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.

You are reading: Towards an Inclusive Analytics for Australian Higher Education

Written by Bret Stephenson1, Andrew Harvey2 and Qing Huang1

In this report we identify the potential benefits of advanced analytics for student equity, and the institutional and cultural changes required for such potential to be fulfilled. We also argue, however, that the growing use of analytics involves risks and threats to student equity, further underlining the importance of institutional change, including educative and regulatory reform. We begin this report by providing a brief overview of the uses of advanced analytics within the higher education context. Analytic techniques now inform vast areas of the university and traverse the whole student lifecycle: from the recruitment and admissions of prospective students, through to the building of employability profiles of graduates. Part 1 also reviews many of the important conceptual and practical challenges involved in the quantification or datafication of equity, and equity cohorts, within the Australian context.

Read the full report: Towards an Inclusive Analytics for Australian Higher Education

1La Trobe University
2Griffith University, formerly La Trobe University