opening page ornament

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.

Enter website
Back to Publications
You are reading: Staying the distance: students’ perceptions of enablers of transition to higher education

Written by Angela Bowles, Ron Fisher, Ruth McPhail, Daniela Rosenstreich and Alexandra Dobson

ABSTRACT
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. Interview and focus-group themes are used to develop an 80-item questionnaire that is then used to collect data from first-year students (n = 771) at an Australian university. Key findings from the research are the identification of seven enabling factors that fall into two main groups, student-centred and university-led. Identifying enablers of transition provides universities with the opportunity to assist students in the successful transition to higher education.

Continue reading…

Bowles, A., Fisher, R., McPhail, R., Rosenstreich, D., & Dobson, A. (2014). Staying the distance: students’ perceptions of enablers of transition to higher education. Higher Education Research & Development, 33(2). 212-225. doi: 10.1080/07294360.2013.832157.
General Journal articles
Staying the distance: students’ perceptions of enablers of transition to higher education
A Bowles, R Fisher, R McPhail, D Rosenstreich, A Dobson, 2013
Featured publications
Pathway programs and Indigenous student completion: Building the evidence
B Fredericks, K Barney, T Bunda, A Moor, K Hausia, S Parlett, N Richy, and D Taylor-Griffiths​ , 2026
A Small Grants Research Program final report. The study identified and analysed the strategies used in three Group of Eight university pathway programs to support Indigenous students to successfully transition into and through university.
Aboriginal and/or Torres Strait Islander
Indigenous
Indigenous success: Creating a Senior Leadership Capability Model (SLCM) through capacity building
P Anderson, T Pham, and C Tapia Parada​ , 2025
An ACSES First Nations Fellowship final report. This project created a Senior Leadership Capability Model (SLCM), which is a unique framework specifically designed for university leaders to foster Indigenous success in higher education.
Aboriginal and/or Torres Strait Islander
Indigenous
Increasing access and opportunity: Nesting enabling programs in senior schooling
A Jones, F Navin, S Dhondea-Tenakov, J Lisciandro, J Nieuwoudt, A Maclaurin, F Ramos, S Attree, and M Howie​ , 2026
A Large Grants Research Program final report. The project is the first national, cross-institutional benchmarking and impact study of in-school enabling programs in Australia, examining models and outcomes with a focus on impact for equity groups.
General / all students
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
Pathway programs and Indigenous student completion: Building the evidence
B Fredericks, K Barney, T Bunda, A Moor, K Hausia, S Parlett, N Richy, and D Taylor-Griffiths​ , 2026
A Small Grants Research Program final report. The study identified and analysed the strategies used in three Group of Eight university pathway programs to support Indigenous students to successfully transition into and through university.
Aboriginal and/or Torres Strait Islander
Indigenous
Research Reports
Indigenous success: Creating a Senior Leadership Capability Model (SLCM) through capacity building
P Anderson, T Pham, and C Tapia Parada​ , 2025
An ACSES First Nations Fellowship final report. This project created a Senior Leadership Capability Model (SLCM), which is a unique framework specifically designed for university leaders to foster Indigenous success in higher education.
Aboriginal and/or Torres Strait Islander
Indigenous
Research report
Publications
Fellowship Reports
Increasing access and opportunity: Nesting enabling programs in senior schooling
A Jones, F Navin, S Dhondea-Tenakov, J Lisciandro, J Nieuwoudt, A Maclaurin, F Ramos, S Attree, and M Howie​ , 2026
A Large Grants Research Program final report. The project is the first national, cross-institutional benchmarking and impact study of in-school enabling programs in Australia, examining models and outcomes with a focus on impact for equity groups.
General / all students
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