.2 Interview as a Method of Triangulation and Verification 4.6.3 The Elements of Transferability, Dependability and Conformability Data Analysis 4.7.1 Coding Procedures Ethical Consideration Summary CHAPTER PRESENTATION OF DATA: CASE RESULTS AND ANALYSIS (AUSTRALIA) 5.0 5.1 5.2 5.3 5.4 5.5 5.6 5.7 Introduction Overview of Case A1 (Elite University Australia 1) 5.1.1 Demographic of Interviewees The Effect of Government Policy Frameworks 5.2.1 Practices 5.2.1.1 Policy Objectives 5.2.1.2 Agreement 5.2.1.3 Outreach 5.2.1.4 Access 5.2.1.5 Participation and Completion 5.2.2 Problems of Adaptation 5.2.3 Emerging Pattern of Adaptation The Effect of Higher Education Market Features 5.3.1 Practices 5.3.1.1 Competition and Reputation 5.3.1.2 Quality 5.3.2 Problems of Adaptation 5.3.3 Emerging Pattern of Adaptation Overview of Case A2 (Elite University Australia 2) 5.4.1 Demographic of Interviewees The Effect of Government Policy Frameworks 5.5.1 Practices 5.5.1.1 Policy Objectives 5.5.1.2 Agreement 5.5.1.3 Outreach 5.5.1.4 Access 5.5.1.5 Participation and Completion 5.5.2 Problems of Adaptation 5.5.3 Emerging Pattern of Adaptation The Effect of Higher Education Market Features 5.6.1 Practices 5.6.1.1 Competition and Reputation 5.6.1.2 Quality 5.6.2 Problems of Adaptation 5.6.3 Emerging Pattern of Adaptation Summary vii 127 128 128 129 130 131 132 133 133 133 135 136 136 136 138 139 140 142 144 147 150 150 151 154 156 157 160 162 163 164 164 166 167 170 172 175 178 180 180 181 184 186 187 189 CHAPTER PRESENTATION OF DATA: CASE RESULTS AND ANALYSIS (MALAYSIA) 6.0 6.1 6.2 6.3 6.4 6.5 6.6 6.7 Introduction Overview of Case M1 (Elite University Malaysia 1) 6.1.1 Demographic of Interviewees The Effect of Government Policy Frameworks 6.2.1 Practices 6.2.1.1 Policy Objectives 6.2.1.2 Outreach 6.2.1.3 Access 6.2.1.4 Participation and Completion 6.2.2 Problems of Adaptation 6.2.3 Emerging Pattern of Adaptation The Effect of Higher Education Market Features 6.3.1 Practices 6.3.1.1 Competition and Reputation 6.3.1.2 Quality 6.3.2 Problems of Adaptation 6.3.3 Emerging Pattern of Adaptation Overview of Case M2 (Elite University Malaysia 2) 6.4.1 Demographic of Interviewees The Effect of Government Policy Frameworks 6.5.1 Practices 6.5.1.1 Policy Objectives 6.5.1.2 Outreach 6.5.1.3 Access 6.5.1.4 Participation and Completion 6.5.2 Problems of Adaptation 6.5.3 Emerging Pattern of Adaptation The Effect of Higher Education Market Features 6.6.1 Practices 6.6.1.1 Competition and Reputation 6.6.1.2 Quality 6.6.2 Problems of Adaptation 6.6.3 Emerging Pattern of Adaptation Summary 190 190 190 192 193 193 193 196 198 201 203 205 207 208 208 212 215 216 218 220 221 221 222 224 226 228 230 232 234 234 234 237 239 240 242 CHAPTER CROSS-CASE ANALYSIS (AUSTRALIA AND MALAYSIA) 243 7.0 7.1 243 243 244 244 247 248 Introduction Cross-Case Analysis (Australia) 7.1.1 Adaptation to Government Policy Frameworks 7.1.1.1 Similarities Across Cases 7.1.1.2 Differences Across Cases 7.1.1.3 Evidence from Document Analysis viii 7.2 7.3 7.4 7.5 7.1.2 Adaptation to Higher Education Market Features 7.1.2.1 Similarities Across Cases 7.1.2.2 Differences Across Cases 7.1.2.3 Evidence from Document Analysis 7.1.3 Conclusion Cross-Case Analysis (Malaysia) 7.2.1 Adaptation to Government Policy Frameworks 7.2.1.1 Similarities Across Cases 7.2.1.2 Differences Across Cases 7.2.2 Adaptation to Higher Education Market Features 7.2.2.1 Similarities Across Cases 7.2.2.2 Differences Across Cases 7.2.3 Conclusion Cross-Country Analysis (Australia and Malaysia) 7.3.1 Adaptation to Government Policy Frameworks 7.3.1.1 Similarities Across Countries 7.3.1.2 Differences Across Countries 7.3.2 Adaptation to Higher Education Market Features 7.3.2.1 Similarities Across Countries 7.3.2.2 Differences Across Countries Major Findings from Cross-Country Analysis Summary 251 252 253 254 254 256 256 259 255 260 261 263 264 265 266 266 267 270 271 273 273 275 CHAPTER DISCUSSION OF FINDINGS 277 8.0 8.1 277 277 278 282 286 291 294 297 299 302 8.2 Introduction Discussion 8.1.1 Analysis and Answer to Sub-Proposition P1.1 8.1.2 Analysis and Answer to Sub-Proposition P1.2 8.1.3 Analysis and Answer to Sub-Proposition P2.1 8.1.4 Analysis and Answer to Sub-Proposition P2.2 8.1.5 Analysis and Answer to General Proposition P1 8.1.6 Analysis and Answer to General Proposition P2 8.1.7 Answer to Global Proposition P Conclusion CHAPTER CONCLUSION 304 9.0 9.1 9.2 304 304 306 307 308 309 311 311 9.3 Introduction Overview of the Thesis Answers to the Research Questions 9.2.1 Research Question 1.1 (RQ1.1) 9.2.2 Research Question 1.2 (RQ1.2) 9.2.3 Research Question (RQ1) Core Findings of the