5: Students Subjective Experiences

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Reasons for Deciding to Study at University
Indigenous Responses to Questions 20, 21 and 22
Indigenous and Non-indigenous Compared - Questions 20, 21 and 22
Development and Use of Attitude Scales
Applications of the Scales
Comparing Indigenous and Non-indigenous Students
Comparing Males and Females within the Indigenous Group
Summary of Results for Comparisons between Groups
Use and Adequacy of Services
Reasons for Withdrawing from University/Factors Encouraging Students to Leave
Staff Helpfulness and Supportiveness
Students' Perceptions of University
Conclusion

Students' subjective experiences are those in which the subjects are asked to reflect on their time at university; they include problems they experienced and other factors affecting their performance.

In examining the relationships between selected variables relating to these experiences, two forms of analyses were used. One analysis involved the use of point-biserial correlations which utilised scores on the full 4 or 5 point Likert scale provided in the questionnaire. This provided an indication of the strength of a linear relationship between one dichotomous variable (e.g. successful students = 1; incomplete students = 2) and an interval scale variable (e.g. the importance attached to deciding to 'study in order to get a better job', on a 4 point scale ranging from very important to not important).

An additional second analysis made use of cross tabulations and chi square. In most cases this involved collapsing the categories. Where expected frequencies in 2 x 2 contingency tables were less than 5, a Fisher's Exact Test was used rather than chi square.

The use of cross tabulations enabled an examination in some detail of the distribution of responses given by the groups.

Reasons for Deciding to Study at University

Question 16 consisted of seven statements which sought to elicit from students their reasons for deciding to study at university. Respondents could express agreement or disagreement on a four point scale (see Table 5.1 below - four categories collapsed into two).

Statistical analysis by Fisher's Exact Test yielded no significant differences between non-indigenous successful and incomplete students on any of the seven items in question 16. Similarly, indigenous successful and incomplete students in this sample did not show significant differences in their responses to six of the seven items when categories were collapsed to permit chi square analysis.

However, with respect to item 16g, a significantly greater proportion of indigenous incomplete students (x2 = 8.21 p < .05) indicated that 'meeting community expectations' had been an important factor in their decision to come to study at university, than was the case for successful indigenous students (see Table 5.1). Point-biserial correlation analysis utilising the four point scale yielded a significant negative correlation (r = -0.31 p < .05) between this item and outcome of study.

Table 5.1: Reasons for Deciding to Study at University

In relation to indigenous students in this sample, a significantly greater proportion of incomplete than successful students responded that meeting 'community expectation' had been an important factor in their decision to come to university. Furthermore, those who came to university in order to 'meet community expectations' had a significantly higher attrition rate from their courses than those students who rated 'community expectations' as an unimportant factor in their decision to study at university. As many of the indigenous students moved away from their family and community so that they could attend university they, at the same time, distanced themselves from an important source of motivation for their undertaking university studies in the first place.

When indigenous and non-indigenous students were compared in relation to this item, chi square analysis revealed a significant difference (x2 = 5.99 p < .05) between the two groups with respect to the importance of 'meeting community expectations' and their decision to study at university. Point-biserial correlation analysis utilising the four point scale also yielded a significant correlation (r = .24 p < .05) between ethnicity and the importance of this item in a student's decision to study at university. Deciding to study at university in order to meet community expectations was more important for indigenous students, in this sample, than it was for non-indigenous students.

Analysis by point-biserial correlation, (utilising the four point scale ) between indigenous and non-indigenous groups, yielded significant results with respect to items 16a and 16b (see Table 5.1 above). Deciding to study at university in order 'to please my family' was more important for indigenous than for non-indigenous students (r = .24 p < .05). Similarly, deciding to study at university in order to 'get a better job' was more important for indigenous than for non-indigenous students (r = .20 p < .05).

From the analysis of question 16 it can be concluded that the indigenous students in this sample were significantly more likely than non-indigenous students to decide to study at university in order to 'please my family', to 'get a better job' and to 'meet community expectations'.

Indigenous Responses to Questions 20, 21 and 22

Another section of the questionnaire (questions 20, 21 and 22) contained a series of statements with which respondents could express agreement or disagreement on a five-point scale. The statements concerned a variety of matters believed to be relevant to a student's continuance or discontinuance in the course. They included statements relating to enjoyment of study, the support received from others, study skills and personal worries and difficulties. In total these three questions comprised 43 items as set out in Tables A5.1, A5.2, A5.3 (see Appendix 5).

Analysis of student responses indicates that indigenous successful and incomplete students do not differ significantly in their responses to most of the 43 statements in this section of the questionnaire. There were, however, 3 of the 43 items on which indigenous successful and incomplete students differed significantly in their responses. Details of these responses are given in Tables 5.2 to 5.4 below.

