An Alternative Pathway for Tertiary Science Education - Managing Student Access, Diversity and Inclusion in Tertiary Level Science

Sep 5, 2026

The paper addresses how universities can increase accessibility and inclusion by managing student diversity in tertiary science education. It reviews student access programs and reports that, after adopting a modified admissions policy at the University of Canberra in 2010, students entering with lower entry ranks/ATAR performed worse than higher-rank peers. To respond, the study introduces a new Diploma of Science access and preparation program with small classes, trained staff, and an inclusive support network, designed to articulate into bachelor science via a 1 + 2.5 pathway.

LanguageEnglish

CategoryResearch & Report

FormatPDF

Pages12

Reading Time30 min

AccessFree to download

An alternative pathway for tertiary science education

The student access agenda of higher education

The international context

The Australian context

An Alternative Pathway for Tertiary Science Education: Managing Student Access, Diversity and Inclusion in Tertiary Level Science Luby Simson, Tamsin Kelly, Imi Moore, Stewart Pittard, Surendran Mendis, Natalya Lukomskyj, and Jim Woolnough [Corresponding author: Luby.Simson@canberra.edu.au](Corresponding author: Luby.Simson@canberra.edu.au) Faculty of Applied Science, University of Canberra, Bruce ACT 2615, Australia Keywords: science education, tertiary pathway, student access, student diversity, social inclusion International Journal of Innovation in Science and Mathematics Education, 20(4), 42-53, 2012. Abstract With the global goal of increasing University accessibility and inclusion to a wider demographic of students, managing student diversity in the higher education sector calls for modified approaches to tertiary science education. Student access programs have had various levels of success, with those focused on providing a direct transitory path from secondary to higher education being the most effective. Since adopting a modified admissions policy to the University of Canberra in 2010, we found that students who entered our science-related degrees with an university entry rank or ATAR/UAI of less than 70 or with no ATAR performed poorly compared to students with a higher ATAR/UAI. We have established a new access and preparation program, the Diploma of Science, aimed to cater our diverse student cohort more effectively. The important features of this pathway identified to date include: small classroom teaching with trained teaching staff; trained teaching staff with secondary and higher education teaching experience; and the creation of an inclusive network of support. The one-year Diploma of Science program is designed to articulate directly into our 1st year bachelor science courses providing a 1 + 2.5 model, encompassing foundational knowledge to better prepare students for successful university studies in the sciences and a transformative educational experience. The student access agenda of higher education The international context Globally, the higher education sector has been in a state of transition for some time, a transformation focusing on the creation of an egalitarian tertiary system enabling access and participation from a diverse range of students, many who would previously have not had this opportunity. This transformation has occurred in response to the international recognition that education and the attainment of skills is paramount in achieving and maintaining competitiveness in a globalised world. In Europe, the Bologna process put in motion a series of reforms, including the establishment of a European Qualifications Framework (2008), to make European higher education more relevant, attractive and accessible to students. In response to the global financial crisis, the European Union’s growth strategy for the coming decade, Europe 2020, prioritises smart and inclusive growth targeting better educational attainment, including the goal of attaining at least 40% of 30-34–year-olds completing third level education (or equivalent) . Of particular interest is that the priority areas for European co-operation in education have identified that promotion of equity, social cohesion and active citizenship as central to effective education (European Commission Council, 2012) : “Equity and diversity. Reinforce mutual learning on effective ways to raise educational achievement in an increasingly diverse society, in particular by implementing inclusive educational approaches which allow learners from a wide range of backgrounds and educational needs….”(p. 18, European Commission Council, 2012) . Focusing on developing economies, the World Bank prioritises the provision of equity at the forefront of international tertiary education, ensuring students are afforded access to tertiary education with the aim of reducing the divide between their local and global economies. “Intoday’s lifelon

FAQs

What problem does the paper target in tertiary science education?

It targets how universities can increase accessibility and inclusion while effectively managing student diversity in higher education science programs.

What were the observed outcomes after the modified admissions policy at the University of Canberra in 2010?

Students entering with an entry rank/ATAR/UAI below 70 or with no ATAR performed poorly compared with students entering with higher ATAR/UAI.

What is the Diploma of Science pathway designed to achieve?

It aims to prepare a diverse cohort for successful university science study through small classes, trained teaching staff, and an inclusive support network, articulating into first-year bachelor science using a 1 + 2.5 model.

Sep 5, 2026

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