Hostname: page-component-78c5997874-dh8gc Total loading time: 0 Render date: 2024-11-10T17:06:04.687Z Has data issue: false hasContentIssue false
  • English
  • Français

Understanding the Challenges, Yet Focusing on the Successes: An Investigation into Indigenous University Students’ Academic Success

Published online by Cambridge University Press:  29 August 2018

Cameron Lydster  and
Jason Murray
Cameron Lydster*
Affiliation:
Student Learning Support, Bond University, Gold Coast, Queensland, 4229, Australia
Jason Murray
Affiliation:
Students and Academic Support, Bond University, Gold Coast, Queensland, 4229, Australia
*
address for correspondence: Cameron Lydster, Student Learning Support Bond University, Gold Coast, Queensland, 4229, Australia. Email: clydster@bond.edu.au
Get access

Abstract

This paper reports on experiences of Indigenous students and staff involved in Bond Indigenous Tutoring (BIT). It aimed to gain insight regarding topics including challenges faced by Indigenous students, why some students discontinued their studies, and concepts of success at university. Findings revealed the main challenges included the transition from secondary to tertiary education and not being prepared academically. BIT staff identified family responsibilities and being dislocated from kinship networks as challenges, while students stated these were factors explaining why Indigenous students discontinued their studies. A whole of university approach was found to be required to effectively support Indigenous students. Success was defined as more than Grade Point Average, as it entailed being able to enjoy future endeavours. This paper contributes to the evidence that tuition programmes and Indigenous centres at university are key contributors to success, and it is argued that such success must become the norm as opposed to the exception.

Keywords

Indigenous studentshigher educationretentionchallengessuccessITAS-TT
Type
Research Article
Information
The Australian Journal of Indigenous Education , Volume 48 , Issue 2 , December 2019 , pp. 107 - 118
Copyright
Copyright © The Author(s) 2018 