Table 5.2: Statement 22o: Suitability of Accommodation While Studying-Indigenous

x2 = 4.32 p < .05 (5 point scale-collapsed to allow statistical analysis)

From the above table it can be seen that a significantly greater proportion of successful indigenous students felt their accommodation to be suitable for study than was the case with their incomplete counterparts (68.9% compared with 45.2%; x2 = 4.32 p < .05). Analysis by point-biserial correlation utilising the five point scale yielded a significant positive correlation between outcome of study and attitudes of indigenous students regarding the suitability of accommodation (r = .23,
p < .05).

Table 5.3: Statement 22p: Most of My Friends Attend University-Indigenous

(x2 = 6.61 p < .05 (5 point scale-collapsed to allow statistical analysis)

From the above table it can be seen that a significantly greater proportion of indigenous incomplete students responded that most of their friends were studying at university than was the case for indigenous successful students (43.3% compared with 27.7%. x2 = 6.61 p < .05). However, analysis by point-biserial correlation utilising the five point scale did not yield a significant correlation between outcome of study and this variable (r = -0.21 p > .05). It is clear from the cross tabulation that the relationship is not linear.

Table 5.4: Statement 22q: Problems at Home While Studying-Indigenous

x2 = 10.19 p < .05

The table above gives details of indigenous students' responses to this statement. A significant difference exists between the outcome of study and students' responses with respect to having problems at home while studying (x2 = 10.19 p < .05). Analysis by point-biserial correlation did not yield a significant correlation between outcome of study and this variable (r = .07, p > .05). It is clear from the cross tabulation that the relationship is not linear, and no clear conclusion can be drawn.

With respect to responses from indigenous students, five other items provided results which were of interest in the 43 items comprising questions 20, 21 and 22.

Recommendation 11

• That the orientation program for new students should include activities in which senior members of the faculty and university make it clear that indigenous students are an important part of the university's mission, and all faculty staff should go out of their way to make students feel welcome.

From the above analysis of indigenous responses to questions 20, 21 and 22, it can be concluded that the successful indigenous students in this sample were more likely than non-completing indigenous students to report that:

• their accommodation while studying was suitable;
• after gaining entry to university they were eager to begin their study immediately;
• they felt welcome at university;
• the course was relevant to their future plans; and
• they enjoyed studying.

Discontinuing indigenous students in the sample were more likely than their successful counterparts to report that:

• most of their friends attend university; and
• they were worried about financial problems while studying.

Indigenous and Non-indigenous Compared-Questions 20, 21 and 22

The correlation and chi square analyses in general indicated that there were few significant associations between the ethnicity of a student and responses to the 43 statements contained in questions 20 to 22. (Indigenous and non-indigenous respondents were coded one and two respectively.)

The significant findings were as follows:

x2 = 4.87, p < .05

Recommendation 12

• That activities to enhance study skills of indigenous students be undertaken during the orientation program and that FAIS lecturing staff provide appropriate developmental activities during the first semester for first year students.

x2 = 6.14, p < .05

From the above comparison of indigenous and non-indigenous responses to questions 20, 21 and 22, it can be concluded that indigenous students in the sample were more likely than their non-indigenous counterparts to report that:

• they were worried about financial problems while studying;
• they felt homesick while studying at university;
• they fitted in well with other students; and
• the support services helped them a lot.

Non-indigenous students in the sample were more likely than indigenous students to report that:

• their study skills were appropriate for university;
• they were academically prepared for university; and
• they enjoyed studying.

Development and Use of Attitude Scales

Factor Analysis

Because of the relatively large numbers of correlations that were computed (i.e. 43) in obtaining the above results, some of the 'significant' ones could plausibly be explained by chance considerations. Single item indices are relatively unreliable compared with multi-item scales for which good levels of internal consistency can sometimes be demonstrated. Accordingly, it was decided to conduct a factor analysis of scores on the 43 items in the expectation of discovering sets of highly intercorrelated items that could be used to form reliable multi-item scales. These could then be employed to provide more reliable comparisons between the results for sub-groups of students.

Principal Components analyses were performed on the results for the 43 items, followed by varimax rotation. After six iterations four readily interpretable factors emerged, each with eigenvalues greater than 2. Together they accounted for 44.2 per cent of the variance. The factors, together with illustrative items and their factor loadings are given below.

Table 5.5: Factors and Illustrative Items with Factor Loadings

Notes: (i) The percentage variances for each factor were as follows: 23 per cent
for Factor One; 8.5 per cent for Factor Two; 7.4 per cent for Factor Three;
and 5.7 per cent for Factor Four.

(ii) For Factor Three the items were reverse scored prior to the analysis

Scale Construction

On the basis of results for the factor analysis, four Likert-type scales were constructed and their reliability assessed using the Cronbach alpha coefficient. Detailed results showing item-total correlations and reliability coefficients are given in the Appendix 5 of this report. Here the salient features of each scale are noted.

