Further qualitative information was obtained from University and secondary school staff by interview. A comparative analysis of similar programs at other universities was also undertaken. It appears that the impact of the changes to HECS may have been greater than early findings have so far revealed. Future employment prospects, immediate family members and the location of university campuses are important factors influencing decisions to enrol at university. Concerns regarding the adequacy of preparation for university, accessing computer facilities, financial difficulties encountered in studying full time and difficulties combining work and study have been expressed.
Staff are approachable and university is enjoyable.
Experiences of the University's student support systems are largely positive, with high levels of awareness, usage and satisfaction with the library, computer facilities and cafeteria, particularly. However, there is still work to be done to improve the scheme and to improve its effectiveness as a means to enhance access to and success at university by students from Low SES backgrounds. While the addition of all isolated schools to the list of targeted schools will improve the scheme's effectiveness for isolated students, a group that overlaps substantially with Low SES students, a further expansion of the program to other urban disadvantaged schools may be warranted. The expansion of isolated schools will also exacerbate the need to address better the particular needs of rural and isolated students within the program, including special consideration of those students who study distance education subjects in Year 12. This cannot be achieved during the second half of Year 12 alone.