Determinants of Attraction, Retention and Completion for Aboriginal and Torres Strait Islander Higher Degree Research Students: A Systematic Review to Inform Future Research Directions

Abstract

While numbers of Aboriginal and Torres Strait Islander Peoples' (hereafter Indigenous Peoples) completing undergraduate degrees has improved markedly in recent years, Indigenous Peoples remain under-represented in HDR programmes which limits progression into academic careers. This paper explores factors affecting Indigenous Peoples' commencement and completion of higher degree research (HDR) programmes. The research was undertaken at a large, multicampus, metropolitan Australian university and involved a qualitative, culturally-appropriate research design based on yarning circles and interviews with Indigenous HDR candidates and interviews with HDR supervisors. The research was undertaken by Indigenous and non-Indigenous researchers i with advice provided by the Indigenous community at the university to ensure cultural safety. Highlighting the central role of supervisors and system-wide university support, the most significant finding of the research is that though additional research and other university commitments can be a barrier, other research/work opportunities enables completion. The findings suggest that in addressing under-representation of Indigenous Peoples in HDR and academia in Australia, universities need to provide strategic attention to how they engage, support and recognise achievements of Indigenous Peoples in HDR whilst also being cognisant of individuals' competing responsibilities.

Illuminating Indigenous health care provider stories through forum theater

“…Echoing the findings of this study, previous research has recommended that initiatives and strategies such as mentorship programs, increasing student support, and culturally inclusive curricula and programming are important for Indigenous students and faculty (Canel-Çınarbaş & Yohani, 2019; Elston et al, 2013; Hutchings et al, 2019). Like the participants in this study, Indigenous Australian scholars in Elston’s et al (2013) study identified a dedicated space for Indigenous peoples as important.…”

Indigenous perspectives on wellness and health in Canada: study protocol for a scoping review

“…Inclusion criteria in order of priority will be as follows: Indigenous authored or co-authored. This will be determined as best as possible based on examples found in other published reviews [ 24 , 30 , 31 ] where Indigenous authorship is identified, our own knowledge of the scholars/writers, the writers’ own self-declarations, and any further inquiry we need to do. Other authors, where the documents meet the other criteria listed here.…”

“…Indigenous authored or co-authored. This will be determined as best as possible based on examples found in other published reviews [24,30,31] where Indigenous authorship is identified, our own knowledge of the scholars/writers, the writers' own self-declarations, and any further inquiry we need to do. The centre of the model refers to the interconnection between mental, physical, spiritual, and emotional behaviour-purpose, hope, meaning, and belonging.…”

Importance of research higher degree training availability in rural and remote regions

“…This clearly disadvantages the health professions workforce who do not typically follow an honours or science pathway and may have little or no have formal research education 6 . The Aboriginal and Torres Strait Islander workforce experiences further inequity due to a systemic failure to recognise their cultural expertise 20 . Concurrently, this rural and remote health research workforce also comes with substantial other postgraduate education or workforce experiences, and firsthand lived knowledge about rural and remote settings and communities.…”

“…6 The Aboriginal and Torres Strait Islander workforce experiences further inequity due to a systemic failure to recognise their cultural expertise. 20 Concurrently, this rural and remote health research workforce also comes with substantial other postgraduate education or workforce experiences, and firsthand lived knowledge about rural and remote settings and communities. In their national report on the state of the Australian research training system, McGagh, Marsh 17 have noted that prior work experiences are not adequately recognised and could be better integrated to provide a more holistic picture of academic preparedness.…”