Research 9.3.1 Social Inclusion Practices of the Australian Elite Universities ix Udam, M., & Heidmets, M (2013) Conflicting views on quality: Interpretations of ‘a good university’by representatives of the state, the market and academia Quality in Higher Education, 19(2), 210-224 UNESCO (1994) The Salamanca statement and framework on special needs education Paris: UNESCO UNESCO (2009) Towards inclusive education for children with disabilities: A guideline Bangkok Retrieved from 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Why it is being conducted? This is a RMIT research project being undertaken by Rosmi Yuhasni Mohamed Yusuf as part of his PhD research studies in the School of Management supervised by Associate Professor Sharif As Saber and Dr Warren Staples In this project we are contacting public universities and their stakeholders to explore how social inclusion practices are reflected through the initiatives of recruitment, support and retention By doing so, this research will then be able to explore and evaluate the pattern of adaptation to the two factors of government policies and higher education market features Furthermore, it aims to evaluate the ideological underpinning these practices as a result of the evolving interaction between the public universities and their external institutional factors The research has been funded by RMIT and the research plan for this project has been approved by the Business Portfolio Human Research Ethics Sub-Committee (Project reference number: 1000432) Why have you been approached? We have selected your organisation as it fits with the criteria of an elite public university in Australia/Malaysia Main topic to be discussed during the interview is primarily on the initiatives of social inclusion in higher education What is the project about? What are the questions being addressed? This project aims to explore the ongoing social inclusion practices of public universities and how these practices are being affected by, factors such as government policies and higher education market features It also aims to evaluate the changing ideological focus underpinning their social inclusion practices In doing so, the research will utilise a case study research design in the context of public universities in Australia and Malaysia through gathering qualitative data from the officers of the participating universities, officers from the ministry of higher education and social inclusion unit, students’ body or students council and other groups of external stakeholders Relevant documents such as the university’s equity and social inclusion plan are also used for content analysis It is expected that a total of five participants from the participating universities will participate in this research project and discuss a range of issues including how recruitment, support and retention practices of the university are being conducted to address the needs of students coming from socioeconomically disadvantaged groups In doing so, questions being addressed are related to the impact of government policies and higher education market features upon these practices The other groups of participant are made up of officers from the ministry of higher education across Malaysia and Australia 373 If I agree to participate, what will I be required to do? We would like you to talk to us about your perspectives on the elite public universities’ social inclusion practices for disadvantaged groups in the three areas of outreach, access and participation, so that we can gain valuable insight from your experience The interview will take about one-two hours of your valuable time What are the risks or disadvantages associated with participation? There are no risks in participating in this research project Your participation in this research is entirely voluntary and confidential Please also note that information provided by you will be specifically coded to ensure confidentiality (e.g university A) and no information would be provided in publicly available reports, articles and thesis so that none can identify you and your organisation either directly or indirectly Please be assured that any data collected can only be accessed by the principal investigator of this research An abbreviated report will be available upon request, including information about the data collected and its use in the project All information will be stored in RMIT University for a minimum of five years The research does not foresee any risks that may cause any form of distress and discomfort to the participant However, if in any stage that you feel any discomfort or distress or have any further enquiries; please