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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Latest news
Exploring Equity in Education: Intersecting Learners’ Location, Socio-economic Status, and School Performance
November 29, 2024
Reflections on EPHEA 2024 Conference | "Equity is our compass: holding course for higher education"
November 25, 2024
Announcing the 2025 First Nations Fellows
November 20, 2024
Latest news
Latest events
NATSIHEC 25 Years - Celebrating Aboriginal and Torres Strait Islander Higher Education: Looking Back, to Move Forward
The University of Melbourne
Public Lecture: 2024 International Day of People with Disability (IDPwD)
Fox Lecture Theatre, The University of Western Australia
Industry Think Tank for "Widening the doors in HE - Implications for engaging and teaching online students"
Online
ACSES, the Australian Centre for Student Equity and Success, is leading a new era for student equity in Australia. Formerly the National Centre for Student Equity in Higher Education (NCSEHE), ACSES, hosted by Curtin University, offers evidence-based interventions and research to support disadvantaged students. With a focus on First Nations Australians, students with disabilities, and those from low socioeconomic backgrounds, ACSES aims to pave the way for success in higher education.
As a What Works Centre, ACSES provides universities with proven strategies to enhance student equity. With Commonwealth Government funding, ACSES is poised to drive positive change, fostering collaboration and innovation across the Australian higher education sector. This new era promises accessible, equitable higher education opportunities for all students.
Interactive Data Tool
All data reported are sourced from the Australian Government Department of Education’s Higher Education Student Data Collection.
This tool enables you to compare the data at national, state/territory, and institutional levels across seven key indicators:
Access (commencing enrolments and share)
Participation (enrolments and share)
Retention (rate)
Success (rate)
Six-Year Completion (share)
Nine-Year Completion (share)
Featured research
‘You going to uni?’ Exploring how people from regional, rural and remote areas navigate into and through higher education
Janine Delahunty
,
2022
Dr Janine Delahunty's 2020 NCSEHE Equity Fellowship report recommends engaging and supporting students from RRR areas to identify their strengths and hopes for the future and communicate their challenges to improve educational outcomes.
"Ghost student" failure among equity cohorts: Towards understanding non-participating enrolments
Bret Stephenson
,
2021
A quarter of university fail grades represent ‘ghost students’, who remain enrolled in undergraduate units but show no evidence of participation. This research found improved identification and support is required for ‘ghost students’, particularly Indigenous students who are at a high risk of ghosting behaviours.
Our teams
ACSES Staff
ACSES (formerly NCSEHE) is home to a diverse group of dedicated academic and professional staff members, all working to improve the lives of marginalised and disadvantaged students in higher education.
Advisory Board
Comprising esteemed leaders in academia and equity, our ACSES Advisory Board offers strategic guidance and expert advice.
Our committees
ACSES currently has two committees that are responsible for overseeing the award of Centre-funded grants and fellowship positions: the Equity Frontiers Grants Committee and the Grants & Fellowships Committee.
Latest research
Indigenous students' journeys to and through allied healthcare programs
Andrea Simpson
,
La Trobe University
,
2021
This NCSEHE Equity Fellowship study investigated the national profile of Indigenous students enrolled in select higher education and vocational education allied healthcare study, as well as the institutional factors linked with success in access and retention.
Building a stronger evidence base to support effective outreach strategies for Aboriginal and Torres Strait Islander students: Increasing impact and university participation
Katelyn Barney
,
NCSEHE|University of Queensland
,
2024
This Equity Fellowship focused on outreach programs for Aboriginal and Torres Strait Islander students and examines “what works” and what could be improved in these programs. Most universities are running outreach initiatives for Indigenous high school students. The study identified the need for improved post-camp engagement with students, as well as cultural aspects and Indigenous perspectives in the curriculum.
Re-imagining exams: How do assessment adjustments impact on inclusion?
Joanna Tai
,
Curtin University
,
2022
NCSEHE-funded research found working with staff and students on refining assessment design and processes can improve experiences of inclusive exams and other high-stakes assessments for students with disability.
Equity through complexity: Inside the “black box” of the Block Model
Jen Jackson
,
Victoria University
,
2022
This study investigated an innovation in higher education that has achieved demonstrable results for equity students: the Block Model at Victoria University.
Open textbooks and social justice: A national scoping study
Sarah Lambert
,
Deakin University
,
2022
Research found free textbooks with more diverse content could reduce inequities in learning experiences and outcomes for students from disadvantaged backgrounds.
The great social divide: The reality of career advice for our disadvantaged youth
Dawn Bennett
,
Bond University
,
2022
Research has found found that students who attend private schools and students from middle to high socioeconomic status (SES) backgrounds have greater access to career information and are more likely to be directed toward university pathways when compared to students from low SES backgrounds, who are commonly directed towards VET and TAFE pathways.
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