Leveraging the value of warm knowledge: engaging the proximity principle through University Ambassadors in developing high-school students’ possible selves

Kim Wilson, Janet Dutton, Sally Baker, Mikahlia Holmes, Jindri DeSilva

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Abstract

The 2024 Australian Universities Accord sets a target of 80% of the Australian working population gaining a higher education qualification by 2050, a rise from the current attainment rate of approximately one-third of the population. The target is set against more than two decades of government investment in equity initiatives that have resulted in minimal proportional shifts of enrolment in higher education. The purpose of this current study is to investigate the role of proximity in school student’s perception of pathways to future possible selves. We draw on two consecutive years of data derived from a largescale project that placed University Ambassadors (UA) in school classrooms over a sustained period of time. Whilst findings cannot speak to participating students’ post-secondary education outcomes, our findings suggest that embedded and extended UA contact with school students facilitates the flow of warm knowledge about university experience and pathways to get there.
Original languageEnglish
Pages (from-to)106-126
Number of pages21
JournalWidening Participation and Lifelong Learning
Volume27
Issue number1
DOIs
Publication statusPublished - 1 May 2025

Bibliographical note

Version archived for private and non-commercial use with the permission of the author/s and according to publisher conditions. For further rights please contact the publisher.

Keywords

  • University Ambassadors
  • equity
  • warm knowledge
  • possible selves

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