not hesitate to contact the principal investigator or any of the supervisors Should you have any complain concerning the manner in which this research is conducted, please not hesitate to contact the RMIT Business College Human Ethics Advisory Network at the following address: Chair, RMIT Business College Human Ethics Advisory Network, GPO Box 2476V, Melbourne 3001 Telephone +61 9925 5596 Email: bchean@rmit.edu.au What are the benefits associated with participation? This study explores an important area on how social inclusion/widening participation practices in higher education are being conducted to address the needs of students from disadvantaged background This study utilises a crosscountry comparative approach between Australia and Malaysia It is hoped that the study will contribute positively to public universities in both countries Further, it is also hoped that the government, in particular the Ministry of Higher Education in both countries will benefit from the knowledge and insights gained from this study as its focus on the approaches of the universities in their pursuing social risk management objectives through their inclusive activities of recruitment, support and retention for low socio-economic status group of students It also helps the participating universities to evaluate the cohesiveness of the different processes of inclusion activities and indirectly will contribute to their understanding of how universities can perform their social responsibility/social risk management from the perspective of facilitating social mobility of students from the socioeconomically disadvantaged groups What are my rights as a participant? As a participant, you have the right to: ฀ The right to withdraw their participation at any time, without prejudice ฀ The right to have the tape recorder turned off at any time ฀ The right to have any unprocessed data withdrawn and destroyed, provided it can be reliably identified and provided that so doing does not increase the risk for the participant ฀ The right to have any questions answered at any time We hope based on the above mentioned facts, you would be kind enough to participate as an interviewee or to nominate a concerned officer from your organisation to participate in the research project 374 Yours sincerely, (Rosmi Yuhasni Mohamed Yusuf) PhD Candidate School of Management RMIT University Phone: +61 451529758 Email: rosmiyuhasni.mohamedyusuf@rmit.edu.au (Sharif As Saber) Associated Professor Deputy Head (Research & Innovation) School of Management RMIT University Phone: +61399255526 Email: sharif.as-saber@rmit.edu.au (Dr Warren Staples) Lecturer School of Management RMIT University Phone: +61399255964 Email: warren.staples@rmit.edu.au If you have any complaints about your participation in this project please see the complaints procedure on the Complaints with respect to participation in research at RMIT page 375 APPENDIX B: INFORMED CONSENT FORM INFORMED CONSENT Social Inclusion Practices of the Elite Universities A Comparative Study Between Australia and Malaysia RMIT HUMAN RESEARCH COMMITTEE Prescribed Consent form for participants in research project involving semi-structured questions PORTFOLIO OF SCHOOL/CENTRE OF Project Title Name(s) of Investigators : Business : Management : Social Inclusion Practices of Elite Universities A Comparative Study Between Australia and Malaysia : (1) Rosmi Yuhasni Mohamed Yusuf rosmiyuhasni.mohamedyusuf@rmit.edu.au (2) Associate Professor Sharif As-Saber (3) Dr Warren Staples I have had the project explained to me, and I have read the information sheet I agree to participate in the research project as described I agree to be audio recorded I acknowledge that: (a) I understand that my participation is voluntary and that I am free to withdraw from the project at any time and to withdraw any unprocessed data previously supplied (unless follow-up is needed for safety) (b) The project is for the purpose of research It may not be of direct benefit to me (c) The privacy of the personal information I provide will be safeguarded and only disclosed where I have consented to the disclosure or as required by law (d) The security of the research data will be protected during and after completion of the study The data collected during the study may be published, and a report of the project outcomes will be provided to me via email should I want to receive it Any information which will identify me will not be used Participant’s Consent Participant: Date: (Signature) Any complaints about your participation in this project may be directed to the Executive Officer, RMIT Human Research Ethics Committee, Research & Innovation, RMIT, GPO Box 2476V, Melbourne, Victoria 3001, Australia Details of the complaints procedure are available at: http://www.rmit.edu.au/rd/hrec_complaints 376 APPENDIX C: ETHICS APPROVAL FROM RMIT UNIVERSITY 377 APPENDIX D: THE INTERVIEW GUIDE INFLUENCE OF GOVERNMENT POLICY FRAMEWORKS P1.1/1.2: How is the concept of ‘social inclusion’ defined in the context of your university? P1.1/1.2: What are the values and principles that guided social inclusion practices in your university? P1.1/1.2: How inclusive is your university to the disadvantaged groups? P1.1/1.2: Do you think that the university aspiration for ‘social inclusion’ is aligned with the Government’s aspiration? P1.1/1.2: How effective is the elite universities’ current policy in addressing the issue of greater participation for under-privilege students? P1.1/1.2: To what extent government policies on social inclusion in higher education are based on distinctive strategic plan of each university/association representing universities in Malaysia? P1.1/1.2: How government policy frameworks in general influence the social inclusion practices? P1.1/1.2: How difficult it is to deliver what the university wants in relation to social Inclusion practices, in the type of environment higher education institutions have to operate in? (uncertainty, government funding, autonomy, control over policy, politically sensitive etc) P1.1/1.2: Does the university have a specific group/equity group to address in relation to its social inclusion practices? P1.1/1.2: Can you briefly highlight some of the social inclusion initiatives in the three areas of outreach, access and participation? P1.1/1.2: Does the university’s meritocratic admission system constrain its access initiatives? P1.1/1.2: What, according to you, best describe the possible approaches of the elite university to achieve the balance between government’s aspiration and the elite universities’ realistic objective of social inclusion? 378 INFLUENCE OF HIGHER EDUCATION MARKET FEATURES P2.1/2.2: To what extent, you think, intensifying competition for status among elite universities has prompted the university to design a unique social inclusion policy for under privilege students? P2.1/2.2: Do you think that extensive focus on international students intakes has constrained the implementation of inclusion focus on domestic under privilege students? P2.1/2.2: To what extent has the segmentation of higher education institutions based on institutional hierarchy and reputation constrained the implementation of social inclusion practices? P2.1/2.2: To what extent has the focus on maintaining academic quality has constrained the implementation of social inclusion practices? P2.1/2.2: Can you briefly highlight some of the innovative market-driven activities that have been conducted in the three areas of outreach, access and participation? P2.1/2.2: Do you think that other non-elite universities are having similar approaches with the elite universities’ approaches in social inclusion? 379 APPENDIX E: SAMPLE OF INTERVIEW TRANSCRIPT AND CODING (MALAYSIA) WITHIN CASE ANALYSIS (MALAYSIA) M2 (ELITE UNIVERSITY MALAYSIA 2) Sub-Proposition P1.1: Unit of Analysis EO1-M2 EO1-M2 EO1-M2 Data Coding/Data Reduction/Analysis Q: How inclusive is your university to the disadvantaged groups? Access is open to all, for those who are disadvantaged, we have many avenues to obtain scholarship and many of them are funded by our internal funds including our bright spark program and all these scholarships from various companies and I think there are quite a number of it that they work though with UM We are particularly known for offering to less able We make sure that some lecture halls are accessible with wheel chairs to the less able for example We make special provision for them in residential colleges and the one who are blinded or with eye sighted issues and all that So we have for a long time makes provision for this kind of people SUB-THEME: ACCESS PASSIVE STRATEGIC ADAPTATION (COMPLIANCE) ADMISSION AND FINANCIAL SUPPORT Q: Does the university have a formal policy in place to support social inclusion in the area of access? We don’t really have a special policy but I believe we should No such things here like having a certain percentage target for the enrolment of disadvantaged students SUB-THEME: ACCESS PASSIVE ADAPTATION (not actively pursued) (IMITATION) ADMISSION/NEGATIVE IMPACT ON INTERNAL SOCIAL INCLUSIVENESS Q: How government policy frameworks in general influence the social inclusion practices? If you look at the way Research 380 Focus more on the disable groups rather than social status/races Conform to