University Presence in Rural Australia
The perceived importance of university presence in rural Australia
Aaron Drummond R. John Halsey & Marja van Breda
Flinders University of South Australia Correspondence should be addressed to: Aaron Drummond, School of Education, Flinders University, GPO Box 2100, Adelaide, SA, 5001, Australia. Telephone: 61‐8‐8201 3425 Fax: 61‐8‐8‐8201 3877
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University Presence in Rural Australia Abstract The present study investigated rural residents’ perceived importance of university presence in rural, regional and remote Australia. The present data indicate that the presence of university in rural areas is perceived as highly important by both rural and urban citizens. Results indicate that rural residents perceive that there is a need for universities in rural areas, particularly so that rural youth can further their education while remaining in country Australia. The benefits for greater university presence in rural areas extend to increased community capital, greater retention of youth in rural areas, and greater equity between rural and urban spaces. Introduction “It is essential we create a place that will educate our generations short term, and put work and experience into the community. We can’t ignore country towns till [sic] they disappear.” – Survey Respondent Universities play an important role in the education and preparation of many students for their professional careers. Universities offer both generalist training in the form of the versatile Bachelor of Arts degree, and specialist courses such as education, medicine and law. These courses prepare undergraduate and postgraduate students for a variety of careers including becoming teachers, psychologists, doctors, lawyers and academics. In 2008 the Bradley report recommended that Australia requires the proportion of people aged 25‐34 having completed a first degree to increase to 40% by 2020 in order to meet Australia’s demand for professional preparation, and to remain internationally competitive as a member of the OECD (Bradley, Noonan, Nugent, & Scales, 2008). Subsequently, the Australian government agreed to this recommendation, with an increase to the timeline such that the 40% target would be met by 2025 (Australian Government, 2009). Such target means that access to university is a significant national priority. The Bradley report (2008) details measures to achieve this target, including the development of new university campuses and/or institutions, as well as the expansion of the academic workforce (Bradley, et al., 2008; James, 2010). It is important to note that when split by Socio‐Economic Status (SES) and distance from urban centres the 40% target is already being met or exceeded in many medium/high SES urban areas, where transition rates to university following completion of secondary education can be as high as 90% (Bradley, et al., 2008). Given these high transition rates, any increase in university enrolment and subsequent first degree completion to reach the national target of 40% is most likely to originate from low SES and rural, regional and remote communities and schools. The issue of fewer high school graduates attending university from rural, regional and remote schools is a complex one. Issues pertaining to access to university facilities, course variety and distance education infrastructure (Nash et al., 2009) may all contribute to the lower enrolments from these locations noted by Bradley et al. (2008). Bornholt, Gientzotis and Cooney (2004) found enrolments were linked to the geographical proximity of the university to potential students. Approximately 60% of enrolments occurred when students were able to remain within their current residence. Further, for urban students, 84% of enrolments were in urban universities, and for regional applicants, almost half of enrolments were in regional universities (Bornholt, et al., 2004). Given the need for many
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University Presence in Rural Australia regional applicants to relocate to attend university, many regional students may not apply, defer or allow their university offer to lapse rather than move to a location nearer their prospective campus. The lower percentage of rural school finishers that pursue university study is just one example of fundamental inequities between rural and urban areas (e.g., Ainley, 2010; Alston & Kent, 2003; Bell, 2010; Bradley, et al., 2008; Drummond, Halsey, & van Breda, in press; Halsey, 2009a, 2009b, 2010; Halsey, Drummond, & van Breda, 2010, 2011). James et al. (1999) note that in addition to the increased distances to attend university, regional communities may, by not holding an ethos of the importance of higher education, deter young rural people from pursuing further study in the university sector. For this reason, rural residents’ perceived importance of university education is an important factor in encouraging youth to attend university. The pull of local community can be great on rural youth (Alloway, Gilbert, Gilbert, & Muspratt, 2004; James, et al., 1999), and for those who wish to remain close to their community, distance to a university is a tangible barrier to attendance (Bornholt, et al., 2004). James, Bexley and Maxwell (2008) note particular inequities in university attendance between low SES rural and urban people. Such a finding is indicative of fundamental inequities in access to university studies for rural residents. Bordieu (2008) emphasises the need to recognise inequality and remedy it, rather than ignoring it. He states: ‘In fact to favour the most favoured and disfavour the most disfavoured, all that is necessary and sufficient is for the school to ignore in the content and teaching it transmits, in the methods and techniques of transmission and the criteria for judgement it deploys, the cultural inequalities that divide children from different social classes. In other words, by treating all students, however much they differ, as equal in rights and duties, the educational system actually gives its sanction to the initial inequality in relation to culture’. (Bourdieu, 2008, p.36) Bordieu’s (2008) quote demonstrates the need to address inequity in rural, regional and remote education. In terms of the tertiary education system, the inequity