Fostering Indigenous Students’ Participation in Business Education

Vitartas, Peter; Ambrose, Kurt; Millar, Hayley; Dang, Thi Kim Anh

doi:10.18793/lcj2015.17.08

Cited by 4 publications

(3 citation statements)

References 9 publications

(27 reference statements)

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“…In South Africa, Botes (2018) looked at the challenges Indigenous students faced in entering accounting courses at the end of apartheid, Boshoff and Caarstens (2003) investigated apartheid's influence on the demographics of the South African chartered accountancy profession, and Sadler and Wessels (2019) and Wiese (2006) all investigated the rate of progress of Indigenous people in the accounting profession. In Australia, Vitartas et al (2015) and Rkein (2014) studied how to foster Indigenous students' interest in business education. In New Zealand, Whiting and Wright (2001) focused on gender inequity, and Jacobs (2000) looked at the representation of an important cultural document (Te Tiriti o Waitangi) in accounting education.…”

Section: Vida Botesmentioning

confidence: 99%

Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022

2024

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This volume is structured by theme, with the first being Key Challenges. This contains three papers exploring key themes that arose throughout the conference. The first chapter, by Kathryn Jones and Emmajane Milton, explores how university teaching staff understand and create their professional identities in a post-Covid context. The second piece, by Dan Weijers, engages with the complexity of efforts to indigenise a largely Western European curriculum. It explores this through the case study of the Philosophy Department at the University of Waikato. The final piece, by Julie Price, Stephen Rutherford, and Jason Tucker, looks at a case study of a Cardiff University law programme, exploring the possibility of 'silver linings' from the recent Covid experience.

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Section: Vida Botesmentioning

confidence: 99%

Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022

2024

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Section: Vida Botesmentioning

confidence: 99%

Using a Word Game to Revitalise Language and Promote Equity and Inclusion in a Quantitative Subject

Botes

2024

Revitalising Higher Education: Insights From Te Puna Aurei LearnFest 2022

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Each year increasing numbers of Māori and Pacifica students graduate from universities but the numbers qualifying in accounting remain dismal. Many reasons for this phenomenon have been explored, one of which is a lack of cultural representation. This paper provides a reflective commentary on how gaming can be used in a quantitative subject to promote an Indigenous language to foster equity and inclusion in the classroom. Looking through the lens of a Constructivist Developmental Pedagogy, the paper applies cultural intelligence to urge proponents of diversity to go beyond merely recognizing awareness of cultural differences to embed cultural appreciation in learning.

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“…Business educators can also greatly benefit from a teaching experience with established Indigenous entrepreneurs as they have a rich background and specific expertise within Indigenous culture, community and the Indigenous business sector. Most evaluation of Indigenous business program evaluations and research emphasise the positive experience of having non-Indigenous business academics engaged in the teaching of program (see Bajada and Trayler, 2014; Vitartas et al, 2015), however it is fair to surmise there has been limited research on non-Indigenous teacher experiences of teaching into Indigenous business programs. Indigenous learners prior knowledge and experience can benefit management learning environments, and importantly the learning experience as business owners make insightful links between theory leading to higher thinking about Indigenous business practices (Stewart and Pepper, 2011).…”

Section: Australian Indigenous Business Ecosystemmentioning

confidence: 99%

Integrating andragogical philosophy with Indigenous teaching and learning

Gainsford

Evans

2020

Management Learning

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Recent Australian research has identified that the success of an Indigenous business greatly relies on the business acumen of its owner. Whilst business education offered through Business Schools is seemingly open to all, Indigenous Australian participation in these educational offerings have been low. In contrast the number of Indigenous businesses emerging in Australia over the past decade is building a demand for Indigenous specific business education offerings. The MURRA Indigenous Business Master Class at Melbourne Business School is such an example of an Indigenous business education program. We discuss how this program implements an andragogical philosophy into the Indigenous teaching and learning approach of business education to take into consideration an individual’s cultural and business knowledge to contextualise business learning. This paper identifies a framework of andragogy principles that contributes to the learning environment for Indigenous entrepreneurs. We identify four key learning principles and offer an evidence based model to progress business education. Through well designed Indigenous business education, business education can provide Indigenous entrepreneurs with an effective learning environment that integrates their cultural identity, highlights Indigenous knowledges and allows for the development of skills to support self-determination practices.

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Fostering Indigenous Students’ Participation in Business Education

Cited by 4 publications

References 9 publications

Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022

Revitalising Higher Education: Insights from Te Puna Aurei LearnFest 2022

Using a Word Game to Revitalise Language and Promote Equity and Inclusion in a Quantitative Subject

Integrating andragogical philosophy with Indigenous teaching and learning

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