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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First Nations students’ progress into and through university
J Beaufils, R Taylor, and D Edwards
,
2026
A Small Grants Research Program final report. The study provides insight into the pathways and approaches to university by First Nations students and the role that a university centre designed specifically to support First Nations students can have on building success for students.
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.
Understanding school students’ aspirations in uncertain times
L Fray, S Patfield, K Sincock, J Gore, and C Rubie
,
2026
A Small Grants Research Program final report. The study returned to a diverse cross-section of schools in the Aspirations Longitudinal Study (2012-2015) to understand how students’ views about their futures had changed over the past decade.
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.
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.
Navigating the cultural interface: Indigenous PhD scholars’ experience of working toward equity in health research across Australia, Turtle Island Canada, and Aotearoa New Zealand
S Andrews, T Eastman, E Munro-Harrison, and O Mazel
,
2025
A Small Grants Research Program final report. The study explored the ways in which Indigenous PhD scholars in Australia, Turtle Island Canada, and Aotearoa New Zealand are championing community-informed and Indigenous-led research at the cultural interface in higher education.
Indigenous success: Creating a Senior Leadership Capability Model (SLCM) through capacity building
P Anderson, T Pham, and C Tapia Parada
,
2025
An ACSES First Nations Fellowship final report. This project created a Senior Leadership Capability Model (SLCM), which is a unique framework specifically designed for university leaders to foster Indigenous success in higher education.
Increasing the number of Aboriginal teachers in the Northern Territory: Planning for the future
T Woodroffe
,
2025
An ACSES First Nations Fellowship final report. This project explored how teaching is perceived as a career by Aboriginal senior secondary students and current Aboriginal teachers, and examined strategies to promote teaching as a viable and appealing profession.
Equity Policy Options: Parity Targets, Final Report
ACSES
,
2024
This report outlines policy options in relation to parity targets for four priority equity groups in Australian higher education – students from low SES backgrounds, First Nations Australian students, students with disability, and students from regional and remote Australia.
Student Equity Data Guide: Defining Equity Groups
ACSES
,
2024
This guide is part of the Student Equity Data Guide Series produced by the Australian Centre for Student Equity and Success (ACSES). This series aims to describe key data areas for student equity in higher education. Please contact us with any feedback and questions.
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Understanding school students’ aspirations in uncertain times
L Fray, S Patfield, K Sincock, J Gore, and C Rubie
,
2026
A Small Grants Research Program final report. The study returned to a diverse cross-section of schools in the Aspirations Longitudinal Study (2012-2015) to understand how students’ views about their futures had changed over the past decade.
Navigating the cultural interface: Indigenous PhD scholars’ experience of working toward equity in health research across Australia, Turtle Island Canada, and Aotearoa New Zealand
S Andrews, T Eastman, E Munro-Harrison, and O Mazel
,
2025
A Small Grants Research Program final report. The study explored the ways in which Indigenous PhD scholars in Australia, Turtle Island Canada, and Aotearoa New Zealand are championing community-informed and Indigenous-led research at the cultural interface in higher education.
“We want to build a culture of learning in our community”: The widening participation functions of the Regional University Study Hubs Program
D Keenan
,
2025
An ACSES Equity Fellowship final report. Using a mixed methods approach, this study offers new insights, including a typology of Regional University Study Hub models and key recommendations to strengthen the program’s impact on student success.
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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