2019

This article explicitly explores how the dual identities of student and family carer are managed by women studying online. It highlights the largely invisible yet emotional and time-consuming additional load that many women are carrying and discusses the importance of this being recognised and accommodated at an institutional level.

This article details a critical discourse analysis of responses to a 2017 survey of university non-completers asked ‘were there any benefits from the time you spent doing an [sic] incomplete degree?’. This study finds that non-completers experience a wide range of benefits from incomplete studies despite the dominant discourse discounting their experiences as unsuccessful.

This paper is based on a qualitative research study conducted across urban and regional Australian universities. The aim of the project was to investigate the enablers and constraints faced by refugee background students transitioning from high school to university.

This NCSEHE briefing note reports on domestic undergraduate equity student participation in Australian higher education from 2013 to 2018. It focuses on trends among domestic undergraduate enrolments in Table A Provider institutions in identified equity groups.

Research found university student outcomes data does not entirely capture the complexity of regional and remote Indigenous student pathways. The report showed Indigenous students may engage with higher education for more than a decade, which needs to be considered in the evaluation of student success over the long term.

The study defined student influencers and community characteristics that supported positive higher education outcomes. Case studies identified three community themes for student encouragement and support in higher education. These included the valuing of education at all levels; a strong sense of connectedness and belonging; and a narrative of success including involvement in higher education.

This mixed methods study examines student engineers’ experiences in Work Integrated Learning (WIL) placements. The study provides insights into how to guide improvements in engineering WIL practice, particularly in relation to access, quality and wellbeing for students in equity groups.

Pitman discusses what an ATAR is, how it is calculated and what it is used for, as well as why it is considered contentious by some.

This Informing Policy and Practice IV publication reviews outcomes from the 2017/18 NCSEHE Research Grants Program funding round. The fourth in the 'Informing Policy and Practice' series, the publication also incorporates Associate Professor Maria Raciti’s 2018 NCSEHE Research Fellowship on the perceived risks of going to university for students from low socioeconomic status backgrounds.

This My Story — Student Voice publication is the fourth in the NCSEHE case studies series. Each of these compilations has presented good practice in widening participation in higher education, with a particular focus on programs funded through the Higher Education Participation and Partnerships Program (HEPPP).