Contents
List of acronyms and abbreviations
Part A: The study and the context
1.1 Background to the research project
1.2 Institutional consultation and collaboration
1.4 Indigenous Advisory Committee
2. The policy context of Indigenous higher education in Australia
3.1 Theories of attrition and persistence
3.2 Recent research on student persistence and participation
4. Methodological approaches to the research
4.1 Key elements of the research design
4.3 Review of relevant research
4.4 Qualitative and quantitative approaches
Part B: Research findings
5. Student academic and demographic profile
5.1 Research sample and WA Indigenous student population
5.2 Student background and demographics
5.3 Socio-Economic Status (SES) and location
5.5 Financial support and employment
5.6 Relationship between work and study
6. Student reasons for studying
6.1 Reasons for deciding to study at university
6.2 Personal goals and family and community oriented values
7. Student perceptions of course experience
7.1 Course experience during 1998
7.2 Student perceptions of course outcomes
7.3 Course type, by course level and mode
7.4 Course factors which influenced student outcomes
7.5 Student perceptions of course curriculum
7.6 Indigenous studies content and processes
7.7 Incorporating culturally appropriate processes into curriculum
8. Student perceptions of academic staff and support
8.1 Student perceptions of academic staff
8.2 ‘I couldn’t have done it without my teacher’
8.3 ‘It's still "sink or swim" out there’
8.4 Student perceptions of staff, by course type
8.5 Student perceptions of off campus support and resources
8.6 Student experiences of the university environment
9. Maintaining a balancing act
9.1 Experience at university in 1998
9.2 Factors enhancing student’s university experience
9.3 Negative influences on student’s university experience
10. Empowerment, self-determination and cultural affirmation
10.1 Framing the research questions
10.2 Guiding principles of indigenous higher education
10.3 As outcomes of indigenous education
10.4 As influences on student persistence
Part C: Review of Indigenous education policies and strategies
11. Review of WA institutional strategies and Indigenous outcomes
11.1 Review of Aboriginal education strategies of WA universities
11.2 Access, participation, retention and success outcomes in WA universities
11.3 Comparison of WA and national Indigenous education indicators
11.4 Influences on Indigenous outcomes
11.5 MCEETYA priority areas in Indigenous education
11.6 Are institutions achieving MCEETYA priorities?
11.7 Indigenous higher education best practice principles in WA universities
11.8 Institutional responsibility in achieving positive outcomes
12. Indigenous higher education policy¾current issues and concerns
12.1 Determining, measuring and interpreting indigenous outcomes
12.2 Limitations of the Martin Indicators as measures of Indigenous outcomes
13. Future directions¾student and staff perspectives
13.1 Indigenous student and staff perspectives of future directions
13.2 Institutional strategies to benefit Indigenous education
14.1 Rethinking student progress
14.2 Rethinking policy relevance
Appendices
Appendix A: Research information sheet (students and staff)
Appendix B: Project consent form
Appendix D: Student questionnaire
Appendix E: Example of student letters for focus groups
Appendix F: Focus group questions
Appendix G: Staff interview/discussion group questions
Appendix H: Staff questionnaire
Appendix I: Staff email questions
Appendix J: Staff participant list
Appendix K.1: Curtin University statement of reconciliation and commitment
Appendix K.2: Edith Cowan University statement of reconciliation
Figures
Figure 5.1 Gender and age distribution of students in the sample
Figure 5.2 Locality of Indigenous WA university student pop. and sample
Figure 5.3 SES profile of Indigenous WA university student pop. and sample
Figure 5.4 SES and locality of sample
Figure 5.5 Pathways to Indigenous participation at WA Universities
Figure 5.6 Student distribution by course modes and home address
Tables
Table 5.1 Sample distribution of Indigenous students in WA Universities 9
Table 5.2 Sample distribution by level of course
Table 5.3 Indigenous student sample and population, by age and gender
Table 5.4 Where living while studying by state (n=266)
Table 5.5 Where living while studying by size of town (n=245)
Table 5.6 Family situation while studying (n=265)
Table 5.7 Other members of family attended university (n= 262)
Table 5.8 English as first language (n= 266)
Table 5.9 Main sources of financial support while studying (n=268)
Table 5.10 Type of employer while studying (n=151)
Table 5.11 Occupation while studying (n=143)
Table 5.12 Length of time working (n=130) 4
Table 5.13 Length of time looking for work (n=40)
Table 5.14 Education at entry to university (n=254)
Table 5.15 Basis of admission to study, by current level of course (n=268)
Table 5.16 Students in culturally specific and mainstream courses (n=268)
Table 5.17 Student sample study mode and enrolment status 1998 (n=268)
Table 5.18 Year of study by course in 1998 (n=254)
Table 5.19 Field of study by type of course (1998) (n=268)
Table 5.20 Course of study first choice at university (n=258)
Table 5.21 Course enrolments and completions in 1998
Table 6.1 Reasons for deciding to study at university (n=259)
Table 7.1 Student perceptions of course enrolled in 1998 (n=257)
Table 7.2 Student perceptions of course outcomes
Table 7.3 Course related influences on student outcomes (n= various)
Table 7.4 Content and processes recommended for courses
Table 7.5 Indigenous studies content and processes
Table 8.1 Student perception of teaching staff (n= 254)
Table 8.2 Students responses to institutional factors
Table 8.3 Factors influencing consideration of withdrawal from study
Table 9.1 Personal, financial and other external factors influencing study
Table 9.2 Factors influencing consideration of withdrawal from study
Table 9.3 Work related influences on study
Table 10.1 Perceptions of Indigenous empowerment and self-determination
Table 11. 1 Equity indicators on Indigenous education performance
Table 11. 2 Access, participation, success and retention indicators 1996
Table 11. 3 Access, participation, success and retention indicators 1997
Table 11. 4 Access, participation, success and retention indicators 1998
Table 11. 5 WA universities Indigenous student award course completions
Table 11. 6 Indigenous planned and actual enrolments (EFTSU) 1997-1998
Table 11. 7 Indigenous education strategies in WA universities 1998-20
Table 11. 8 Indigenous higher education best practice Principles
Table 13.2 Indigenous higher education priorities, by area of responsibility