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Abstract

This chapter examines the influence of institutions’ admission practices, and support services and practices, on the retention and success of low SES and indigenous students. It maps the structure of the study’s four case study institutions’ services, drawing on their websites, documents and interviews with admissions and support representatives. The chapter considers the literature and findings of the quantitative and qualitative case study phases, reported in detail in later chapters, to understand how institutional structures and practices can influence student retention and success. It makes recommendations regarding service design and institutional practices that appear to enhance retention and success of the varied student cohorts that are enrolled at Australian universities.This study was conducted at the beginning of the COVID 19 pandemic. This chapter therefore does not report or consider the immediate responses of the four institutions to COVID 19, nor any longer-term changes to their admission practices, and support services and support practices.

Item Type:	Book Section
Authors/Creators:	Kilpatrick, S and Fischer, S and Barnes, NR
Keywords:	higher education, equity education, low socioeconomic
Publisher:	Department of Education, Skills and Employment, Australian Federal Government
Copyright Information:	Copyright 2022 The Authors
Related URLs:	Google Scholar: Kilpatrick, S UTAS Profile: Kilpatrick, S Google Scholar: Fischer, S UTAS Profile: Fischer, S
Item Statistics:	View statistics for this item

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