The Australian Centre for Student Equity and Success acknowledges Indigenous peoples as the Traditional Owners of the lands on which our campuses are situated. With a history spanning 60,000 years as the original educators, Indigenous peoples hold a unique place in Australia. 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.

Woman in wheelchair Charles Sturt Aboriginal girl. Three women looking at papers Man sitting Young Indigenous friends walking outdoors
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Universities For All

The Australian Centre for Student Equity and Success is a national leader in a future-oriented, evidence-based approach to student equity, leading universities towards accessibility and success for every student.

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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.

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Undergraduate Equity Groups

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:

Library (2)
Access (commencing enrolments and share)
Users (1)
Participation (enrolments and share)
Refresh (1)
Retention (rate)
Presentation chart line (1)
Success (rate)
Academic cap (1)
Six-Year Completion (share)
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Latest research
Indigenous students' journeys to and through allied healthcare programs
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
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?
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.
NCSEHE 2021 Annual Report
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.
Equity through complexity: Inside the “black box” of the Block Model
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
Research found free textbooks with more diverse content could reduce inequities in learning experiences and outcomes for students from disadvantaged backgrounds.
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