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  • Article

    A culture of inclusive higher education is everyone’s responsibility (NCSEHE)

    An institution-wide approach, including staff and students, could reduce the structural barriers to higher education retention and success for students from disadvantaged backgrounds, according to this report.
    The research, led by Dr Ryan Naylor from La Trobe University and funded by the NCSEHE, recommended institutions prioritise a culture of equal opportunities and experiences, rather than relying on students to adapt to existing structures.

  • Video

    ADCET Webinar: Beyond graduation: Long-term socioeconomic outcomes amongst equity students

    ADCET in partnership with the National Centre for Student Equity in Higher Education (NCSEHE) were joined by Dr Wojtek Tomaszewski from the University of Queensland in presenting this webinar.

    For this webinar Wojtek presents results from recent research that draws on robust large-scale quantitative data sets to investigate the short and long-term socio-economic trajectories of Australian university graduates from equity groups and compare them with outcomes for non-equity students across multiple domains. (November 2019)

  • Video

    ADCET Webinar: Supporting students with disability during and beyond higher education

    ADCET in partnership with the National Centre for Student Equity in Higher Education (NCSEHE) were joined by presenters  Tim Pitman and David Eckstein. Tim and David are Equity Research Fellows from the National Centre for tudent Equity in Higher Education, they are examining the ways in which Australia’s higher education institutions support students with disability to succeed not only in their studies but beyond. Tim is particularly interested in how students with disability from regional and remote parts of Australia are supported, whilst David is researching the practicalities of providing targeted careers education that enables their post-graduation success. (March 2020)

    Download: Transcript
  • Article

    Access, quality and wellbeing in engineering WIL placements: Implications for equity and diversity

    This study funded by the National Centre for Student Equity in Higher Education (NCSEHE) 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.(Natalie Lloyd (University of Technology Sydney), Megan Paull (Murdoch University), Teena Clerke (University of Technology Sydney) and Sally Male (The University of Western Australia - December 2019)

  • Article

    Beyond graduation: Long-term socioeconomic outcomes amongst equity students (NCSEHE)

    This report aimed to address significant gaps in scientific knowledge about the trajectories of post-graduation outcomes of students from equity groups by examining the following research questions: Do equity graduates reap the benefits of university education to the same extent as non-equity graduates over the short and long run?;  What are the differences in outcomes between graduates from different equity groups?; What are the specific outcome domains (e.g. labour market, social capital, wellbeing) where equity group graduates perform particularly well or particularly poorly? The research found that higher education could overcome social inequity in time, but outcomes for Indigenous graduates and those with disabilities often lagged.   (Funded by the NCSEHE. Wojtek Tomaszewski, Francisco Perales, Ning Xiang and Matthias Kubler - The University of Queensland)

  • Article

    Briefing Note: Equity Student Participation in Australian Higher Education: 2012 to 2017

    This NCSEHE briefing note reports on domestic undergraduate equity student participation in Australian higher education from 2012 to 2017. It focuses on trends among domestic undergraduate enrolments in Table A provider institutions in identified equity groups: Low socioeconomic status (low SES) students; Students with Disability; Indigenous students; Women in Non-Traditional Areas (WINTA); Regional students; Remote students; Non-English Speaking Background (NESB) students, also referred to as ‘Culturally and Linguistically Diverse’ (CALD) students.

    All student data reported or derived for the purposes of this document are sourced from the Australian Government Department of Education and Training (DET). 

    Briefing Note written by Dr Paul Koshy, National Centre for Student Equity in Higher Education (NCSEHE).

  • Article

    Briefing Note: Equity student participation in Australian higher education 2013–2018

    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: Low socioeconomic status (Low SES) students; Students with Disability 
    Indigenous students; Women in Non-Traditional Areas (WINTA) students; Regional students; Remote students; and, Non-English Speaking Background (NESB) students, also referred to as ‘Culturally and Linguistically Diverse’ (CALD) students

    All student data reported or derived for the purposes of this document are sourced from the Australian Government Department of Education (Australian Government Department of Education, 2019).

  • Article

    Briefing Note: Student Equity Performance in Australian Higher Education: 2007 to 2014

    This NCSEHE Briefing Note provides an update on domestic undergraduate student enrolment and equity outcomes from 2007 to 2014.  It focuses on undergraduate outcomes for Table A providers, given policy changes in recent years to Australian undergraduate education that affect them, including the full deregulation of undergraduate places in 2012 under the Demand Driven System (DDS). It reports on the number of domestic undergraduates between 2007 and 2014 in the 38 ‘Table A providers’ in Australian higher education and enrolments in seven equity groups, including Students with Disability.  (This report was prepared by Research Fellows Paul Koshy and Richard Seymour of the National Centre for Student Equity in Higher Education (NCSEHE) at Curtin University).

  • Article

    Mentoring Programs and Equity Groups: The Australian Story (NCSEHE)

    Australia-wide mentorship programs structured for equity students reported exceptional performance against evidence-based benchmarks.  All of the surveyed equity group programs demonstrated good or exemplary practice. Seven recommendations were made for university practice in relation to mentoring programs and further research, including an examination of the specific support for disadvantaged students during and nearing course completion  (May, 2017. Susan Beltman, Shamim Samani and Kate Ala’i Curtin University).

  • Web link

    NCSEHE: Student equity data

    NCSEHE National Student Equity Data webpage allows users to download and graph data on undergraduate equity student participation and performance in Australia, as sourced from the Australian Government’s Higher Education Student Data Collection. It allows for comparisons at the university, institutional grouping, state and territory, and national levels. Reporting occurs across major equity groups and seven indicators: Access (commencing enrolments and % share); Participation (enrolments and % share); Attrition (% share); Success (% share); and Attainment (% share). Users will be able to quickly source equity participation data and to view trends over recent years for individual institutions, while also comparing trends in key indicators across universities. (July 2020)

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