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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Student’s reported satisfaction at University: the role of personal characteristics and secondary school background
Ian W. Li, Denise Jackson, Paul Koshy
,
2024
This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions.
The costs of and economies of scale in supporting students from low socioeconomic status backgrounds in Australian higher education
Marcia Devlin, Liang-Cheng Zhang, Daniel Edwards, Glenn Withers, Julie McMillan, Lynette Vernon, Sue Trinidad
,
2022
This Australian-first study has calculated the costs to universities of supporting students from low socioeconomic (SES) backgrounds.
Keeping the Party in Full Swing: Findings on Online Student Engagement With Teacher Education Students
Belinda Hopwood, Janet Dyment, Jillian Downing, Cathy Stone, Tracey Muir, Elizabeth Freeman, Naomi Milthorpe
,
2021
The COVID-19 pandemic has further increased the need to teach and design courses in ways that successfully engage students online. This research set out to gain a deeper understanding of what it means for ITE students to be engaged in online learning and how teacher educators can enhance pedagogical practices in the online learning space.
Twenty-one reasons for implementing the Act-Belong-Commit — ‘ABCs of Mental Health’ campaign
Robert J. Donovan, Vibeke J. Koushede, Catherine F. Drane, Carsten Hinrichsen, Julia Anwar-McHenry, Line Nielsen, Amberlee Nicholas, Charlotte Meilstrup, Ziggi Ivan Santini
,
2021
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.
‘One student might get one opportunity and then the next student won’t get anything like that’: Inequities in Australian career education and recommendations for a fairer future
Olivia Groves, Kylie Austin, Sarah O’Shea, Jodi Lamanna
,
2021
Drawing on NCSEHE-funded research, this AER paper explores the career education experiences of high school students from low SES backgrounds.
Provision of equitable careers education in Australia: The case for middle years outreach programmes
Belinda D'Angelo, Mollie Dollinger
,
2021
Disparity in educational and career outcomes between rural, regional and remote (RRR) students and their metropolitan counterparts persists despite successive federal and state government initiatives. In this paper, we will present a study that highlights one important, yet overlooked, avenue to improve outcomes for RRR students: early-stage careers education.
Equalizing and Widening Access to Higher Education During a Pandemic: Lessons Learned from a Multi-University Perspective
Emlyn Dodd, Sonal Singh, Jim Micsko, Kylie Austin, Carolina Morison, Stuart Upton
,
2021
The article provides a holistic view of the lessons learned and discoveries made from COVID-19, informing future program design and delivery.
The Best Chance For All: A Policy Roadmap for Post-Pandemic Panic
Sally Kift
,
2021
The Best Chance for All was developed in 2018 as a long-term policy vision for student equity in Australian tertiary education. We argue in this article that COVID-19 has exacerbated the issues that the policy vision sought to address and has increased demands on and of post-secondary education.
Should I stay or should I go? The impact of the COVID-19 pandemic on regional, rural and remote undergraduate students at an Australian University
Julia Cook
,
2021
In this article we draw on intersectional theory and in-depth interview data to understand the experiences, challenges faced by, and related choice-making processes of students during the height of the pandemic period.
“Shining a Light” on Mature-Aged Students In, and From, Regional and Remote Australia
Nicole Crawford
,
2021
This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia.
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Student’s reported satisfaction at University: the role of personal characteristics and secondary school background
Ian W. Li, Denise Jackson, Paul Koshy
,
2024
This study addressed this topic in the Australian context using data from the annual Student Experience Survey (2016–2020 waves) with linkage to administrative records for 24,292 students from seven higher education institutions.
The Critical Interventions Framework Part 3: Programs and approaches that enable equity in higher education
Anna Bennett, Ryan Naylor, Jo Hanley, Jo Lewis, Cheryl Burgess
,
2024
The Critical Interventions Framework Part 3 (CIF 3) focuses on evaluative studies which provide details of the impacts of specific interventions on equity groups in relation to access to and success in higher education.
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