Purpose Increasing university access and success is a bipartisan policy priority for building human capital, generating economic growth and meeting the skills needs of the modern Australian workforce. Furthermore, there is an emerging social imperative that universities address the underrepresentation of equity groups in higher education. In Australia, the Higher Education Participation and Partnerships Program (HEPPP) has, in part, contributed to improved representation. However, its annual funding cycle limits institutional capacity to deliver equity projects that shift the dial. This study aims to reflect on learning from the current approach to inform recommendations for the new funding model taking effect from 2026. Design/methodology/approach Using the University of the Sunshine Coast as a point-in-time case study, this paper draws on the reflections of an Australian early career equity practitioner and uses stakeholder theory and design thinking to critique the current annual HEPPP funding cycle’s ability to fulfil stakeholder needs and enable social impact through improved equity student outcomes. Findings Reflections suggest that a multi-year equity funding distribution cycle is optimal for improving equity student outcomes. A three-year model has been repeatedly suggested in literature to benefit project delivery, stability and quality while enabling compliance, reporting and evaluation. Practical implications This paper urges the current Labor Government to engage with sector leading recommendations around the current annual HEPPP funding cycle ahead of the transition to the future equity funding model so as to best position universities to support social impact. Originality/value This viewpoint fills a gap in existing literature by sharing the practical perspective of an Australian equity practitioner responsible for coordinating administration of the HEPPP at their university.
Joshua Dale (Tue,) studied this question.