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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Deakin University

Deakin University
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16 items found
Open textbooks and social justice: A national scoping study
Research found free textbooks with more diverse content could reduce inequities in learning experiences and outcomes for students from disadvantaged backgrounds.
Career Guidance for Culturally and Linguistically Diverse Migrants and/or Refugees
This NCSEHE funded research finds that, while a significant proportion of funding is allocated to university access for domestic Culturally and Linguistically Diverse Migrants and/or Refugees (CALDM/R), dedicated career guidance and supports could be better resourced.
Provision of equitable careers education in Australia: The case for middle years outreach programmes
Disparity in educational and career outcomes between rural, regional and remote (RRR) students and their metropolitan counterparts persists despite successive federal and state government initiatives. In this paper, we will present a study that highlights one important, yet overlooked, avenue to improve outcomes for RRR students: early-stage careers education.
Beyond the COVID-19 online pivot: Why we need cheaper and more inclusive online resources
This article outlines the adjustments to universities shifting to online study, and explores how we use the different technologies available to us, highlighting the need for cheaper and more inclusive online resources.
Improving employment and education outcomes for Somali Australians
What explains the gap between education access and employment outcomes, and how might we improve the overall employment outcomes of Somali Australians? To explore these questions, we conducted a mixed methods study examining employment motivations, experiences, and outcomes of Somali Australians. Our findings confirm the need for greater education on the benefits of workforce diversity, and a sustained, strategic approach to improving social inclusion.
Do MOOCs contribute to student equity and social inclusion? A systematic review 2014–18
This paper presents the results of a systematic review of literature from 2014 to 2018. The aim was to investigate the extent that MOOCs and other free open education programs provide equitable forms of online education to address global widening participation agendas. Recommendations are provided for addressing gaps in offerings, and improving design and research.
Success and Failure in Higher Education on uneven playing fields
Research found early results have a significant bearing on whether or not a student feels they ‘belong’ in higher education and that support structures and networks are critical factors in how a student responds to success. The study showed a student’s first assessment at university can be a defining moment in their future success.
The Australian student Equity Programme and institutional change: Paradigm shift or business as usual?
This Australian-first comprehensive analysis of the Higher Education Participation and Partnerships Program (HEPPP) informed recommendations for systemic change in policy and practice in student equity, and set benchmarks for a national evaluation framework reflecting broader measures of success.
Student Preferences for Bachelor Degrees at TAFE: The socio-spatial influence of schools
The report focuses on the influence of schools on their students’ higher education (HE) preferences – particularly their preferences for TAFE bachelor degrees – as recorded by the Victorian and South Australian Tertiary Admissions Centres (VTAC and SATAC). Influence is researched in terms of a school’s socioeconomic status, geographical location and sector.
Just Imaginary: delimiting social inclusion in higher education
This paper explores the notion of a ‘just imaginary’ for social inclusion in higher education. The paper argues that while social inclusion policy has ‘first-order’ effects in higher education, a just imaginary is required for more inclusive ‘second-order’ effects to be realized.