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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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You are reading: ACSES 2024 Annual Report

Message from the Executive Director

Professor Shamit Saggar

 

The past two years have marked a significant period of renewal for the Australian Centre for Student Equity and Success (ACSES). In 2023, we welcomed a new leadership team and introduced a new operational model, laying the groundwork for a more impact-driven approach to student equity. These changes culminated in 2024, with our transition from the National Centre for Student Equity in Higher Education (NCSEHE) to ACSES, reflecting a broader and more ambitious commitment to research, policy, and practice in the equity space.

Our mission remains clear—to equip universities and policymakers with evidence-based solutions that improve access, retention, and success for underrepresented students. Over the past year, ACSES has expanded its research programs, deepened sector engagement, and launched initiatives that drive meaningful change on the ground. The Centre has also played a pivotal role in national discussions on equity, particularly in shaping responses to the Universities Accord.

As we look ahead, our focus is on sustained impact. Equity in higher education is not just a policy goal—it is essential to Australia’s future prosperity and social cohesion. Through rigorous research, strategic partnerships, and practical innovation, we will continue to bring to fruition what works to ensure student success.

I am deeply grateful to our partners, stakeholders, and the entire ACSES team for their dedication. I look forward to the next phase of our work as we build a fairer higher education system.

 

 

ASCES 2024 Annual Report Summary

 

The 2024 Annual Report Summary provides an overview of the Australian Centre for Student Equity and Success’s key achievements, impact, programs, and growth in 2024 as a national What Works Centre for student equity.

 

 

The full ACSES 2024 Annual Report and the ACSES 2024 Annual Report Summary are available to download below.

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ACSES 2024 Annual Report
ACSES, 2025
Featured publications
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.
Aboriginal and/or Torres Strait Islander
Disability
Australian Framework for Artificial Intelligence in Higher Education
J M Lodge et al.​ , 2025
Published by the Australian Centre for Student Equity and Success, in collaboration with the Australian National AI in Schools Taskforce.
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Indigenous university pathways, WIL and the strengthening of aspirations: Robbie’s journey as a learner
Garth Stahl, Sarah McDonald, Jennifer Stokes​ , 2023
A case study documenting the transition of one Indigenous student, Robbie, from an underprivileged school located in the Western suburbs of Sydney to an urban Australian university.
Indigenous
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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.
First in Family
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More publications
Equity Policy Options: Parity Targets, Final Report
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.
Aboriginal and/or Torres Strait Islander
Disability
Indigenous
Low SES
Low socioeconomic status
Regional, rural and remote
Regional and remote
Australian Framework for Artificial Intelligence in Higher Education
Published by the Australian Centre for Student Equity and Success, in collaboration with the Australian National AI in Schools Taskforce.
Resources
Indigenous university pathways, WIL and the strengthening of aspirations: Robbie’s journey as a learner
A case study documenting the transition of one Indigenous student, Robbie, from an underprivileged school located in the Western suburbs of Sydney to an urban Australian university.
Indigenous
Journal articles
Investigating the relationships between First-in-Family status, equity groups, and university access
Tomasz Zając​ , The University of Queensland (UQ)​
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.
First in Family
Research Reports