Abstract
This study is the first to offer evidence across two institutions about the efficacy of the block model of delivery for enhancing the success of under-represented students in enabling education, which provides access to higher education (HE) for non-traditional students. Our project is a cross-institutional student grade analysis, supported by 10 educator autoethnographic reflections and investigates the differences in student and educator outcomes between the block (6-week) and traditional (13-week) delivery models at two Australian universities, Southern Cross University (SCU) and the University of Sunshine Coast (UniSC).