The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.
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Crossing the threshold: What are the experiences of male learners transitioning into higher education from an enabling course?
Jacinta Margaret McNamara
,
2022
Doctoral thesis by Jacinta Margaret McNamara that explores the experiences of mature-age males entering university through an enabling pathway.
A balancing act: Supporting students who are parents to succeed in Australian higher education
Lisa Andrewartha, Elizabeth Knight, Andrea Simpson, Hannah Beattie
,
2022
Research project led by Lisa Andrewartha seeking to establish the first major evidential base of student parents in Australian higher education.
Proactively supporting students’ mental wellbeing: Guidelines and recommendations for staff and universities
Nicole Crawford
,
2021
Guidelines and recommendations for staff and universities to support students' mental wellbeing, informed by Nicole Crawford's NCSEHE Equity Fellowship.
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Addressing placement inequities via participatory action research
A Bell
,
2025
An ACSES Equity Fellowship final report. This project tackled placement poverty and exclusion faced by university students, especially those from equity-deserving groups, by co-developing 40 practical solutions with students and educators.
Student’s reported satisfaction at University: the role of personal characteristics and secondary school background
Ian W. Li, Denise Jackson, Paul Koshy
,
2024
This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions.
Evidence-based pedagogies to support online engagement of low SES, and regional, rural, and remote students
F Fan, D Hicks, and S Fischer
,
2026
A Small Grants Research Program final report. The study sought to explore how to support engagement for online students, thereby addressing issues of disengagement and attrition.
Investigating the relationships between First-in-Family status, equity groups, and university access
T Zając, G Stahl, W Tomaszewski, and N Xiang
,
2025
A Small Grants Research Program final report. The study compared the university enrolment patterns of First-in-Family (FiF) students, defined as students without university-educated parents, with that of non-FiF students.
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