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Professor Andrew Harvey1, Naomi Tootell2, Beni Cakitaki2, Anna To3, David McGinniss3, Teresa Tjia3 Executive summary International evidence confirms that care leavers (those who have left foster, kinship or residential care) often record poorer completion rates and graduate outcomes than other university students (Courtney, 2016). Recent research from both the United States (US) and the United […]
15 March 2022
NCSEHE Equity Fellowship final report Tim Pitman, Curtin University Executive summary This report details the findings and recommendations from the NCSEHE Research Fellowship entitled “Supporting persons with disabilities from regional, rural, and remote Australia to succeed in higher education.” The study explored how students with disabilities were supported in their higher education studies by trained, […]
8 March 2022
Dr Lucy Mercer-Mapstone (CI)1, Tahlia Fatnowna1, Professor Pauline Ross1, Dr Lisa Bricknell2, Dr William Mude2, Professor Janelle Wheat3, Dr Ryan P. Barone4, Associate Professor Doreen E. Martinez4, Professor Deborah West5, Dr Sarah Jane Gregory6, Professor Jessica Vanderlelie7, Professor Tricia McLaughlin8, Dr Belinda Kennedy8, Professor Amanda Able9University of Adelaide, Professor Philippa Levy9, Dr Kasia Banas10, Dr Florence Gabriel11, Professor Abelardo Pardo11, Dr Ian […]
8 March 2022
Zhou Jiang1, Ying Wang2, Damien W. Riggs1, Susan Mate2, Andrew Chapman3 Executive Summary Australians who identify as lesbian, gay, bisexual, transgender, queer/questioning, intersex, asexual and more (LGBTQIA+) face tremendous challenges in preparing careers through higher education. However, there is very limited knowledge on how they are being supported to achieve better career outcomes and what […]
3 March 2022
NCSEHE Equity Fellowship final report Andrea Simpson, La Trobe University Executive Summary Background Communication between practitioner and patient is key in developing a trusting clinical relationship. However, interactions between Aboriginal and/or Torres Strait Islander[1] patients and medical and allied health practitioners can be problematic due to cultural misunderstandings. Many Indigenous people have reported poor past […]
1 March 2022
Bronwyn Fredericks1, Katelyn Barney1, Tracey Bunda 1, Kirsten Hausia2, Anne Martin3, Jacinta Elston4, Brenna Bernardino1, Daniel Griffiths1 Executive summary Background This research project has focused on success factors for Aboriginal and Torres Strait Islander university completion rates. While the number of Indigenous students participating in higher education continues to grow, Indigenous student completion rates remain […]
28 February 2022
James Smith1, Himanshu Gupta1, Sam Moore1, Jesse Fleay2, Garth Stahl3, Bep Uink4, Andrew Harvey5, Peter Radoll6, Braden Hill2, Rebecca Bennett4, Jahdai Vigona1, Anthony Merlino1 Executive summary This report summarises the findings of the project ‘Higher Education Aspirations, Participation, and Achievement of Australian Indigenous males’, led by the Freemasons Centre for Male Health and Wellbeing – […]
24 February 2022
NCSEHE Equity Fellowship final report David Eckstein, Swinburne University of Technology Executive summary All people have the right to work and free choice of employment, but some Australians continue to face employment barriers because they live with disability. University students with disability (SwD) are disadvantaged in the job market. While universities have limited influence on […]
23 February 2022
Tim Pitman1, Katie Ellis1, Matt Brett2, Elizabeth Knight3, Darlene McLennan4 Executive summary This report details findings of the NCSEHE-funded project, Calculating the costs of supporting people with disability in Australian higher education. The project sought to investigate how the Australian Government and universities invest to support the inclusion of people with disability in higher education. […]
22 February 2022
Joanna Tai1, Rola Ajjawi1, Margaret Bearman1, Joanne Dargusch2, Mary Dracup1, Lois Harris2, Paige Mahoney1 Executive summary Exams and other high-stakes time-limited assessments can act as barriers to success for some students in higher education. Though required by Australian law, adjustments do not necessarily lead to equitable academic outcomes (Brett, 2016; Kilpatrick et al., 2017), nor […]
21 February 2022