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Institutional practices for low SES admissions and support


Kilpatrick, S and Fischer, S and Barnes, NR, Institutional practices for low SES admissions and support, Admission and success for low SES university students: Report on a HEPPP 2018 National Priorities Pool Project, Department of Education, Skills and Employment, Australian Federal Government, D Kember & RA Ellis (ed), Canberra, Australia, pp. 36-73. (2022) [Research Book Chapter]


Copyright Statement

Copyright 2022 The Authors


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 Details

Item Type:Research Book Chapter
Keywords:higher education, equity education, low socioeconomic
Research Division:Education
Research Group:Education systems
Research Field:Higher education
Objective Division:Education and Training
Objective Group:Learner and learning
Objective Field:Higher education
UTAS Author:Kilpatrick, S (Professor Sue Kilpatrick)
UTAS Author:Fischer, S (Dr Sarah Fischer)
UTAS Author:Barnes, NR (Dr Nicoli Barnes)
ID Code:149389
Year Published:2022
Deposited By:Education
Deposited On:2022-03-28
Last Modified:2022-07-26
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