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

Andersen, C., Bunda, T., & Walter, M. (2008). Indigenous higher education: The role of universities in releasing the potential. The Australian Journal of Indigenous Education, 37, 1–8. https://doi.org/10.1017/S1326011100016033.Google Scholar
Asmar, C., & Page, S. (2017). Pigeonholed, peripheral or pioneering? Findings from a national study of Indigenous Australian academics in the disciplines. Studies in Higher Education, 1–13. doi:10.1080/03075079.2017.1281240.Google Scholar
Asmar, C., Page, S., & Radloff, A. (2011). Dispelling myths: Indigenous students’ engagement with university. Australian Survey of Student Engagement, 10, 1–16. Retrieved from: http://research.acer.edu.au/cgi/viewcontent.cgi?article=1001&context=ausse.Google Scholar
Barney, K. (2016). Listening to and learning from the experiences of Aboriginal and Torres Strait Islander students to facilitate success. Student Success, 7, 1–11. doi: 10.5204/ssj.v7i1.317.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: DEEWR. Retrieved from https://www.education.gov.au/review-higher-education-access-and-outcomes-aboriginal-and-torres-strait-islander-people.Google Scholar
Bond University. (2017a). Aboriginal and Torres Strait Islander students’ results at Bond University. Strategy, Systems and People. Unpublished data.Google Scholar
Bond University. (2017b). Indigenous initiatives. Retrieved May 3, 2017 from https://bond.edu.au/alumni-partners/community/indigenous-initiatives.Google Scholar
Bradley, D., Noonan, P., Nugent, H., & Scales, B. (2008). Review of Australian higher education: Final report. Canberra: DEEWR. Retrieved from https://www.mq.edu.au/__data/assets/pdf_file/0013/135310/bradley_review_of_australian_higher_education.pdf.Google Scholar
Chanock, K. (2007). Valuing individual consultations as input into other modes of teaching. Journal of Academic Language & Learning, 1(1), A1–A9. Retrieved from http://www.journal.aall.org.au/index.php/jall/article/view/1/4.Google Scholar
Chenhall, R.D., Holmes, C., Lea, T., Senior, K., & Wegner, A. (2011). Parent-school engagement: Exploring the concept of ‘invisible’ Indigenous parents in three north Australian school communities. Darwin, Australia: The Northern Institute. Retrieved from http://ro.uow.edu.au/sspapers/1458/.Google Scholar
Department of Education and Training. (2016). Table 6.2: Commencing and all Indigenous students by state, higher education institution and gender, full year 2015. Retrieved from https://docs.education.gov.au/node/41721.Google Scholar
Devlin, M. (2009). Indigenous higher education student equity: Focusing on what works. The Australian Journal of Indigenous Education, 38, 1–8. https://doi.org/10.1375/S1326011100000533.Google Scholar
DiGregorio, K.D., Farrington, S., & Page, S. (2000). Listening to our students: Understanding the factors that affect Aboriginal and Torres Strait Islander students' academic success. Higher Education Research & Development, 19(3), 297–309. doi:10.1080/758484344.Google Scholar
Ferguson, R. (2016, July 6). Bond University tops field in retaining Indigenous students. The Australian. Retrieved from http://www.theaustralian.com.au/higher-education/bond-university-tops-field-in-retaining-indigenous-students/news-story/33374514083994f02033fc4ecf10ac71.Google Scholar
Group of Eight Universities Australia. (2015, May 4). Go8 Submission to the inquiry into Commonwealth Indigenous Advancement Strategy tendering processes. Retrieved from https://go8.edu.au/publication/go8-submission-inquiry-commonwealth-indigenous-advancement-strategy-tendering-processes.Google Scholar
Harrison, N., Trudgett, M., & Page, S. (2016). The dissertation examination: Identifying critical factors in the success of Indigenous Australian doctoral students. Assessment & Evaluation in Higher Education, 42(1), 115–127. doi:10.1080/02602938.2015.1085488.Google Scholar
Herbert, H. J. (2003). Is success a matter of choice? Exploring Indigenous Australian notions of success within the context of the Australian university. (Doctoral thesis, Royal Melbourne Institute of Technology, Australia). Retrieved from https://researchbank.rmit.edu.au/view/rmit:11437.Google Scholar
James, R., Krause, K., & Jennings, C. (2010). The first year experience in Australian universities: Findings from 1994 to 2009. Centre for the Study of Higher Education, The University of Melbourne. Retrieved from http://melbourne-cshe.unimelb.edu.au/__data/assets/pdf_file/0003/1706403/FYE_Report_1994_to_2009-1.pdf.Google Scholar
Koramannil, G. (2016). Looking for the invisible: The case of EALD indigenous students in higher education. Journal of Academic Language and Learning, 10, A87–A100. Retrieved from http://journal.aall.org.au/index.php/jall/article/viewArticle/402.Google Scholar
Lydster, C., & Brown, S. (2017). The value of post-entry language assessment (PELA): Outcomes from a first semester undergraduate subject. Journal of Academic Language Learning, 11(1), A39–A57. Retrieved from http://journal.aall.org.au/index.php/jall/article/view/434.Google Scholar
Malatest, R.A. (2002). Parent and education engagement partnership project: A discussion paper. Retrieved from https://bccpac.bc.ca/upload/2016/05/parent_and_education_engagement_partnership_project-_a_discu.pdf.Google Scholar
