Abstract
This chapter explores the role of knowledge within Australian higher education policy with specific emphasis on student equity. The Australian higher education system is designed to pursue teaching-, research-, and equity-related objectives. Teaching- and research-related objectives are broadly and successfully fulfilled through policy and funding, which facilitates these activities. Equity-related objectives are broadly pursued by policy and funding that aims to change the composition of staff and student populations engaged in teaching and research. Progress towards policy objectives of equity of access and participation remains elusive. This chapter examines the prominence of tacit and explicit forms of knowledge within equity policy as a factor in the efficacy of equity policy. Through examining Australian higher education equity policy through a knowledge-centric lens, elements of equity group-specific policy are found to have broader utility, with implications for policy design and reform.
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