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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ACSES 2024 Annual Report
ACSES
,
2025
Building on a period of renewal and transition in 2023, the Australian Centre for Student Equity and Success (ACSES) entered 2024 as a re-launched What Works Centre with a strengthened focus on evidence-based action. This Annual Report outlines ACSES’s first full year of impact under its new model, highlighting progress across data, research and policy, and trials and evaluation.
The Critical Interventions Framework Part 3: Programs and approaches that enable equity in higher education
Anna Bennett, Ryan Naylor, Jo Hanley, Jo Lewis, Cheryl Burgess
,
2024
The Critical Interventions Framework Part 3 (CIF 3) focuses on evaluative studies which provide details of the impacts of specific interventions on equity groups in relation to access to and success in higher education.
Best-practice career education for students from low socioeconomic status backgrounds
Kylie Austin, Sarah O’Shea, Olivia Groves, Jodi Lamanna
,
2022
Students from disadvantaged backgrounds need tailored career guidance, supported by key influencers including universities, new research has shown.
RMIT's Guide to Diverse & Inclusive Student Recruitment
Lisa Williams, Katie Adler
,
2022
"Are you recruiting the best talent by attracting and assessing culturally diverse students?" ask Lisa Williams and Katie Adler in their guide.
Counting on Indigenous accountants: Collaborative curriculum development for an Indigenous pre-accounting enabling program
Guzyal Hill, Aggie Wegner, David Low
,
2022
With less than 100 Indigenous accountants in Australia there is underrepresentation of the Indigenous population in the profession.
Success from the perspective of the successful: equity, success and completion in higher education
M Rubin, P J Burke, A Bennett, O Evans, S O’Shea, K Allen, J Parker, N Denson, H Douglas, M Gendi, S Hardacre, P Howley, S Macqueen, C Mills, R Naylor, M Raciti
,
2022
Research led by the University of Newcastle reveals the multidimensional and contextual nature of 'success' in higher education.
NCSEHE 2021 Annual Report
NCSEHE
,
2022
Building upon the work conducted by the NCSEHE in 2020, the Centre has continued to foreground educational equity across higher education policy, practice, and research. This eighth Annual Report details NCSEHE activities designed to build the connections between equity policymakers, researchers, and practitioners as well as provide a platform for innovative and timely research within the broad equity field.
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.
Building Bridges: Creating Mutually Beneficial Workplace Integrated Learning (WIL) Opportunities in East Gippsland
Sneh Bhardwaj, Andrew O’Loughlin, Damian Morgan
,
2022
This project considers how the WIL experience can be improved for RRA students living in the Gippsland East region in order to make them employment ready.
Informing Policy and Practice V
Sarah O’Shea
,
2022
The fifth volume in the 'Informing Policy & Practice' series collates 21 reports from the NCSEHE Student Equity Research Grants & Equity Fellows programs.
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Time for a rethink: Assessment policy to enable equity
J Dargusch, L Harris, J Willis, M Kettle, J Arnold, N Rogers, J Gallagher, and D N Chi
,
2026
A Small Grants Research Program final report. The study examined how assessment policies and practices around time are creating barriers for students from equity groups including First Nations people, migrants and refugees, people with disabilities, and those from low socio-economic backgrounds and regional and remote areas.
The Critical Interventions Framework Part 3: Programs and approaches that enable equity in higher education
Anna Bennett, Ryan Naylor, Jo Hanley, Jo Lewis, Cheryl Burgess
,
2024
The Critical Interventions Framework Part 3 (CIF 3) focuses on evaluative studies which provide details of the impacts of specific interventions on equity groups in relation to access to and success in higher education.
Socio-economic backgrounds, choice of disciplines, and post-university labour market performance
R Zhu and X Gong
,
2026
A Small Grants Research Program final report. The study empirically examined the long-term labour market outcomes of university graduates from different socio-economic backgrounds, with a particular focus on the role of subject choice at university.
Pathway programs and Indigenous student completion: Building the evidence
B Fredericks, K Barney, T Bunda, A Moor, K Hausia, S Parlett, N Richy, and D Taylor-Griffiths
,
2026
A Small Grants Research Program final report. The study identified and analysed the strategies used in three Group of Eight university pathway programs to support Indigenous students to successfully transition into and through university.
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