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.

Back to Research

Griffith University

/home/acses/acses.edu.au/www/wp/app/themes/acses/img/component5.svg
Griffith University
Filters
Clear all
Equity Group
Equity Initiatives Framework Classification
Lead organisation
Publication Type
Focus
Year published
4 items found
Tuning into the real effect of smartphone use on parenting: a multiverse analysis
Concerns have been raised regarding the potential negative impacts of parents’ smartphone use on the parent–child relationship. A scoping literature review indicated inconsistent effects, arguably attributable to different conceptualizations of parent phone use and conflation of phone use with technological interference.
Interpreting the first-year experience of a non-traditional student: A case study
This article concerns non-traditional students’ involvement in Australian higher education. It aims to deepen understanding of enabling and constraining factors for this group’s retention, through an in-depth case study of a non-traditional student’s university experience. Findings draw attention to the need to provide support for non-traditional university students in developing a sense of connectedness and resourcefulness.
A fourth generation approach to transition in the first year in higher education: First year in higher education community of practice (FYHECoP)
We propose that higher education institutions move beyond the third generation approach to transition pedagogy (Kift, Nelson, & Clarke, 2010) to a fourth generation approach. This approach is characterised and driven by a social and civic community. This community of practice has a place at each point in the progression of the student’s studies and is an integral part of the first year student transition.
Staying the distance: students’ perceptions of enablers of transition to higher education
Students’ perceptions during their first semester at university may be critical in the decision to continue or discontinue studies. In this study we consider students’ perceptions of what factors enable successful transition to university. Using qualitative research, students’ perceptions are obtained by in-depth interviews and focus groups that capture the first- and second-order perspectives of existing students at the end of first-year studies.