Cover and report artwork ‘Seeing Country’ by Walmajarri artist and educator, Yangkana Laurel.

Acknowledgement We would like to acknowledge the Traditional Owners and Custodians of the Country we are meeting on Today. We would particularly like to pay our respects to elders, past and present.

Outline Project background - research partnership Provide an overview of project outcomes Key themes and trends of the Literature Review Key enablers and constraints Elements of leading practice Models supporting student transition

Project aims The project addressed the four key objectives: To identify the key enablers and constraints to successful transition of Aboriginal and Torres Strait Islander students into higher education To identify the best practice models or frameworks that can be utilised to achieve successful transitions of Aboriginal and Torres Strait Islander students to higher education To investigate current initiatives, intended to support under-represented groups, not delivering intended outcomes To identify strategies to assist potential Aboriginal and Torres Strait Islander students to transition successfully into higher education.

Underrepresented Groups Particular consideration, where data and information was available, was given to ‘under-represented groups’ identified by OLT which included: women who are principal carers young men young people not transitioning from VET people with disabilities people in the prison system, and remote Aboriginal and Torres Strait Islander students.

Project participants Chief Investigators: Professor Lyn Henderson-Yates (UNDA) Professor Patrick Dodson (UNDA) and Professor Marguerite Maher (UNDA). Professor Lyn Henderson-Yates led the project in collaboration with Research Coordinator, Mr Bruce Gorring (UNDA) and Project Manager (Sue Thomas). Project team: Dr Judith Wilks (SCU) Mr Stephen Kinnane (UNDA) Ms Katie Wilson (SCU) Ms Terri Hughes (CDU) Professor Keith McNaught (UNDA) Professor Neil Drew (UNDA) and Associate Professor Kevin Watson (UNDA).

Project Outcomes

‘Can’t be what you can’t see’ Valuing and engaging with family and community is a common theme of those universities with successful programs. Outreach to schools by introducing students to the opportunities of higher education is essential early in their schooling, and, as one respondent observed: “you can’t be what you can’t see”. A leading Indigenous educator also reflected on the necessity of good community outreach noting: “Gaps, generally are the biggest constraint. Universities also need to be resourcing significant university outreach. Regardless of what life might be dishing out and the lack of resources, there are always opportunities to reach out to your community. It helps to have resources to target students in schools, but community involvement should always be part of the process. The commonwealth and the states should be funding these kinds of mentoring experiences..... You can't imagine what you haven't seen.”

Project Outcomes The Report and Literature Review are available from: http://www.nd.edu.au/research/olt-aboriginal-and-torres-strait-islander-transition/home Elements of Leading Practice Student Profiles Entry Pathways Challenges and Constraints Key Enablers Models Supporting Transition Web-site pages Background Acknowledgements Summary of Findings Final Report and Literature Review Key Findings and Fact Sheets Web Resources Government Policies

Lit Review - Statistical trends 2012: 1.0% of university enrolments, 1.1% of all commencements 2012: VET 4.6% of national student enrolment Variations in reporting, population categorisation, data gathering, baselines

Lit Review - University websites Front page links for Indigenous students: April, 2012 – 15 websites November, 2013 – 26 websites University Indigenous Education Statements

Identified Limitations Lack of ongoing funding, integrated, holistic approach Short term projects, limited follow up Lack of evidence-base, ongoing, consistent longitudinal research Uneven engagement and embedding knowledges, perspectives, pedagogies

Drivers for change across university cultures “[It is] a good university for Aboriginal people. [I] felt comfortable as an Aboriginal person [The] university knows about Aboriginal people, there are Aboriginal people around in high positions….”

Relationships and community engagement “In universities, we need to put as much time into building relationships with Indigenous groups and communities as we can – in addition to doing all the ‘right’ things. This means the hard yakka of getting out, and getting active…”

Flexible strategies based in evidence “…looking at the data , identifying what it working and minimising the areas that are failing… Focussing on accountability and performance… how we actually measure success” (National Indigenous Congress)

The Individual - additional pressures on Aboriginal and Torres Strait Islander students “My university courses portray Aboriginal people as ‘living in the past’ … This has an incredibly alienating impact when you’re already feeling like you don’t belong”

The Institution - siloing, separating and sidelining “Indigenous support centres as the ‘go-to’ people for all things Indigenous”

Governance – Processes, programs, data, statistics and demography “They think we understand how unis work, they ask you to choose your units. They need to sit down with people and explain it properly. People could be ticking anything and not knowing what they are doing”

Elements of Leading Practice 1. Early Indigenous student engagement 2. Outreach and aspirational programs 3. Targeted student and community outreach programs 4. Preparedness pathways and enabling programs 5. Targeted student case management and skills development 6. Mentors and tutorial assistance 7. Blended delivery for remote student access 8. Finances and employment pathways 9. Life cycle approach 10. Policy contexts and strategies 11. Governance – Whole of University approach 12. Indigenous Education Unit foundations 13. The value and role of Indigenous Knowledge Centres 14 Cross cultural competency

Identified Models 1) The Standard Model - Table A - Indigenous Education Unit focused 2) The School Model - larger Indigenous Studies Programs linked with student support The Governance Driven Model - (i) (IEU) governance tied to Key Performance Indicators (KPI) led by IEUs ii) (Executive) governance tied to KPIs led by Executive staff members The Indigenous Knowledge Centre Model – highlighting the relevance of IK Mainstream Enabling Support Model - with minimal or no IEU facilitation

Thank You http://www. nd. edu