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.

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Webinar recording — Moving into, through and beyond STEM degrees: A student equity perspective
In this webinar, three research teams funded through the 2019–20 NCSEHE Research Grants Program presented selected findings from their projects, providing recommendations for policy and practice targeting key stages of the student life cycle, as mapped in the Equity Initiatives Framework.
Webinar — Moving into, through and beyond STEM degrees: A student equity perspective
The NCSEHE hosted a webinar on Friday 27 August 2021, drawing on new research to improve support for equity students moving into, through and beyond science, technology, engineering and mathematics (STEM) degrees.
STEM Pathways: The impact of equity, motivation and prior achievement
This study, developed with the support of a National Centre for Student Equity in Higher Education (NCSEHE) Research Grant, is framed around three core research questions: How do the STEM pathways of equity groups and non-equity groups differ? What factors facilitate equity group students participating in university STEM courses? Do the factors influencing young people’s university STEM participation differ between equity groups and non-equity groups?
Investigating the Relationship Between Equity and Graduate Outcomes in Australia
This study employed Commonwealth graduate outcome data to investigate relationships between disadvantage and graduate outcomes in Australia, with disadvantage defined as a graduate belonging to one or more of the following groups – low SES. Indigenous, regional, with a disability, from a non-English speaking background (NESB), born outside Australia and female in a technical area. The study provided critical insights into how access to higher education does – or does not – lead to improvements in post-graduation equity.
Completing university in a growing sector: Is equity an issue?
This report explores new data tracking student cohorts through the higher education system – from commencement to completion. The analyses focus on completion outcomes of a student cohort and was tracked for a period of nine years. The outcomes of this cohort are compared with other cohorts of students, tracked over a shorter period of time in order to validate findings.
Completing university in Australia: A cohort analysis exploring equity group outcomes
This briefing paper provides initial analysis of national data on university enrolments, tracking students from commencement to completion of university. The Research Briefing focuses on the completion of university among key equity groups in higher education, offering new insight into the outcomes for a number of groups under-represented in the higher education sector.
Joining the Dots: Re-exploring SES among university students
Increasing the participation of people from low socioeconomic status (SES) backgrounds in higher education is a key tenet of the Australian Government. Australia is aiming to raise the proportion of undergraduate students who are from a low SES background to 20 percent by 2020. The emphasis on improving access has been well received and is a crucial part of the overall ambition of the Government to increase attainment levels in higher education across Australia.