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Welcome to the Australian Centre for Student Equity and Success

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.

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You are reading: ACSES 2024 Annual Report

Message from the Executive Director

Professor Shamit Saggar

 

The past two years have marked a significant period of renewal for the Australian Centre for Student Equity and Success (ACSES). In 2023, we welcomed a new leadership team and introduced a new operational model, laying the groundwork for a more impact-driven approach to student equity. These changes culminated in 2024, with our transition from the National Centre for Student Equity in Higher Education (NCSEHE) to ACSES, reflecting a broader and more ambitious commitment to research, policy, and practice in the equity space.

Our mission remains clear—to equip universities and policymakers with evidence-based solutions that improve access, retention, and success for underrepresented students. Over the past year, ACSES has expanded its research programs, deepened sector engagement, and launched initiatives that drive meaningful change on the ground. The Centre has also played a pivotal role in national discussions on equity, particularly in shaping responses to the Universities Accord.

As we look ahead, our focus is on sustained impact. Equity in higher education is not just a policy goal—it is essential to Australia’s future prosperity and social cohesion. Through rigorous research, strategic partnerships, and practical innovation, we will continue to bring to fruition what works to ensure student success.

I am deeply grateful to our partners, stakeholders, and the entire ACSES team for their dedication. I look forward to the next phase of our work as we build a fairer higher education system.

 

 

ASCES 2024 Annual Report Summary

 

The 2024 Annual Report Summary provides an overview of the Australian Centre for Student Equity and Success’s key achievements, impact, programs, and growth in 2024 as a national What Works Centre for student equity.

 

 

The full ACSES 2024 Annual Report and the ACSES 2024 Annual Report Summary are available to download below.

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General Annual reports
Download the full report
ACSES 2024 Annual Report
ACSES, 2025
Featured publications
Is the problem us? Helping part-time students succeed in a full-time world
Kelly Linden​ , 2026
An ACSES Equity Fellowship final report. The project looks at the increasingly complex challenges facing part-time university students and what interventions are needed to help them succeed.
Part-time students
Research Reports
Socio-economic backgrounds, choice of disciplines, and post-university labour market performance
R Zhu and X Gong​ , 2026
A Small Grants Research Program final report. The study empirically examined the long-term labour market outcomes of university graduates from different socio-economic backgrounds, with a particular focus on the role of subject choice at university.
Aboriginal and/or Torres Strait Islander
Culturally and linguistically diverse
Investigating the relationships between First-in-Family status, equity groups, and university access
T Zając, G Stahl, W Tomaszewski, and N Xiang ​ , 2025
A Small Grants Research Program final report. The study compared the university enrolment patterns of First-in-Family (FiF) students, defined as students without university-educated parents, with that of non-FiF students.
First in Family
Research Reports
Towards a financially inclusive higher education system
A McMahon, K Charlton, K Lambert, Y Probst, K Kent, K Walton, J Russell, K Austin, and G O’Flynn​ , 2026
A Small Grants Research Program final report. The study examined the prevalence and impact of financial hardship on university students. It evaluated the effectiveness of existing financial support services and identified barriers that prevent students from accessing essential assistance.
Aboriginal and/or Torres Strait Islander
Disability
More publications
Is the problem us? Helping part-time students succeed in a full-time world
Kelly Linden​ , 2026
An ACSES Equity Fellowship final report. The project looks at the increasingly complex challenges facing part-time university students and what interventions are needed to help them succeed.
Part-time students
Research Reports
Socio-economic backgrounds, choice of disciplines, and post-university labour market performance
R Zhu and X Gong​ , 2026
A Small Grants Research Program final report. The study empirically examined the long-term labour market outcomes of university graduates from different socio-economic backgrounds, with a particular focus on the role of subject choice at university.
Aboriginal and/or Torres Strait Islander
Culturally and linguistically diverse
Indigenous
Low SES
Low socioeconomic status
Research Reports
Investigating the relationships between First-in-Family status, equity groups, and university access
T Zając, G Stahl, W Tomaszewski, and N Xiang ​ , 2025
A Small Grants Research Program final report. The study compared the university enrolment patterns of First-in-Family (FiF) students, defined as students without university-educated parents, with that of non-FiF students.
First in Family
Research Reports
Towards a financially inclusive higher education system
A McMahon, K Charlton, K Lambert, Y Probst, K Kent, K Walton, J Russell, K Austin, and G O’Flynn​ , 2026
A Small Grants Research Program final report. The study examined the prevalence and impact of financial hardship on university students. It evaluated the effectiveness of existing financial support services and identified barriers that prevent students from accessing essential assistance.
Aboriginal and/or Torres Strait Islander
Disability
General / all students
Indigenous
International
Research Reports