Hostname: page-component-78c5997874-ndw9j Total loading time: 0 Render date: 2024-11-17T18:04:32.700Z Has data issue: false hasContentIssue false
  • English
  • Français

Closing Gaps in Indigenous Undergraduate Higher Education Outcomes: Repositioning the Role of Student Support Services to Improve Retention and Completion Rates

Published online by Cambridge University Press:  17 December 2017

Martin Nakata ,
Vicky Nakata ,
Andrew Day  and
Michael Peachey
Martin Nakata*
Affiliation:
Indigenous Education and Research Centre, James Cook University, Townsville, QLD4811, Australia
Vicky Nakata
Affiliation:
The Cairns Institute, James Cook University, PO Box 6811, Cairns, QLD4870, Australia
Andrew Day
Affiliation:
Indigenous Education and Research Centre, James Cook University, Townsville, QLD4811, Australia
Michael Peachey
Affiliation:
Nura Gili Indigenous Programs Unit, University of New South Wales, Sydney, NSW2052, Australia
*
address for correspondence: Martin Nakata, Indigenous Education and Research Centre, James Cook University, Townsville, QLD4811, Australia. Email: martin.nakata@jcu.edu.au
Get access

Abstract

The current change agenda to improve the persistently lower rates of access, participation and outcomes of Indigenous Australians in higher education is a broad one that attempts to address the complex range of contributing factors. A proposition in this paper is that the broad and longer-term focus runs the risk of distracting from the detailed considerations needed to improve support provisions for enrolled students in the immediate term. To bring more attention to this area of indicated change, we revisit ‘the gaps’ that exist between the performance of Indigenous and all other domestic students and the role that student support services have to play in improving retention and completion rates of enrolled Indigenous students. We outline some principles that can guide strategies for change in Indigenous undergraduate student support practices in Australian universities to respond to individual student needs in more effective and timely ways. These are illustrated using examples from the redevelopment of services provided by an Indigenous Education centre in a Go8 university, along with data gathered from our ARC study into Indigenous academic persistence in formal learning across three Australian universities.

Keywords

Indigenous Australianshigher educationstudent supportstudent servicesprofessional development
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 1 , August 2019 , pp. 1 - 11
Copyright
Copyright © The Author(s) 2017 

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

Anderson, I., & Pechenkina, K. (2011). Background paper on Indigenous Australian higher education: Trends, initiatives and policy implications. Commissioned Research Paper #1, prepared for the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait islander people. Canberra: Department of Education, Employment and Workplace Relations.Google Scholar
Behrendt, L., Larkin, S., Griew, R., & Kelly, P. (2012). Review of higher education access and outcomes for Aboriginal and Torres Strait Islander people: Final Report. Canberra: Australian Government.Google Scholar
Bourke, C., Burden, J., & Moore, S. (1996). Factors affecting the performance of Aboriginal and Torres Strait Islander students at Australian universities. Canberra, ACT: Department of Education Training and Youth Affairs.Google Scholar
Broad, J. (2006). Interpretations of independent learning in further education. Journal of Further and Higher Education, 30 (2), 119–143.Google Scholar
Edwards, D., & McMillian, J. (2015). Completing university in Australia: A cohort analysis exploring equity group outcomes. Australian Council for Educational Research, 3 (3), 1–12.Google Scholar
Kinnane, S., Wilks, J., Wilson, K., Hughes, T., & Thomas, S. (2014). Can't be what you can't see: The transition of Aboriginal and Torres Strait Islander students into higher education: Final Report. Sydney: Office of Learning & Teaching. Accessed 20 October 2015 www.ndu.edu.au/research/olt-aboriginal-and-torres-strait-islander-transition/home.Google Scholar
Malcolm, I.G., & Rochecouste, J. (2002). Barriers to Indigenous student success in higher education. Paper presented at the Higher Education Research and Development Society of Australasia Conference, Perth, Western Australia. Retrieved 8 February, 2006 http://www.ecu.edu.au/conferences/herdsa/main/papers/nonref/pdf/IanMalcolm.pdf.Google Scholar
Nakata, M., Nakata, V., & Chin, M. (2008). Approaches to the academic preparation and support of Australian Indigenous students for tertiary studies. The Australian Journal of Indigenous Education, 37, 137–145.Google Scholar
Naylor, R., Baik, C., & James, R. (2013). A critical interventions framework for advancing equity in higher education. Report prepared for the Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education. University of Melbourne: Centre for the study of higher education. Accessed 20 October 2015 https://www.ncsehe.edu.au/wp-content/uploads/2014/11/Draft_Equity_Performance_Framework_Report_V1.6.pdf .Google Scholar
Oliver, R., Rochecouste, J., Bennell, D., Anderson, R., Cooper, I., Forrest, S., & Exell, M. (2013). Understanding Australian Aboriginal tertiary student needs. International Journal of Higher Education, 2 (4), 52–64.Google Scholar
Page, S., DiGregorio, K.D., & Farrington, S. (1997). The student experiences study: Understanding the factors that affect Aboriginal and Torres Strait Islander students’ academic success. Paper presented at the Annual Australian Association for Research in Education Conference, Brisbane, Australia. Retrieved 15 December, 2003, from http://www.aare.Google Scholar
Wilks, J., & Wilson, K. (2015). Indigenous Australia: A profile of the Aboriginal and Torres Strait Islander higher education population. Australian Universities Review, 57 (2), 17–30.Google Scholar