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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University of Western Australia

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University of Western Australia
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7 items found
Equity implications of non-ATAR pathways: Participation, academic outcomes, and student experience
Findings from this report indicated that despite ATAR being the most common pathway to university, there has been a gradual decline in the number of students accessing university this way in the past 10 years.
Twenty-one reasons for implementing the Act-Belong-Commit — ‘ABCs of Mental Health’ campaign
This paper provides such knowledge based on the development, implementation and evaluation of the Act-Belong-Commit campaign, the world’s first comprehensive population-wide public mental health promotion campaign which was launched in 2008 in Western Australia.
Employment and study outcomes after graduation: An Australian higher education equity perspective
This study uses data from the 2016 Australian Graduate Outcomes Survey, linked to student administrative records from 19 participating Australian universities, to examine post-degree study and employment outcomes. In particular, the study looks at how equity group membership, undergraduate degree characteristics, and undergraduate academic performance influences post-degree study and employment outcomes.
Remote student university success: an analysis of policy and practice
NCSEHE Research Fellowship found remote students are among the most educationally disadvantaged in Australia with complex support requirements, distinct from their regional and metropolitan peers. The report called for universities and government to develop a nuanced understanding of this cohort to enable more remote students to realise their potential.
Factors Influencing University Student Satisfaction, Dropout and Academic Performance: An Australian Higher Education Equity Perspective
Equity groups have increasing access to higher education enrolment, but factors including health, finance and disposition towards study can contribute to the decision of disadvantaged students to drop out of university study. This study looked at the determinants of student satisfaction and academic outcomes at university, with a focus on equity group differences.
Socio-economic Status of Schools and University Academic Performance: Implications for Australia’s Higher Education Expansion
The study utilised random intercept models to analyse the determinants of university academic performance. This allows for a separate intercept for each school, and hence recognises the clustering of students within schools. Further, random coefficients models are also used to see if schools differed in translating certain inputs, specifically, prior academic achievement and socioeconomic status, into university academic outcomes.
Recognising lifelong and life-wide learning to achieve Bradley’s participation and equity targets for Australian higher education
This paper considers how the recognition of lifelong and life-wide learning might be used to enhance higher education access for a larger and more diverse group of students, particularly those from disadvantaged backgrounds. The paper presents selected findings from a larger research study of the admission policies and practices of different types of universities.