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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Curtin University

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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.
Lessons from the pandemic on fairer and more caring uni teaching and learning
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.
Calculating the costs of supporting people with disability in Australian higher education
This NCSEHE-funded research explored how the Australian Government and universities are investing funds and resources to support the inclusion of people with disability in higher education.
Three decades of misrecognition: defining people with disability in Australian higher education policy
Drawing on three stages of development of Australian higher education equity policy across three decades of higher education disability policy, the article provides insights into how people with disability have been categorised, classified and counted in higher education and the implications this has for how they are supported.
The online student experience: A MAC-ICE thematic structure
Through an in-depth case study of online first-year university students, this research identified six themes that describe students’ lived experiences of online education (OE), summarised as a motivation, ability, circumstances – interaction, curriculum, environment, or MAC-ICE, thematic structure of the online student experience (OSE).
National Careers Week webinar — Careers and student equity: Key influencers and careers advice for students from disadvantaged backgrounds
As part of National Careers Week, the NCSEHE hosted a virtual event on Friday 21 May 2021, showcasing major NCSEHE-commissioned research on key influencers and careers advice for equity students.
Who studies for a degree at a vocational institution?
This paper reports on a study arising from a recent ARC Discovery Project, Vocational Institutions, Undergraduate Degrees. It examined the factors contributing to post-compulsory education participation among school leavers over the previous decade, be it at a university or in a vocational institution.
Comfort with Discomfort: Exploring Wadjella educators' engagement with Indigenous students
Research explored non-Indigenous (Wadjella) educators’ practical engagement with Indigenous students, including the ‘discomfort’ often experienced when teaching or developing curriculum in this space. The report recommends non-Indigenous educators should actively engage with the Indigenous community in order to build cultural competencies and confidence in teaching Indigenous students.
Just the facts: Key changes proposed in the Job-Ready Graduates Package
The Job-Ready Graduates package of higher education reforms aims to address anticipated demand from school leaders, and the need to upskill/reskill workers who have lost jobs due to COVID-19. Henry gives an overview of the key reforms applicable to student equity.
What actually is an ATAR? First of all it's a rank, not a score
Pitman discusses what an ATAR is, how it is calculated and what it is used for, as well as why it is considered contentious by some.