Between Metrics: Rethinking 21st Century Student Success in Ireland

Student success has emerged as a central priority in higher education policy and practice, both internationally and within Ireland. While once narrowly equated with retention rates or progression to graduation, success is now increasingly understood in holistic terms that encompass not only academic achievement but also personal growth, wellbeing, and the capacity to thrive during and beyond higher education (Kuh, 2008; Tinto, 2012).

In the Irish context, the National Forum for the Enhancement of Teaching and Learning in Higher Education (2019) and the Higher Education Authority (HEA, 2025)[1] have both framed student success as a multidimensional construct, embedding widening participation, equity of outcomes, and a commitment to fostering environments where all students can flourish. This shift reflects wider international debates about the role of higher education in promoting belonging, mattering, and agency, alongside academic and professional outcomes (Thomas, 2012; Strayhorn, 2018).

The COVID-19 pandemic underscored the fragility of student success, revealing the extent to which it is contingent on conditions of support, inclusion, and wellbeing. Across Europe, the United States, and Australia, studies highlighted how disruptions to teaching and social life amplified isolation, stress, and inequality (Bersia et al., 2024; Pérez-Jorge, 2025). Many students in Ireland experience these experiences, reporting mental health challenges, financial stress, and barriers to accessing services (Mothersill, Nguyen, Loughnane, & Hargreaves, 2024; Oti, Foley, & Pitt, 2025).

The following discussion draws together international research, Irish policy, and—crucially—the perspectives of students in Ireland through national focus groups conducted in 2025. It asks:
– What is the purpose of student success and why is it important?
– How is success defined across different higher education contexts, particularly by students in Ireland?
– What are the current and legacy challenges shaping success?
– What do students identify as the enablers and barriers of success?
– How can Irish higher education move towards implementation of a shared, holistic understanding of success?

This discussion paper brings together research, policy, the National Forum Framework for Student Success (2021), the Framework Review (2025) and the views of current students. It illustrates that student success is not a fixed outcome. It is relational, participatory, and an integral part of the whole HE system.