societal norms and common practices in higher education Life long learning is common across all public HEis (ANALYSIS: Elite universities (RUs) are not inclusive to the disadvantaged groups because the definition of ‘disadvantaged’ itself is NOT CLEAR in the public sector and has not been officially defined by the ministry themselves Focus on accessibility is primarily assumed by the Private HEis In the case of M2, disadvantaged is defined on a narrow concept of disable students and life long learning) No specific policy guide Ad hoc basis and no target is fixed for enrolment Socia inclusion is NOT about mass higher education THEME: PROBLEMS OF ADAPTATION (not actively pursued) (-) TO INTERNAL INCLUSIVENESS THAT Universities are structured, they are meant to be elitist We were told to increase the postgraduate programs and the postgraduate students that we have and limit the amount of undergraduate students Primarily because there are other universities that can take up undergraduate programs but they are not in a position to offer as many programs to postgraduate students as the five research universities So somebody needs to take up the slabs You cannot both at the same time since you’ll constraint by your resources if you are trying to both like taking into large numbers of undergraduate and postgraduate students Nobody will give you the money So the cake is only so much and you start dividing it among so many public universities So you have to let go the larger portion of undergraduate students to other public universities 381 ADDRESSES INCLUSION OF DISADVANTAGED STUDENTS: ADMISSION OF UNDERGRADUATE STUDENTS The structuring of the sector itself has constraint the university inclusiveness initiatives at the undergraduate level Focus on posgraduates is also aligned with the university’s value of academic elitism APPENDIX F: SAMPLE OF INTERVIEW TRANSCRIPT AND CODING (AUSTRALIA) WITHIN CASE ANALYSIS (AUSTRALIA) A1 (ELITE UNIVERSITY AUSTRALIA 1) Sub-Proposition P1.1: Unit of Analysis EO2-A1 Data Coding/Data Reduction Q: What are the values and principles that guided social inclusion practices in your university? SUB-THEME: POLICY OBJECTIVES These are the values that can be initiated by any research intensive university So we believe in the importance of education That’s the first value Two, transmission of knowledge Three, we respect various views on values of the roles of the university as a critical site In the context, it is there to be debate as to prove or disprove This is what I polish about individual or highly communal activity This is setting out where we are Then this really comes to the issue of what we are talking about today We were living on elitism that is based totally on talent and accomplishment rather than wealth or social status And every corollary to that, we believe that in a democratic society like Australia, our institution of higher education must be based excellence and accessible and emphasizing that for the sake of individual and for the sake of the society And that means today would require more than just a simple mastery for the student and body of knowledge That we fully appreciate that our role is also driven out from our understanding as well as knowledge and skill We think that the moral and ethical framework, we believe that every Australian citizen is important We believe that our institution shall be accessible and that we play a significant role in making sure that all Australians have access to our university EO2-A1 Q: How effective is the elite universities’ current policy in addressing the issue of greater participation for under-privilege students? I think it’s quite difficult to get a university like A1 to deliver on the broad aspiration and capacity building work that is necessary for 382 In general, the primary value that guides social inclusion practices is academic elitism and social justice SUB-THEME: ACCESS/THEME: PROBLEMS OF ADAPTATION The university engages in activities related to social inclusion but is not sure on the future frameworks Problem of uncertainty in regard to the social transformation in community that would over time build at least for people from low-SES backgrounds to participate in the universities There are a number of reasons to this, the first being that the problem with government funding in these areas is relatively short term and it is based on government electoral cycles We have no guarantee that there is going to be ongoing support in terms of funding to enable the university to maintain strategies that are by nature should be in long term 383 resources needed to maintain the strategy and associated initiatives