New ACSES Data Insights Series reports published

Dear colleagues,

The Australian Centre for Student Equity and Success (ACSES) is excited to announce the release of two new reports in our Data Insights Series, both drawing on the latest 2024 data.

The first report—Retention rates in Australian higher education: Analysis of 2024 data (2026 update)—examines national trends in first-year student retention, including how equity group intersectionality affects whether students stay enrolled, and how retention varies across institutions.

Key findings of the report include:

• Rising retention rates: Across Australia’s higher education sector, the overall number of students returning to university after their first year of study increased to more than 86% in 2024.
• Significant variability remains: The retention rate increased among all key equity groups but varied widely, ranging from 75% for First Nations Australian students to 84% for students with disability—compared with 88% for “non-equity” students.
• Long-term trends: Overall retention increased over the past eight years, including among all key equity groups except students from low socio-economic status (low SES) areas.

The second report—Mode of attendance in Australian higher education: Analysis of 2024 data (2026 update)—explores whether students are studying internally, externally, or through a mix of both, and how this varies across equity groups.

Key findings of the report include:

• Enrolment remains stable: Since 2021, enrolment patterns have been remarkably stable among students studying on-campus (internal), online (external), and those taking a mixed approach (multi-modal).
• Online study is widening access: Students from low SES areas, regional and remote areas, and First Nations Australian students are significantly more likely to study externally than their peers.
• Trade-offs remain: External students were more satisfied with overall educational experience, teaching quality, and student support services, despite reporting a lower sense of belonging, less satisfaction with peer engagement, and a greater negative impact of paid work on their study.

Together, these two reports offer a timely snapshot of the student experience in Australian higher education.

Read the full reports here.

Kind regards,

Associate Professor Gemma Cadby
Data Program Director
Australian Centre for Student Equity and Success

ACSES 2026–27 Higher Degree by Research (HDR) Stipend Scheme

ACSES is now inviting applications from Master and Doctor of Philosophy students with an interest in student equity in higher education to participate in its 2026–27 Higher Degree by Research (HDR) Stipend Scheme. 

The stipend is intended to encourage both the creation of new research, as well as its translation to practice, evaluation, and policy in Australian higher education.

Funding of $10,000 per successful application is available for up to four (4) projects. Each application should scope out a research project to be undertaken by the student that will lead to a manuscript suitable for submission to a peer-reviewed journal in the field of higher education.   

The stipend can be used at the successful candidates’ discretion, including to fund research costs, journal publication fees, or a living allowance. Funded HDR candidates will have the opportunity to present the outcomes of their research projects at an ACSES event.

To be eligible for funding, applicants must be students enrolled in either a Master by Research degree or equivalent (AQF Level 9) or a Doctor of Philosophy degree or equivalent (AQF Level 10) at any one of Australia’s Table A and Table B provider universities.

Students from all disciplines are eligible to apply, but the research project must be on a topic relating to Australian higher education equity.  

Applications are due before 4pm (AWST) on Wednesday, 15 April 2026.

For more information, including details on how to apply, visit here.

Nominations for the ACSES Awards 2026 now open

Nominations are now open for the ACSES Awards for Innovation and Excellence in Impact on Higher Education Policy and Practice 2026.

These Awards will recognise teams or individuals who have made significant contributions in shaping policy and/or transforming practices in ways that drive positive outcomes in student equity in Australian higher education.

This year's Awards will honour up to five (5) recipients who will be recognised for demonstrating excellence in one of the following criteria:

• innovation and originality
• impact and effectiveness
• collaboration and stakeholder engagement
• advocacy and leadership
• evidence and research-based approach.

These Awards celebrate those teams or individuals whose work has not only influenced decision-makers, but has also led to tangible improvements in higher education outcomes for students from equity backgrounds. This work may span any stage of the student lifecycle, from pre-access and participation to university completion and post-graduation pathways.

Award recipients (or a nominated team member for team awards) will be supported by ACSES for their attendance at the 2026 Australian Student Equity Symposium in Brisbane (more details to be announced soon), where they will be formally recognised for their contributions and presented with their awards.

Please note that applications close before 4pm (AWST) on Tuesday, 30 June 2026.

You can find more information and an application pack to download on the ACSES website.

ACSES in the News

• "Pathway programs for university: Improving Indigenous success", Croakey Health Media 

• "Beyond the chatbot: A framework for navigating the era of agentic AI in higher education", Needed Now in Learning and Teaching

• "'Easy' tweaks to university rules 'could save students thousands'", Times Higher Education