The measure of positive experiences of the course (Positive Experience) consisted of 12 items with item-total correlations ranging from .53 to .81. The alpha coefficient was .92. These statistics indicate a highly reliable scale. The scale described as Good Study Skills comprised 5 items with item-total correlations between .40 and .67. Alpha was .77. The measure of Lack of Personal Worry also consisted of five items, item-total correlations being between .32 and .69, with alpha of .77. The scale termed Support from Others consisted of seven items, item-total correlations from .30 to .65, with alpha of .74. In summary each of the four scales showed adequate internal consistency or reliability, the measure of positive experience being exceptionally reliable.

Applications of the Scales

Comparing Successful Indigenous Students with those who had Withdrawn from University

In comparing successful indigenous students with those who had withdrawn from university, it was considered necessary to take into account the mode of delivery of the course to students; that is whether they attended on-campus or studied externally. Accordingly for each scale a two-way analysis of variance was performed. The results are given in Table 5.6.

Table 5.6: Mean Scores for Indigenous Students on Four Scales According to their Continuance and Mode of Course Deliverance

Note: Numbers are given in parentheses. They vary because of missing data on some items comprising the scales.

It is notable that for every comparison between students who continued on course and those who discontinued their study at university, either on-campus or externally, the mean scores were higher for those who continued. However, the analysis of variance produced only one statistically significant result. This was in relation to positive experience. The results for this scale were as follows. Outcome (whether continued or discontinued): F = 2.82, p < .10; mode of delivery (on-

campus versus external): F = .048, ns; Interaction effect: F = .052, ns. The degrees of freedom for this analysis were 3,72. As it was implicit in the choice of items on the positive experience scale that lower scores were expected of those who withdrew from university, a directional hypothesis can be assumed, and the result can be deemed significant at the .05 level for an appropriate one-tail test. It is noteworthy that for none of the analyses was there any significant difference for the results obtained for on-campus and external students; nor were there any significant interaction effects.

Comparing Indigenous and Non-indigenous Students

Means on each of the four scales were computed for subgroups of indigenous and non-indigenous students who continued or discontinued their studies.

Table 5.7: Mean Scores for Indigenous and Non-indigenous Students

The results for Analysis of Variance (ANOVA) yielded no significant results at the .05 level. When the trends were examined, however, they suggest the following. The indigenous students who had withdrawn from university had the least positive experiences of the course. But indigenous students did not feel less supported than the others: in fact, mean scores are slightly higher. Study Skills appear to have been more developed among non-indigenous students: the F value for ANOVA approaches significance: F=3.31, p < .10. Non-indigenous students also appeared to have been less worried. The F ratio for group difference (indigenous versus non-indigenous) again approaches significance, with F = 2.85, p < .10.

Comparing Males and Females within the Indigenous Group

Table 5.8: Mean Scores for Male and Female Indigenous Students

No significant main effects were found between the scores on the scales for males and females.

Summary of Results for Comparisons between Groups

1. Mean scores for the indigenous students were somewhat higher for successful students compared with those who had withdrawn on each of the four scales assessing (i) positive experience of the course (ii) support from others (iii) good study skills (iv) lack of worries. However, on only one of the scales, Positive Experience, was the mean score for the group that continued study significantly higher.
   
2. Scale scores for indigenous students attending the course on-campus did not differ significantly from those receiving instruction by distance education.
   
3. Among indigenous students no significant gender differences were found on any of the scales.
   
4. Comparisons between indigenous and non-indigenous students indicated that although there were no significant differences between the two groups, there was a tendency approaching significance (p < .10) for non indigenous students to indicate that they had better study skills and were less worried generally, while at university.

The main conclusions to be drawn from the above analysis are:

1. Successful indigenous students reported having had more positive experiences while attending the University, than those who discontinued.
   
2. Neither gender difference nor differences between mode of delivery of the service (external mode or on-campus) was related to any of the assessed factors.
   
3. There was a trend for indigenous students to report having poorer study skills and more worries generally than non-indigenous students, suggesting a need for greater institutional support for indigenous students.

These results for students, subjective experiences suggest that lack of indigenous student persistence may result from the cumulative effect of a number of variables.

Discriminant Analyses

Several different discriminant analyses were run on the questionnaire data using Statistical Package for the Social Sciences (SPSS). The following variables were used:

• mode (on-campus or distance education);
• gender;
• whether student had studied in previous 12 months;
• family situation;
• level of prior education at entry; and
• whether students enjoyed studying at university (see Appendix 7).

