1. Aboriginal and Torres Strait Islander Higher Education Advisory Council Indigenous Leaders Forum Broadening Indigenous participation across the disciplines: ATSIHEAC Indigenous Business Roundtable Friday 12 June 2015 Professor Jill Milroy Executive Member Aboriginal and Torres Strait Islander Higher Education Advisory Council

2. Aboriginal and Torres Strait Islander Higher Education Advisory Council

3. ATSIHEAC policy development framework 1.Broadening access across the disciplines 2.Whole of University Strategy 3.Academic Workforce 4.Sustainable financing 5.System level performance monitoring

4. Why Business? 11% of Indigenous people are employed in professional occupations, compared to 20% of non-Indigenous people Most common occupation group for employed people: For Indigenous people - Labourer (24%) For non-Indigenous people - Professional (20%) Participation clustered in three fields of study Drawn from Census data 2006 and 2011

5. Undergraduate enrolments by Indigenous status, 2010–13 Source: Australian Government Department of Education, Higher Education Statistics Collection

6. Indigenous award completions by level, 2001–13 Source: Australian Government Department of Education, Higher Education Statistics Collection

7. Award completions by field of study by Indigenous status, 2010–12

8. Enrolments in enabling courses for Management and Commerce & other fields of study, 2010–13 Source: Australian Government Department of Education, Higher Education Statistics Collection

9. Award completions by detailed field of study, 2010–12 Source: Australian Government Department of Education, Higher Education Statistics Collection

10. Males with bachelor or above by age & field of study, 2011 Source: 2011 Census accessed using Tablebuilder

11. Females with bachelor or above by age & field of study, 2011 Source: 2011 Census accessed using Tablebuilder

12. Labour force status for males aged 20–64 with bachelor degree by field of study, 2011 Source: 2011 Census accessed using Tablebuilder

13. Labour force status for females aged 20–64 with bachelor degree by field of study, 2011 Source: 2011 Census accessed using Tablebuilder

14. Labour force status for recent graduates aged 20–64 by field of study, 2010–12 Source: Graduate Careers Australia, Australian Graduate Survey

15. Occupations aged 20–64 years with a bachelor degree or above in Management & Commerce by Indigenous status & sex, 2011 Source: 2011 Census accessed using Tablebuilder

16. Self-employment status, bachelor by field, 2011 Source: Australian Bureau of Statistics, using customised calculations from the 2011 Census (aged 20-64)

17. Self-employment status of recent graduates by field, 2010–12 Source: Graduate Careers Australia, Australian Graduate Survey

18. Growth in number of Indigenous self-employed, 1991-2011 Source: Hunter (2014)

19. Growth in owner-managers/employers by Indigenous status, 2006-2011 Source: Author calculation using the ACLD Dataanalyser

20. Indigenous employment in Indigenous & non-Indigenous businesses Source: ICN database, Hunter (2014)

21. What can Deans do? ACDS – Enhanced Training of Mathematics and Science Teachers project (build Indigenous focus) Engagement and Success in Teacher Education (build STEM focus) Respect, Relationships and Reconciliation (explore STEM focus)

22. Areas where Deans can make a difference 1.Outreach 2.Pedagogy 3.Curriculum 4.Preparation 5.Accountability 6.Pathways 7.Network 8.Sharing information

23. What can Deans do?

24. Supporting student success [Ian: do you have an image we could use in this slide – one of students doing STEM- related studies - one that you have permission to use?]