Designing for a Difference: Analysing the Functions and Funding of Regional Universities in Australia.

This thesis examines the unique and multifaceted role of regional universities in Australia, particularly in addressing regional skills shortages and contributing to inclusive regional development. It argues that regional universities differ significantly from their metropolitan counterparts in three critical ways: (i) they service distinct student populations and operated under more complex logistical conditions, (ii) they educate a disproportionately high number of equity students who require greater support and are more costly to teach, and (iii) they are deeply embedded in their communities, with non-negotiable responsibilities that extend beyond traditional education and research functions. Using a mixed-methods approach, the study combines quantitative institutional data with qualitative insights from stakeholders to explore the institutional, financial, and functional profiles of regional universities. The finding reveal that current national funding models fail to account for the higher costs and broader functions of regional institutions, resulting in persistent underfunding and constrained capacity to meet regional needs. To address this, the thesis introduces the Pearse model – a practical framework that aligns regional university functions with regional priorities. Grounded in Goldstein et al.’s (1995) typology of university functions, the model highlights the need for differentiated funding structures that reflect the realities of regional education delivery, equity service provision, and community engagement. The research contributes to higher education policy and regional development by offering evidence-based recommendations for more equitable and effective funding models that support the full potential of regional universities.