We are pleased to announce that three proposals have been selected for funding as part of ACSES’s 2024-25 Large Grants Research Program.
The 2024-25 Round was launched in March 2024, with ACSES calling for proposals that outlined projects across three research priorities:
- Alternative pathways to university and impact on academic outcomes
- Student wellbeing for success
- Collaboration for student equity and success – intra-sectoral (institutions within higher education) and inter-sectoral (institutions across higher, vocational, and secondary education)
ACSES received 25 eligible proposals during the Expressions of Interest (EOI) Stage, with eight teams being invited by the Grants and Fellowships Committee to submit full proposals for their consideration. The Committee’s final recommendations for three successful project applications have been endorsed by the ACSES Advisory Board.
ACSES and the Grants and Fellowships Committee would like to thank all applicants. The Committee noted the quality and range of proposals received, which bodes well for the work to be undertaken across the current grants, as well as the soon-to-be-announced 2025-26 Large Grants Round.
The three projects selected for funding in 2024-25 are:
Deadly Secondary Teacher Education
Lead institution: Australian Catholic University
Project led by Mr Christopher Duncan
Research priority: (2) Student wellbeing for success
Project details: This project will examine factors affecting, and strategies to enhance, First Nations Australian participation in secondary teaching education.
Increasing Access and Opportunity: Nesting enabling programs in senior schooling
Lead institution: Edith Cowan University
Project led by Dr Angela Jones
Research priority: (1) Alternative pathways to university and impact on academic outcomes
Project details: This project will examine models and academic outcomes of enabling programs embedded in secondary schools, to provide guidelines for the establishment of effective, portable and scalable university-school partnerships.
Enabling Equitable Learning Approaches for Students with Invisible Disabilities in Higher Education
Lead institution: University of Newcastle
Project led by Pok Yin (Stephenson) Chow
Research priority: (3) Collaboration for student equity and success – intra-sectoral (institutions within higher education) and inter-sectoral (institutions across higher, vocational, and secondary education)
Project details: This project will use survey, focus group, and interview data collection and analysis to identify ways in which universities can better address the needs of students with invisible disabilities and support more equitable learning environments.
Congratulations to all of our Large Grants recipients!
