Funded by the National Centre for Student Equity in Higher Education, this research explores equity trends in participation in domestic postgraduate study. Analysis of these trends is focussed on students from four key equity groups: Aboriginal and/or Torres Strait Islanders; low socio-economic status; regional/remote; disability; and non-English speaking background. It compares enrolment, completion and employment data for this cohort across universities by university type. It also identifies the key initiatives and discourses within the sector relating to widening participation in postgraduate study. This research makes a timely and empirical contribution to understanding the state of play in the Australian Widening Participation agenda.
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- Grant-Smith, Deanna, Winter, Abbe (2022) The Temporal Disciplining of Doctoral Research in the Neoliberal Academy: Winners and Losers in the Timely Completion. In Neimann, Theresa, Felix, Jonathan J., Shliakhovchuk, Elena, Hindman, Lynne L (Eds.), Policy and Practice Challenges for Equality in Education, Advances in Educational Marketing, Administration, and Leadership (AEMAL), pp.238-258.
- Grant-Smith, Deanna, Irmer, Bernd, Mayes, Robyn (2020) Equity in postgraduate education in Australia: Widening participation or widening the gap?
- Grant-Smith, Deanna, Irmer, Bernd (2022) Widening the Participation of Indigenous Students in Australian Higher Education. QUT Centre for Justice Briefing Papers, 19.
