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.
Culturally and linguistically diverse
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RMIT's Guide to Diverse & Inclusive Student Recruitment
Lisa Williams, Katie Adler
,
2022
"Are you recruiting the best talent by attracting and assessing culturally diverse students?" ask Lisa Williams and Katie Adler in their guide.
Equity off course: Mapping equity access across courses and institutions
Beni Cakitaki, Michael Luckman, Andrew Harvey
,
2022
This report examines student equity stratification by field of education and institution.
Investigating the relevance of mental health for the current equity groups framework: An analysis of multi-agency linked-administrative data
Tomasz Zając, Francisco Perales, Ning Xiang, Wojtek Tomaszewski, Stephen R. Zubrick
,
2022
Research led by Tomasz Zając identified the significance of pre-existing poor mental health as a predictor of student attrition during first year university
Lessons from the pandemic on fairer and more caring uni teaching and learning
Sally Baker
,
2022
This article, originally published on The Conversation, offers recommendations for universities to better support culturally and linguistically diverse migrant and refugee (CALDMR) students and university staff, post COVID-19.
COVID-19 online learning landscapes and CALDMR students: Opportunities and challenges
Sally Baker
,
2022
This research found the rapid shift to teaching and learning online in universities has created new, and magnified existing, barriers to educational participation for culturally and linguistically diverse migrant and/or refugee (CALDM/R) communities.
COVID-19 online learning landscapes and CALDMR students: Opportunities and challenges
Sally Baker, Joel Anderson, Rachel Burke, Teresa De Fazio, Clemence Due, Lisa Hartley, Tebeje Molla, Carolina Morison, William Mude, Loshini Naidoo, Ravinder Sidhu
,
2022
Research found CALDMR university students have faced additional barriers in the sudden shift to online learning and virtual classrooms during COVID-19.
Understanding access to higher education amongst humanitarian migrants in Australia
Francisco Perales, Matthias Kubler, Ning Xiang, Wojtek Tomaszewski
,
2021
An important channel for humanitarian migrants to successfully integrate into mainstream society is participation in the local education system and, particularly, higher education.
Understanding access to higher education amongst humanitarian migrants in Australia
Francisco Perales
,
2021
Report recommends Australian higher education policy and practice recognise refugees and people seeking asylum as a distinct equity group, to address unique areas of disadvantage and disproportionately poor outcomes. The research found targeted support would particularly benefit humanitarian migrants with limited English-language skills and educational experiences.
My Story — Student Voice: Reflections on 2020 from the NCSEHE vloggers
NCSEHE
,
2020
In March 2020, the NCSEHE invited eight university students from diverse backgrounds to document their personal experiences of living, working and studying during COVID-19 by recording regular video blogs.
NCSEHE Briefing Note — Equity student participation in Australian higher education: 2014–2019
Paul Koshy
,
2020
The 2020 NCSEHE Equity Briefing Note reports on undergraduate student data collected by the Department of Education, Skills and Employment (DESE).
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