Paving New Paths: Harmonising Equity Data Across Institutions

Some Australian higher education institutions are modifying standard student equity data collection practices by adding extra response fields beyond the Tertiary Collection of Student Information (TCSI) framework. These "desire response fields" help capture student identities and needs that are not officially recognised, such as 'Autism Spectrum Disorder' under disability categories. While these additions aim to provide better support, they result in inconsistencies in data collection across institutions.

This inconsistency complicates national comparisons and could impact needs-based funding allocations. The ACSES report on disability found large variations in reported disability types, likely due to both real differences in student populations and varying data classification practices. With recent increases in disability support funding, ensuring accurate and standardised data collection is crucial for equitable resource distribution.

A balanced approach is needed - one that allows institutions to capture unique student characteristics while maintaining consistency across the sector. Collaborative efforts between higher education institutions, equity practitioners, and the Department of Education could help formalise these additional response fields, ensuring both flexibility and reliability in student equity data. By aligning data collection practices, institutions can better support diverse student needs while improving the overall effectiveness of equity initiatives.

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