This chapter focuses on the needs and experiences of Indigenous higher degree by research (HDR) students in academia. The study employed qualitative research methods, including group discussions and individual written responses (n = 34) and an online survey (n = 32). The participants were Indigenous HDR students from different disciplinary fields from across Australia who participated in this research during 2018 and 2020. Specifically, this research project explored the students’ needs and experiences during their candidature. We found that the role of supervisors in the students’ HDR journey impacted their sense of agency and their opportunities for mentorship and networking within their discipline. Indigenous HDR student specifically reported the need for: (1) quality supervision; (2) mentoring opportunities; and (3) access to research training. The reported needs bring the spotlight on how increasing retention rates of Indigenous HDR students might be possible.

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Indigenous higher degree by research (HDR) students navigating higher education institutions continue to face additional challenges that are not associated with the research degree they are pursuing. Racism continues to be identified as a barrier present in academic settings and society. The impact of racism may affect an individual’s agency and their ability to acquire academic capital. Both agency and academic capital may also influence how an individual is supported throughout their candidature and ultimately become a factor in the success of the HDR student’s research degree. In this chapter, we discuss the role of agency and academic capital among Indigenous HDR students and then connect our findings to how Indigenous HDR students (n = 99) report that agency and/or how academic capital has influenced their experience in higher education. This chapter is also informed by insights from supervisors of Indigenous HDR students (n = 33).

The number of Indigenous higher degree by research (HDR) students has increased steadily over the past decade. Support for Indigenous students from the Australian government, universities and Indigenous Support Units has been documented in Australian higher education. Unfortunately, a range of barriers continue to hinder Indigenous HDR students to completion in their research journey. Presented in this book chapter is the literature review of barriers, including lack of academic skill set and research skills to pursue a research degree program, lack of social and academic support for Indigenous HDR students, the student—supervisor relationship issues and challenges relating to health, family and community responsibilities. Simultaneously, our review identified current strategies and initiatives to retain Indigenous HDR students in their research degree programs and to support them to completion, highlighting the roles of the Indigenous Postgraduate Support Officer and the National Indigenous Research and Knowledges Network. This review, we suggest, should move further to analyse the effectiveness of current strategies and initiatives provided for Indigenous HDR students in detail to inform Indigenous students of the available support resources and how to access to these resources.

This chapter draws on our experience facilitating the National Indigenous Research and Knowledges Network (NIRAKN) capacity-building workshops. During these workshops, we continually heard what we refer to as “the three myths about what an Indigenous HDR student ought to be doing”. The three myths are that an Indigenous HDR student needs to be: (1) supervised by an Indigenous supervisor; (2) using Indigenous research methodologies; and (3) researching Indigenous issues. Following these workshops, we sought to understand the needs and experience of Indigenous higher degree by research (HDR) students and supervisors of Indigenous HDR students. Informing this chapter are group discussions, written responses and surveys conducted with Indigenous HDR students (n = 66) and supervisor of Indigenous HDR students (n = 33). In this chapter, we argue against these myths to demonstrate that discipline expertise and/or methodological expertise is the most important variable that determines how all HDR students are paired with supervisors. We also argue that it is harmful and racist to expect Indigenous HDR students to use a prescribed methodology that is race-based. And that, the assumption that Indigenous HDR students should be researching Indigenous matters rather than their own research interests is problematic.