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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You are reading: Institutional student equity data — New NCSEHE webpage

A new NCSEHE data site launched today will allow researchers, practitioners, institutions, students and policymakers to examine trends in higher education enrolment in Australia in recent years, and in relation to equity group enrolment.

Users can explore trends in equity group numbers among Australia’s undergraduate population, view outcomes by university, and make comparisons with institutions in a given state or territory, or institutional grouping. The resource will provide an important platform to spark and sustain debate in new and creative ways.

The interactive resource is the first part of a broader project to promote public access to data about student equity outcomes in Australian higher education.

A core mission of the NCSEHE is to use official data sources to present student data in formats to support discussion and analysis of equity issues in Australia.

The NCSEHE’s data analysis program includes the listing of key data sources, identifying important research areas, and reporting on recent trends in student equity.

The Centre aims to effectively present student equity data for Australia’s higher education system; this includes analysis of student equity data across:

  • all states and territories
  • higher education providers
  • student equity categories.

The Equity Data page will be built upon to provide further data on equity outcomes in Australia. Feedback on the resource and suggestions for further development are welcomed. Please get in touch at