in access for rural students is a major barrier to those students attending university. A further consideration with regard to university education in rural areas is the current trend for youth to leave rural areas for urban at a higher rate than the older population (Salt, 2004). While some of this exodus of youth to urban centres is explained by the lack of employment opportunities, a key factor influencing the choices for youth leaving rural areas are the limited tertiary education options (Alston & Kent, 2003). Similarly, Godden’s (2007) research supported this notion, suggesting that many youth would intend to stay in rural areas if they were able to access tertiary education in their regional localities. Halsey (2009) asserts that typically youth are forced to choose between leaving rural areas to continue their education, or forsake further education in favour of remaining local. Such may result in many academically minded rural youth migrating to urban areas. Further, Halsey (2008) asserts that youth are oriented toward the future, and are therefore a vital asset to any community. One method to reduce the youth exodus is therefore to provide greater (and more equitable) tertiary education options to rural youth. Such a step toward keeping intellectual youth local would result in rural communities sustaining important community capital in the form of human and social capital. While Information Communication Technology (ICT) is a means to increase the virtual presence of universities in rural areas of Australia, serious concerns about the ability
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University Presence in Rural Australia of the present ICT infrastructure to support these demands are prevalent. Bell (2010) explores the numerous issues arising from the attempt to implement a national broadband network, particularly in rural, regional and remote areas of Australia. Bell recommends a range of measures that must be taken before information communication technology will be wholly effective as a means of education in rural Australia. The implication of Bell’s findings is that while ICT may be a powerful tool for connecting rural areas of Australia to what are typically urban‐based services, the infrastructure to support this technology is not yet ready to shoulder the majority of rural tertiary education in Australia. Further, the Rural and Regional Affairs and Transport References Committee (Nash, et al., 2009) suggests that a blended model, in which students are afforded both electronic and face‐to‐face teaching, is likely to overcome some disadvantages typical of external course delivery methods. For these reasons, and because the physical presence of a university builds community capital more than the delivery of courses via ICT, it is important that there be an increasing number of new university campuses and institutions in rural areas of Australia as recommended by Bradley et al. (2008). Capitals and Community Sustainability The sustainability of rural communities is closely tied to the resources a community has to ensure its survival. Cocklin and Dibden (2005) define five major forms of community capital. These are natural capital, human capital, social capital, institutional capital and produced capital. Natural capital describes the natural resources and aesthetics of an area. Human capital is the skills and knowledge that people in the community have. Social capital is considered the social networks people in the community maintain. Institutional capital is the infrastructure of the public and private sector institutions the community has. Finally, produced capital (or economic capital) is the goods and services that the community sells (Cocklin & Dibden, 2005). University campuses develop a large number of community capitals. Specifically, infrastructure in the form of buildings, lecture theatres and university facilities contributes to institutional capital in a more comprehensive fashion than if courses are delivered only via internet. A physical presence too adds to a community’s human capital, as those staff and students who are physically present in the rural campus add to the pool of experienced personnel to enrich and expand the lifestyle of residents by providing local professionals such as academics, doctors and administrators. These people bring social networks, and consequently the available social capital of a rural community also increases. Further, Ellis, Watkinson and Sawyer (2010) emphasise the increase in employment that one such university campus has played in the region thereby contributing to the continuing sustainability of rural Australia. These additional benefits of the physical presence of a university are far beyond those achievable through simple ICT use. One example of how ICT has been successfully combined with a physical university presence is often observed in rural medical programs, which have become more common over the last decade in tertiary schools of medical science (Dunbabin & Levitt, 2003). These programs seek to encourage varying degrees of undergraduate involvement in rural areas, and have been successful in both increasing rural engagement as well as maintaining training targets (Dunbabin & Levitt, 2003). More recent programs, such as the Flinders University Parallel Rural Community Curriculum have included extended practicum placements in rural areas, further increasing
