The case for community-led Regional University Study Hubs

The Australian Government is moving to establish 10 more Regional University Study Hubs (RUSH) around Australia – a welcome and pivotal development. 

These regional hubs have transformed access to higher education and opportunities in regional areas, and by increasing their number, more people across regional Australia will have access to their transformative potential. 

In this fifth cohort of funding universities have, for the first time, been invited to submit proposals for their own regional hubs. We argue that to truly harness the potential of regional hubs it is crucial that they remain driven by their communities. 

Also, if universities are to own their own regional hubs they must maximise community partnerships, as community-driven initiatives are not merely mutually beneficial, they are essential for ensuring that educational outreach is both effective and sustainable.  

The RUSH program was born from a grassroots desire in regional communities to address both human capital and regional development. Creating regional study hubs was a response to the difficulties higher education institutions faced in engaging with communities, given perceived small margins and low student numbers. 

By 2018 six regional hubs were already operational in Western Australia, South Australia and New South Wales, all of which were established without federal government funding, but driven by community self-determination. 

Since federal funding began in 2018 there have been four funding rounds, establishing 46 regional hubs across Australia. Now universities have been invited to bid for their own regional hub as part of a trial. 

The inclusion of universities fundamentally alters the program landscape. Instead of fostering partnerships with communities, there is a risk that universities are being positioned to compete with community-led organisations. 

This threatens not only the autonomy and sustainability of community-led regional hubs but also risks diluting the unique value that comes from community ownership. The concept of community-led education is not new, but its importance is increasingly recognised as we confront the challenge of educational inequity. 

The inclusion of universities fundamentally alters the program landscape. Instead of fostering partnerships with communities, there is a risk that universities are being positioned to compete with community-led organisations. 

Regional areas often face significant barriers to accessing higher education, including geographical isolation, economic constraints, and a lack of study infrastructure. These barriers are compounded by the perceived need for people in regional, remote, and rural Australia to move away from their homes to pursue economic or education fulfilment.

With the management and operational control of regional hubs in the hands of local communities, educational resources are tailored specifically to the needs, strengths and aspirations of those communities. 

Community ownership fosters a sense of local responsibility and engagement, which in turn makes these regional hubs more responsive and adaptable to the evolving needs of the region.  They are not just remote extensions of metropolitan institutions but an integral part of the fabric of the community able to tackle local challenges and leverage regional strengths, which are often overlooked in centrally managed models.

One of the most compelling examples of place-based, community-led educational initiatives comes from the Eastern Australia Regional University Centre Partnership (EARUCP). Co-led by the University of Technology Sydney (UTS) and the Country Universities Centre (CUC), EARUCP is a Regional Partnerships Project Pool Program, funded by the Australian Department of Education. 

A collaboration between 15 regional university study hubs and 23 Australian universities across NSW, QLD, VIC and ACT, EARUCP is an innovative approach to designing and implementing community-centred programs that aim to increase access and smooth the pathway to university education for underrepresented students. 

This work demonstrates how reciprocal community and university partnerships can enhance educational outcomes in regional, rural and remote communities by aligning support structures with local needs and contexts and working in meaningful collaboration, rather than competition.

Evaluations of community-led centres, such as those in regional New South Wales, reveal their significant impact. The Country Universities Centre has been instrumental in improving access to higher education, contributing to local economic and social development and fostering greater community engagement.

Danielle Keenan’s research as an ACSES Equity Fellow has supported the importance of a place-based, community-led focus for regional hubs, with self-determination as a recurring theme. One of the preliminary findings is that regional hubs whose stakeholders and staff members are local leaders enjoy increased success through the connections they have to their local communities.

Community-led Regional Hubs also create opportunities for local residents to be actively involved in shaping educational pathways and support structures. This involvement not only promotes a sense of ownership but also encourages greater community investment in the success of these initiatives. The long-term benefits extend beyond education, as these regional hubs can serve as catalysts for broader regional development, driving innovation, and addressing local needs more effectively.

The potential for Regional University Study Hubs to transform educational landscapes is immense, but their success hinges on the degree to which they are integrated into the fabric of local communities. If universities are to move forward with this opportunity, they need to embrace a vision of place-based community ownership and leadership. Only that will achieve truly effective and sustainable solutions that meet the needs of all Australians, regardless of where they live. 

Amy Persson: Interim Pro Vice Chancellor, Social Justice and Inclusion, University of Technology Sydney

Danielle Keenan: Australian Centre for Student Equity and Success (ACSES) 2024 Equity Fellow