Cover and report artwork ‘Seeing Country’ by Walmajarri artist and educator, Yangkana Laurel.

Acknowledgement

We would like to acknowledge the

Traditional Owners and Custodians of

the Country we are meeting on Today.

We would particularly like to pay our

respects to elders, past and present.

Outline

• Project background - research partnership

• Provide an overview of project outcomes

• Key themes and trends of the Literature Review

• Key enablers and constraints

• Elements of leading practice

• Models supporting student transition

The project addressed the four key objectives:

• To identify the key enablers and constraints to successful transition of Aboriginal and Torres Strait Islander students into higher education

• To identify the best practice models or frameworks that can be utilised to achieve successful transitions of Aboriginal and Torres Strait Islander students to higher education

• To investigate current initiatives, intended to support under-represented groups, not delivering intended outcomes

• To identify strategies to assist potential Aboriginal and Torres Strait Islander students to transition successfully into higher education.

Project aims

Underrepresented Groups

Particular consideration, where data and informationwas available, was given to ‘under-represented

groups’identified by OLT which included:

• women who are principal carers• young men• young people not transitioning from VET• people with disabilities• people in the prison system, and• remote Aboriginal and Torres Strait Islander

students.

Project participants

Chief Investigators:• Professor Lyn Henderson-Yates (UNDA)• Professor Patrick Dodson (UNDA) and • Professor Marguerite Maher (UNDA).

Professor Lyn Henderson-Yates led the project in collaboration withResearch Coordinator, Mr Bruce Gorring (UNDA) and Project

Manager (Sue Thomas).

Project team:• Dr Judith Wilks (SCU)• Mr Stephen Kinnane (UNDA)• Ms Katie Wilson (SCU)• Ms Terri Hughes (CDU)• Professor Keith McNaught (UNDA)• Professor Neil Drew (UNDA) and • Associate Professor Kevin Watson (UNDA).

Project Outcomes

‘Can’t be what you can’t see’

Valuing and engaging with family and community is a common theme of those universities with successful programs. Outreach to schools by introducing students to the opportunities of higher education is essential early in their schooling, and, as one respondent observed:

“you can’t be what you can’t see”.

A leading Indigenous educator also reflected on the necessity of good community outreach noting:

“Gaps, generally are the biggest constraint. Universities also need to be resourcing significant university outreach. Regardless of what life might be dishing out and the lack of resources, there are always opportunities to reach out to your community. It helps to have resources to target students in schools, but community involvement should always be part of the process. The commonwealth and the states should be funding these kinds of mentoring experiences.....

You can't imagine what you haven't seen.”

Project Outcomes The Report and Literature Review are available from:

http://www.nd.edu.au/research/olt-aboriginal-and-torres-strait-islander-transition/home

Web-site pages• Background • Acknowledgements• Summary of Findings• Final Report and Literature Review• Key Findings and Fact Sheets• Web Resources• Government Policies

Elements of

Leading Practice

Student Profiles

Entry Pathways

Challenges and

Constraints

Key Enablers

Models

Supporting

Transition

Lit Review - Statistical trends

• 2012: 1.0% of university enrolments, 1.1% of all commencements

• 2012: VET 4.6% of national student enrolment

• Variations in reporting, population categorisation, data gathering, baselines

Lit Review - University websites

• Front page links for Indigenous students:

• April, 2012 – 15 websites• November, 2013 – 26 websites

• University Indigenous Education Statements

Identified Limitations

• Lack of ongoing funding, integrated, holistic approach

• Short term projects, limited follow up• Lack of evidence-base, ongoing,

consistent longitudinal research• Uneven engagement and embedding

knowledges, perspectives, pedagogies

Drivers for change across university cultures

“[It is] a good university for Aboriginal people. [I] felt comfortable as an Aboriginal

person [The] university knows about Aboriginal people, there are Aboriginal

people around in high positions….”

Relationships and community engagement

“In universities, we need to put as much time into building relationships with

Indigenous groups and communities as we can – in addition to doing all the

‘right’ things. This means the hard yakka of getting out, and getting active…”

Flexible strategies based in evidence

“…looking at the data , identifying what it working and minimising the areas that are failing… Focussing on accountability and performance… how we actually

measure success” (National Indigenous Congress)

The Individual - additional pressures on Aboriginal and Torres Strait Islander

students

“My university courses portray Aboriginal people as ‘living in the past’ … This has an incredibly alienating

impact when you’re already feeling like you don’t belong”

The Institution - siloing, separating and sidelining

“Indigenous support centres as the ‘go-to’ people for all things Indigenous”

Governance – Processes, programs, data, statistics and demography

“They think we understand how unis work, they ask you to choose your units. They need to sit down with people and explain it properly. People could be ticking

anything and not knowing what they are doing”

Elements of Leading Practice

1. Early Indigenous student engagement2. Outreach and aspirational programs3. Targeted student and community outreach programs4. Preparedness pathways and enabling programs5. Targeted student case management and skills

development6. Mentors and tutorial assistance7. Blended delivery for remote student access8. Finances and employment pathways9. Life cycle approach10. Policy contexts and strategies11. Governance – Whole of University approach12. Indigenous Education Unit foundations13. The value and role of Indigenous Knowledge

Centres14 Cross cultural competency

1) The Standard Model - Table A - Indigenous Education Unit focused

2)The School Model - larger Indigenous Studies Programs linked with student support

3) The Governance Driven Model -

(i) (IEU) governance tied to Key Performance Indicators (KPI) led by IEUs

ii) (Executive) governance tied to KPIs led by Executive staff members

4) The Indigenous Knowledge Centre Model – highlighting the relevance of IK

5) Mainstream Enabling Support Model - with minimal or no IEU facilitation

Identified Models

Thank You

http://www.nd.edu.au/research/olt-aboriginal-and-torres-strait-islander-transition/home