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University Presence in Rural Australia the rural presence of universities (Couper, 2006), and possibly increasing the attraction of urban students to rural spaces for learning. While the potential for increased community capital and greater retention of youth in rural areas are important reasons to increase university presence in rural areas, it must be noted that without strong community support and patronage, any increase of university presence in rural Australia is likely to result in limited success. Therefore, the present research seeks to explore rural residents’ perceptions of the importance of rural university presence in Australia. The Present Research While there are numerous arguments in favour of increased university presence in rural, regional and remote areas of Australia, it is critical to demonstrate the viability of rural tertiary education by seeking the views of residents about how important universities are to their local community. In order for universities to prosper in rural Australia significant community support is necessary, and therefore the perceived importance and benefits of local universities for rural residents was sought. Specifically, the present study examined rural residents perspectives on the importance of universities for educational purposes, university‐community partnerships and issues pertaining to the engagement of urban university youth with rural areas. To this end, a questionnaire was distributed at a major rural show in South Australia. It was predicted that mean responses on all items would be high, representing the view that rural university presence is important. Godden (2007) indicated that participants considered tertiary education access to be a fundamental human right. Consistent with Godden (2007), and also the mapping rural communities data presented by Halsey, Drummond & van Breda (2010), no differences between those who identified as country people, and those who identified as city or city/country people were expected. Method Participants 121 Participants (71 Female) were recruited at a major rural show (a large community event held in a rural town for the purposes of local trade, agricultural and equestrian competition, and local art and craft display and trade). Participants were asked to complete a survey (see Appendix A) which sought information about the perceived importance of university presence, locally residing academics, and tertiary education options for rural, regional and remote communities. Participants were approached as they passed the research site, and were invited to participate in a survey assessing the importance of universities in rural areas of Australia. The mean age of participants was 45 years (SD = 18 years). Eighty‐one participants identified as country residents, while only 18 considered themselves city‐based, and the remaining 22 considered themselves a city/country blend. While rural participants, that is those that identified as country people or city/country people, had lived in rural Australia for an average of 41 years (SD = 22years), participants only saw themselves remaining in rural Australia for an average of 4 years (SD = 1 year). The minimum number of years reported for participants remaining in rural areas was 1 year,
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University Presence in Rural Australia while the maximum was 5 years. These data may indicate that rural exodus is set to increase in the near future, or perhaps that participants evaluate their living conditions on average every 4 years. Questionnaire The complete questionnaire is presented in Appendix A. The questionnaire contained three types of items. There were five demographic items related to age, gender and other demographical qualities. Fourteen items assessed the importance of specific aspects of rural university presence and youth involvement in rural areas on a 7‐point Likert‐ type scale, with 1 representing not important and 7 representing essential. Confirmatory Factor Analysis (CFA) indicated that these items assessed a common factor, i.e., the questionnaire assessed the general factor of the importance of tertiary education in rural communities. Finally, there were four open‐ended questions. These questions were: ‘Briefly describe how where you live has influenced your thinking about rural communities?’, ‘What do you really value about having university education readily available for your rural community?’, ‘What is one thing about university education in your rural community you would like to see improved?’ and ‘Is there anything else you would like to say about university education and rural communities?’. Results Quantitative data The mean level of response for each of the Likert‐type scales is reported in Table 1. Mean responses on all items were uniformly high (M = 6.2 SD = 0.6) on all items, and all responses were above the midpoint of 4 on average. This indicates that participants perceived all items to be of high importance.
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University Presence in Rural Australia Item
Mean response (SD)
How important is it for people who live in rural communities, to be able to access university education without travelling for more than 1 hour each way daily? How important is it for rural students to be able to access university education without leaving home? How important is it for students to have access to relevant and affordable distance university education? How important is it for rural students to have access to affordable internet services and technology to support university studies? How important is it to have academics who live locally? How important is it to have academics who stay in a community longer than a year? How important is the availability of a range of tertiary education options available to rural communities? How important is it for universities to work in partnership with rural communities? How important is it to have local government, businesses and universities work together for the benefit of the community? How important is it to encourage young people to think about living locally when they have finished their education and training? How important is it that education encourages young people to consider a range of career pathways? How important is it for the future of rural communities to have young people who want to be part of them? How important is it to encourage young people to think about working locally when they have finished their education and training? How important is it for university students to experience living and learning in a country community before they finish their tertiary education? Mean response across all items
6.1 (1.1)
5.6 (1.3) 6.3 (.8) 6.7 (.6)
5.7 (1.1) 5.9 (1.1) 6.3 (.8) 6.5 (.8) 6.6 (.7) 6.0 (1.1)
6.4 (.7) 6.5 (.7) 6.2 (.9)
5.8 (1.3)
6.2 (0.6)
Table 1: Mean responses on questionnaire items. Standard deviations shown in brackets. As CFA indicated that items assessed a common factor, the responses were averaged across all likert‐type scale items. A one way analysis of variance with rural identification (country, city, city‐country) as a between subjects factor on mean responses revealed a main effect for rural identification, F(2, 116) = 3.28, p