Understanding the Nexus Between Equity and Indigenous Higher Education Policy Agendas in Australia

Smith, James A.; Trinidad, Sue; Larkin, Steve

doi:10.1007/978-981-10-4062-7_2

Cited by 7 publications

(5 citation statements)

References 19 publications

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“…For example, total university enrolments have been the yardstick for measuring student success, with more enrolments used as a proxy for student outcomes (e.g. Asmar et al, 2015;Smith et al, 2017aSmith et al, , 2017b). Yet, increases in Indigenous student enrolments do not correspond directly to graduation rates, and thus do not accurately represent academic achievement (see Nakata, 2013).…”

Section: Measuring Successmentioning

confidence: 99%

“…In this context, the aim of this paper is to present a case study of how one Indigenous Education Unit, the Kulbardi Aboriginal Centre, has lead and implemented a whole-of-university approach to Indigenous student success. In doing so, this study offers an example of how efforts to build the evidence base of 'what works' in the Indigenous higher education space (Smith et al, 2017a;Smith, Trinidad, & Larkin, 2017b) might proceed.…”

Section: Introductionmentioning

confidence: 99%

“…In contrast, unit pass rates for Indigenous students increased from pre-post implementation, and showed that the Centre had been successful in reaching its target of a 70% pass rate by 2017. More broadly, this case study begins to address an identified need in the literature for a more comprehensive discussion about 'what works' in Indigenous higher education (see Smith et al, 2017aSmith et al, , 2017bSmith et al, , 2018. In what follows, we discuss the need for evaluation of efforts to implement a whole-of-university approach to Indigenous student success that are driven by Indigenous Education Units and also discuss nuanced approaches to data collection when evaluating the activities of Indigenous Education Units.…”

mentioning

confidence: 99%

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‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

Uink

Hill

Day

et al. 2019

AJIE

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Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a ‘whole-of-university’ approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives.

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Section: Measuring Successmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

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‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

Uink

Hill

Day

et al. 2019

AJIE

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“…The under-representation of Indigenous peoples in university education and the perceived and actual disadvantage in the sector remains a challenge in Australia (ABS, 2018;Bennett et al, 2015;Gale, 1998;Gale and Parker, 2013;Gore, 2017;Gore et al, 2017;Koshy, 2020;Pechenkina et al, 2011;Raciti, 2020) despite several decades of research. Volumes of published reports on Indigenous educational inequality, numerous working parties, think tanks and initiatives engaging with the university social justice agenda for First Australians, [first presented by the Department of Employment Education and Training (1990) in "A Fair Chance for All"] have addressed this issue (Behrendt et al, 2012;Bradley et al, 2008;Smith et al, 2018;Universities Australia, 2011, 2022. Although more Indigenous peoples are participating in university study, "increases in access aren't translating into equivalent growth in attainment" (Universities Australia, 2022, p. 23) and they remain underrepresented at undergraduate and postgraduate levels.…”

Section: Introductionmentioning

confidence: 99%

Reducing inequalities through strengths-based co-creation: indigenous students’ capabilities and transformative service mediator practices

Davey

Johns

Blackwell

2023

JSM

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Purpose Service marketers are increasingly aware of inequalities triggered by service systems and the need to prioritize practical strategies for reducing inequalities. A priority area for the Australian Government is reducing university education inequities for Indigenous Australians. This paper aims to examine how Indigenous Australian university students build and leverage their capabilities and strengths, harnessing service providers’ efforts towards enhancing participation (and completion) in university education – an essential transformative outcome for reducing inequalities. Design/methodology/approach A three-stage qualitative research process explored student retention/completion and capability building among a sample of Indigenous Australian university students, typically under-represented in the higher education sector. Findings Applying a manual thematic analysis, the findings reveal Indigenous students’ value co-creating capabilities (summarized in three dimensions) harness multi-actor processes extending beyond the service provider. Five dimensions summarize the service provider’s transformative service activities that strengthen capabilities for Indigenous Australian university students. Networks of place (a structured Indigenous Centre); processes (university systems); and people (social support), including peer-to-peer networks, are important service assemblages. Practical implications The authors present implications for supporting Indigenous students in persisting with and completing higher education. More broadly, the authors provide recommendations for service marketers to resolve barriers to service equality and enhance strengths-based approaches to value co-creation. Originality/value Underpinned by a strengths-based approach, the authors contribute towards an agenda of sustainable transformative services. Although considerable research reviews the experiences of Indigenous students, little research has taken a transformative service research perspective. Addressing this, the authors propose a conceptual framework linking consumers’ agentic capabilities with transformative service mediator practices.

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“…[7][8][9] This has included programs such as the Indigenous Student Success Program (ISSP) and the broader equity-focused Higher Education Participation and Partnership Program. 8,10 In addition, commissioned research has been conducted aimed at exploring ways to accelerate Aboriginal and Torres Strait Islander higher education outcomes. 11 Consequently, a range of explanatory frameworks, actions, and solutions have emerged which aim to respond to the ongoing impacts of colonization, racism, intergenerational trauma, 12 insufficient resourcing, and the lack of culturally responsive education environments and curricula.…”

mentioning

confidence: 99%

Understanding the Nexus Between Alcohol Consumption, Social and Emotional Well-Being, and Higher Education Outcomes among Aboriginal and Torres Strait Islander Males in Australia

Gupta

Smith

Fleay

et al. 2021

International Journal of Men's Social and Community Health

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Education is a critical social determinant of health, particularly in the context of Aboriginal and Torres StraitIslander health and well-being. There is also a broad array of other health risk factors that intersect with these social and cultural determinants of health. Overall, an in-depth examination of the complex health–education nexus is needed. This paper provides a commentary on interrelationships between health risk factors, their impact on education trajectories, and their implications for Aboriginal and Torres Strait Islander males.

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Understanding the Nexus Between Equity and Indigenous Higher Education Policy Agendas in Australia

Cited by 7 publications

References 19 publications

‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

Reducing inequalities through strengths-based co-creation: indigenous students’ capabilities and transformative service mediator practices

Understanding the Nexus Between Alcohol Consumption, Social and Emotional Well-Being, and Higher Education Outcomes among Aboriginal and Torres Strait Islander Males in Australia

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