Mason, T., Perry, B., & Dockett, S. (2006). Transition to school for Aboriginal children: What's it take? Childhood Education, 82(3), 139–144. Retrieved from https://researchoutput.csu.edu.au/ws/portalfiles/portal/8739328.Google Scholar
Morgan, D. (2001). Indigenous education: Factors affecting students’ decisions to continue to work or withdraw from Tertiary Studies at Flinders University. International education Journal, 2(4), 233–239. Retrieved from https://ehlt.flinders.edu.au/education/iej/articles/v2n4/MORGAN/PAPER.PDF.Google Scholar
Morgan, D. (2002). Focus group interviewing. In Gubrium, J. & Holstein, J. (Eds.), Handbook of interview research: Context & method (pp. 141–159). Thousand Oaks, CA: Sage Publications.Google Scholar
National Health & Medical Research Council. (2003). Values and ethics: Guidelines for ethical consideration in Aboriginal and Torres Strait Islander health research. Retrieved from https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/e52.pdf.Google Scholar
Oliver, R., Rochecouste, J., & Grote, E. (2013). The transition of Aboriginal and Torres Strait Islander students into higher education. Office for Learning & Teaching. Retrieved from http://www.olt.gov.au/project-transition-aboriginal-and-torres-strait-islander-students-higher-education-2011.Google Scholar
Patton, W.A., Lee Hong, A., Lampert, J., Burnett, B.M., & Anderson, J. (2012). Report into the retention and graduation of Aboriginal and Torres Strait Islander students enrolled in initial teacher education. More Aboriginal and Torres Strait Islander Teachers Initiative, University of South Australia. Retrieved from http://www.matsiti.edu.au/acde-2012-report.Google Scholar
Pechenkina, E. (2014). Being successful. Becoming successful: An ethnography of Indigenous students at an Australian university. (Unpublished Doctoral thesis, The University of Melbourne, Australia).Google Scholar
Pechenkina, E. (2017). Persevering, educating and influencing a change: A case study of Australian Aboriginal and Torres Strait Islander narratives of academic success. Critical Studies in Education. doi: 10.1080/17508487.2017.1309327.Google Scholar
Pechenkina, E., & Anderson, I. (2011). Background paper on Indigenous Australian higher education: Trends, initiatives and policy implications. Canberra: DEEWR. Retrieved from http://www.deewr.gov.au/Indigenous/HigherEducation/ReviewofIndigenousHigherEducation/Submissions/Documents/IndigenousHigherEducationReview-ReseachPaper.pdf.Google Scholar
Pechenkina, E., Kowal, E., & Paradies, Y. (2011). Indigenous Australian students' participation rates in higher education: Exploring the role of universities. Australian Journal of Indigenous Education, 40, 59–68. doi:10.1375/ajie.40.59.Google Scholar
Richards, K. (2003). Qualitative inquiry in TESOL. Basingstoke: Palgrave, Macmillan.Google Scholar
Rochecouste, J., Oliver, R., Bennell, D., Anderson, R., Cooper, I., & Forrest, S. (2016). Teaching Australian Aboriginal higher education students: What should universities do? Studies in Higher Education, 1–19. doi:10.1080/03075079.2015.1134474.Google Scholar
Stewart, J. (2009). Indigenous narratives of success: Exploring conversation groups as research methodology with Aboriginal and Torres Strait Islander students at the University of Queensland. (Unpublished Doctoral thesis, The University of Queensland, Australia).Google Scholar
Syron, M., & McLaughlin, J.M. (2010). Indigenous knowledges: Informing and supporting Indigenous students during their first year at university. Proceedings of the 13th Pacific Rim First Year in Higher Education Conference 2010, QUT Publications, 1–11. Retrieved from http://eprints.qut.edu.au/42353/.Google Scholar
Trudgett, M., Page, S., Bodkin-Andrews, G., Franklin, C., & Whittaker, A. (2017). Another brick in the wall? Parent perceptions of school educational experiences of Indigenous Australian children. In Walter, M., Martin, L. L., & Bodkin, G. (Eds.), Indigenous children growing up strong: A longitudinal study of Aboriginal and Torres Strait Islander families (pp. 233–258). London: Palgrave Macmillan.Google Scholar
Universities Australia. (2017). Indigenous strategy 2017–2020. Retrieved from https://www.universitiesaustralia.edu.au/Media-and-Events/media-releases/Universities-unveil-indigenous-participation-targets#.WazRP7IjFhE.Google Scholar
Whatman, S., McLaughlin, J., Willsteed, S., Tyhuis, A., & Beetson, S. (2008). Quality and efficacy of the Indigenous tutorial assistance scheme (ITAS) for university students. Australian Journal of Indigenous Education, 37, 118–130. doi:10.1375/S1326011100000454.Google Scholar
White, N., Frawley, J., & Thi Kim Anh, D. (2013). Good practice report: Innovative Indigenous teaching and learning. Office for Learning & Teaching. Retrieved from http://www.olt.gov.au/resource-good-practice-report-innovative-indigenous-teaching-and-learning-2013.Google Scholar
Wilks, J., & Wilson, K. (2015). A profile of the Aboriginal and Torres Strait Islander higher education student population. Australian Universities' Review, 57(2), 17–30. Retrieved from http://www.aur.org.au/current/contents.Google Scholar