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.
University of New South Wales
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University responses to enhancing equity in the post-COVID landscape
Mary Teague
,
2022
The COVID-19 pandemic has had significant and far-reaching consequences for the higher education sector, and has particularly impacted students from equity cohorts. This NCSEHE-funded research found, given the widespread and deep impacts of these changes, it was timely to explore how universities responded to these challenges in terms of access and admissions, and participation and support for equity cohorts.
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.
Career Guidance for Culturally and Linguistically Diverse Migrants and/or Refugees
Alexander Newman
,
2022
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.
Students from Refugee and Asylum Seeker Backgrounds and Meaningful Participation in Higher Education
Sally Baker
,
2019
For people who have experienced forced migration, the sense of agency, control, and forward momentum that can accompany engagement in higher education can become a vital driving force. In this special edition on educational engagement of students from refugee and asylum seeker backgrounds, we highlight how attention to higher education is crucial to understanding and improving their lives.
Construct Validity of Scores From the Connor–Davidson Resilience Scale in a Sample of Postsecondary Students With Disabilities
Harsha N. Perera
,
2016
This study investigated the latent structure of CD-RISC responses in a sample of postsecondary students with disabilities. Furthermore, the validity of CD-RISC scores was examined with respect to career optimism and well-being. The results of the study provide validation data for the CD-RISC and clarify recent research converging on seemingly disparate unidimensional and multidimensional solutions.
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