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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The Educational Journeys of American Indian Women: Forming Aspirations for Higher Education
American Indians (AIs) have lower higher education enrollment and completion rates than Whites and most minority groups. This study explored the middle and high school experiences of educationally successful AI women to determine how academic factors-activities within and beyond school and relations with peers, teachers, and counselors-affected their enrollment decisions.
Social Justice Evaluation of Social Collaborations and Partnerships: Thematic Review of Literature
An extensive literature search was undertaken on multiple databases relevant to ‘social justice evaluation’ and the process and outcomes associated with ‘social collaborations and partnerships’ aimed at promoting the equity needs of socio-economically disadvantaged groups.
Socio-economic Status of Schools and University Academic Performance: Implications for Australia’s Higher Education Expansion
The study utilised random intercept models to analyse the determinants of university academic performance. This allows for a separate intercept for each school, and hence recognises the clustering of students within schools. Further, random coefficients models are also used to see if schools differed in translating certain inputs, specifically, prior academic achievement and socioeconomic status, into university academic outcomes.
Briefing Note: Student Equity Performance in Australian Higher Education: 2007-2013
This NCSEHE Briefing Note provides an update on domestic undergraduate student enrolment and equity outcomes from 2007 to 2013, following Koshy (2014). It focuses on undergraduate outcomes for Table A providers, given policy changes in recent years to Australian undergraduate education that affect them.
Partnerships in higher education
Partnerships in higher education presents 31 case study examples of “partnership working” and covers each of Australia’s 37 public universities. Each case study details the partnership’s activities, outcomes, how the various partnerships work, and plans for the future.
New higher ed bill still doesn’t solve the biggest problem: debt
This article discusses the government's Higher Education Reform Bill and the impact rising fees have on public debt.
Mission Australia Youth Survey 2014
"Mission Australia’s 13th national Youth Survey tested the views of almost 14,000 young people between the ages of 15-19. In addition to asking about their personal and national concerns it surveyed what young people value, who they turn to for help, what activities they engage in and how they feel about the future. The 2014 survey included a particular focus on young people’s aspirations."
Overcoming Indigenous Disadvantage: Key Indicators 2014
The report provides information about outcomes across a range of strategic areas such as early child development, education and training, healthy lives, economic participation, home environment, and safe and supportive communities. It also examines whether policies and programs are achieving positive outcomes for Indigenous Australians.
Does accelerating access to higher education lower its quality? The Australian experience
This paper examines the recent introduction of a demand-driven funding system (DDFS) for domestic enrolments in Australia to determine the impact of the subsequent expansion in domestic student numbers on overall domestic performance. The data suggest that there is a correlation between increasing rates of access and a decline in some proxies for higher education quality.
Unlocking the gates to the peasants: are policies of ‘fairness’ or ‘inclusion’ more important for equity in higher education?
Using the Australian higher education sector as an example, this paper argues that equity policy is actually a mix of ‘proportional fairness’ and ‘inclusion’ and elite institutions resist not because the policy is deficient but because it might actually work. An alternative approach to higher education equity policy is proposed; one which requires elite institutions to engage meaningfully with disadvantaged students but allows them to retain their status advantage.