Background
From 2021-2023, an Australian university transitioned all courses from 13-week semesters to six-week immersive blocks (Goode et al., 2024). This reform aimed to create more inclusive education at a whole-of-institution level, lifting student success and retention through focused, active and guided learning (Roche et al., 2025; Wilson et al., 2024). This approach is operationalised through media-rich, interactive and responsive online modules, and class learning that involves students in discussion, problem solving and simulations.
Description
This study examines the impact of the immersive block model on the success (pass) rates of underrecognised students from government-defined ‘equity’ groups (N = 77,719), and applies an intersectional lens (Nichols & Stahl, 2019) to consider impacts on students who identify with more than one equity group.
Method(s)
Pearson’s chi-square tests were used to assess significant differences between success rates in the traditional and immersive block models across 2019 and 2021-2023. Analyses were conducted for six equity groups. Acknowledging the impact of intersectional disadvantage, data were also analysed for students who identified with multiple equity categories.
Evidence
Success rates improved significantly for all equity groups in the immersive block model, and for students who identified with up to four equity categories. Particularly strong gains were observed for students who identified as Indigenous or with a disability.
Contribution
This study indicates that more focused and active learning can enhance equity in higher education (HE), supporting higher academic success among students from underrecognised backgrounds. This includes not only those who identify with one equity category, but also those who face compounded disadvantage. This is important evidence for institutions seeking to improve diversity and equity in HE.