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Predicted probabilities from random-effect logistic regression models of the odds of being a student, by gender and time in Australia, employment status and marital status. BNLA, waves 1–5 (2013–2017). Based on results from the model presented in Table 7
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Humanitarian migrants are amongst the most marginalised population groups in countries within the Global North, including Australia. An important channel for these migrants to successfully settle into the host society and improve their socio-economic outcomes is participation in the local education system, particularly in higher-education options....
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... Being open access, enabling programs attract superdiverse student cohorts, and refugee students make up a significant proportion of enrolments. The number of refugee students in Australian universities is difficult to ascertain since official data counts them as 'domestic students' if they hold permanent visas (Stevenson & Baker, 2018) and because they are not recognised as an equity group, universities are not required to collect and report on (former) refugee status (Perales et al., 2022). The only data available for UniSA College is for the number of Humanitarian Visa (HV) holders, with data available from 2012 onwards; from 2012 to the start of 2024, there were 330 to 340 HV holders enrolled. ...
Students from refugee backgrounds (thereafter ‘refugee students’) are entering Australian universities in increasing numbers, often via university pathway programs (enabling programs), contributing to the superdiversity in higher education institutions. A growing body of literature acknowledges the academic and socio-cultural challenges faced by these students in higher education. This article draws on the narratives, gained through interviews and focus groups, of 10 refugee students and 15 academic and peer support staff within an enabling program at one Australian university. This study explored the pedagogical approaches used by staff in their teaching and the support offered, and how these approaches were perceived by the refugee students. Academic and peer support staff promoted the use of enabling pedagogies and culturally responsive pedagogies as effective teaching approaches for these students. In line with these pedagogical approaches, we argue that the educational achievements of refugee students can be enhanced when academic and peer support staff are responsive to the educational and socio-cultural experiences of their students in both enabling programs and the wider university.
... Socio-demographic characteristics that may contribute to humanitarian migrants' integration outcomes are used as covariates in the multivariable models detailed below. The choice of covariates is informed by previous studies using BNLA data (Perales et al., 2021b;Delaporte and Piracha, 2018) and in other countries (Hernes et al., 2019). They include applicant status (i.e., whether the respondent was listed as the lead applicant in the visa application), Country of origin (Iran/Iraq/Afghanistan/Other), immigration pathway (onshore/offshore), sex, age (at interview), pre-arrival educational qualifications, pre-arrival employment status, marital status (Married/Partnered; Separated/divorced/widowed; Single; or No Info), number of children, and duration of stay (as approximated by survey wave). ...
Dispersal policies that place humanitarian migrants outside non-metropolitan locations are increasingly common, but evidence of their impact on integration outcomes is mixed. By combining spatial, longitudinal and multidimensional perspectives into a unified analytical framework, this study examines the relationships between non-metropolitan settlement and a diverse range of objective and subjective integration outcomes. To accomplish this, we leverage five waves of panel data from Building a New Life in Australia: The Longitudinal Study of Humanitarian Migrants (2013-2018). Our results indicate that non-metropolitan settlement is related to better access to employment and stable housing and a lower likelihood of being Not in Employment, Education, and Training (NEET), but a higher risk of experiencing discrimination. Over time, humanitarian migrants' income and English-language proficiency trajectories are flatter in non-metropolitan than metropolitan regions, pointing to potential long-term challenges of rural settlement. Encouragingly, we find no statistically significant differences in physical and mental health, sense of belonging and life satisfaction. While the integration outcomes of humanitarian migrants in non-metropolitan Australia are mixed, their subjective well-being is not negatively impacted. This suggests that, despite challenges, there are opportunities for humanitarian-migrant settlement outside of major cities.
... Asimismo, la puesta en práctica de las iniciativas de transición hacia la sostenibilidad ambiental requiere de la asignación de recursos y responsabilidades a los individuos y las diferentes áreas académicas y operacionales (Suárez, Perales et al., 2021). En este sentido, uno de los aspectos del cual se espera una in uencia notable en las perspectivas de avance hacia la sostenibilidad desde el nivel organizacional educativo es el grado de apropiación y compromiso frente a los objetivos de tarea a lo largo de las estructuras de gestión internas y externas (Roos & Guenther, 2019;Mazon et al., 2020). ...
Las notables transformaciones presentadas hacia el inicio de la tercera década del siglo XXI en distintos contextos, entre ellos el de la educación superior, han propiciado la revisión y, en algunos casos, el replanteamiento de las concepciones que los definen y orientan. Este trabajo agrupa y expone algunos de los puntos de deliberación más destacados en la investigación internacional sobre educación superior posterior al año 2020 por medio de una revisión sistemática de producción bibliográfica. Además, se resaltan ciertas ideas fuerza de las líneas de discusión exploradas. Finalmente, algunas conclusiones y reflexiones son propuestas como insumo para futuros procesos de investigación, gestión organizacional y desarrollo de políticas en el ámbito de la educación superior.
The growing literature on access, participation, and success of refugees entering higher education has illustrated the myriad challenges that this cohort faces. Much of this research has rightly focused on the student perspective, exploring the barriers and challenges that impede entry, engagement, and achievement. Relatedly, there is growing attention to the need for trauma-informed support, particularly following the impacts of COVID on learning. This article takes these challenges as a departure point to adjust the gaze on universities and ask what needs to be considered and implemented in order to develop better student supports. We use Tronto’s (2013) notion of ethics of care—examining issues of attentiveness (caring about), responsibility (caring for), competence (caregiving), responsiveness (care receiving), and trust (caring with)—to carefully probe how universities can develop trauma-informed supports that are more caring and nuanced, not only for students from refugee backgrounds but for all students.
Recently, an increasing number of students from refugee and asylum-seeking backgrounds (SRABs) entering universities in settlement countries such as Australia and Germany have necessitated the establishment of a variety of supports, both as formal programs and informal ad-hoc networks. However, to date, little attention has been paid to the organisational conditions surrounding such supports. This study thus examined these conditions through the conceptual lens of organisational memory loss. Based on the two illustrative cases of Australia and Germany, it was described how building durable and responsive supports for SRABs is undermined by structural, ideological, and temporal imperatives that erode the possibilities for a sharable organisational memory. Furthermore, it was argued that similar to global arguments for durable pathways to settlement, universities need to develop and deliver lasting expertise and durable student supports by focusing on preserving organisational memory.