This discriminant analysis technique led to the following conclusions:

1. Education level was not useful as a predictor to determine if indigenous students would drop out.
   
2. The most useful predictors were gender, enjoyment level, mode of study, whether the student had been studying in the previous 12 months prior to entry, and their family situation.
   
3. Indigenous students were more likely to drop out if they:

• were male;
• came alone to university;
• were on-campus rather than external students;
• had not studied in the previous 12 months prior to university entry; and
• had less enjoyment of the situation of studying.

1. It can be stated that there was about a 40 per cent chance of a student dropping out. If we had no information about a particular student and we predicted that he or she would drop out, we would be correct about 40 per cent of the time. However if we knew the values of the five variables mentioned in point (2) above for a particular student, we could increase the correctness of our prediction to about 70 per cent.

The univariate and multivariate analyses do lead to somewhat different statistical conclusions with respect to gender (see Table A4.17a in Appendix 4). While the univariate (chi square) analysis found no significant relationship between gender and outcome, the results of the multivariate (discriminant) analysis indicate that being male is, in conjunction with the four other factors, a significant factor associated with dropping out from university. The most likely explanation for this difference lies in the power of the two analyses, multivariate analysis providing more powerful analysis than chi square.

Use and Adequacy of Services

Questions 23 and 24 sought to elicit from respondents information regarding the use and perceived adequacy of various services provided by either the faculty or the university generally.

Use of Services

In relation to the 'use of services' point-biserial correlation analysis yielded three significant relationships within the indigenous student group between use of various services and outcome:

• use of library and outcome (r = .25, p < .05);
• use of student association (r = .28, p < .05);

and for indigenous student studying in external mode:

• use of teleconferences (r = .25, p < .05).

Successful indigenous students tended to make greater use of the library and student association, and successful external indigenous students to make greater use of teleconferences than incomplete indigenous students.

There were no other significant findings in either the indigenous or non-indigenous group. However, with respect to counselling services, orientation program and study skills support services, a greater proportion of successful indigenous students made use of these services than did their incomplete indigenous counterparts (counselling services 16.7% compared with 6.1%; orientation program 20.8% compared with 9.1%; and study skills support services 33% compared with 21.2%).

When the indigenous and non-indigenous groups were compared, point-biserial correlation analysis yielded a significant relationship between ethnicity and the use of the:

• counselling services (r = .26, p < .05)
• cafe (r = .26, p < .05)
• orientation program (r = .23, p < .05)
• study skills services (r = .33, p < .05.

In each case the indigenous students made greater use of the services than did non-indigenous students.

Adequacy of Services

With respect to the adequacy of the various services, indigenous and non-indigenous students gave similar evaluations except in the case of adequacy of:

• teleconferences (r = .41, p < .05)
• 'DEC' staff (r = .37, p < .05)

where indigenous external students gave a more favourable evaluation than did the non-indigenous students.

Reasons for Withdrawing from University/Factors Encouraging Students to Leave

Question 26 consisted of 16 items relating to reasons why students had either withdrawn from university or had, at some time, thought about withdrawing from university.

The actual wording of the question differed depending on whether it was being answered by a student who had withdrawn from university or by a student who had either successfully completed their university course or was currently studying at university. The 16 items, however, remained the same for both the incomplete and the successful students.

The responses for the incomplete and successful students were analysed separately (see Tables A5.6 and A5.7 in Appendix 5).

Reasons for Withdrawing from University - Incomplete Students

For indigenous incomplete students, 3 of the 16 items were endorsed by more than 50 per cent of the respondents as being important factors in their decision to withdraw from university. They were:

The above together with anecdotal evidence suggest that some indigenous students leave university because they have achieved their goal before graduating, have been offered employment, or enrol at another educational institution.

Recommendation 13

• The faculty through the Aboriginal Research Institute and the Aboriginal and Islander Support Unit maintain a register of the destination of those indigenous students who withdraw from the university.

For non-indigenous incomplete students (all of whom were studying in external mode), 4 of the 16 items were endorsed by 50 per cent or more of the respondents as being important factors in their decision to withdraw from university. They were:

The other interesting feature in the comparison of responses for indigenous and non-indigenous is the number of items endorsed by more than 35 per cent of indigenous students and not endorsed by any non-indigenous students.

It can be concluded that the factors identified by indigenous incomplete students as important in their decision to withdraw from university were a combination of academic issues, personal/family problems, financial, employment and accommodation problems, and a personal decision factor.

Factors Encouraging Students to Leave-Successful Students

The responses of indigenous and non-indigenous successful students in respect to question 26 indicated that there were no significant differences between the two groups on any of the 16 items. In only one case did chi square analysis approach significance (x2 = 3.62, p < .10): this was for statement 26b, the 'possibility of failing the course', where 52.2 per cent of indigenous successful students compared with 26.3 per cent of non-indigenous successful students indicated that this had been a fear for them which had made them think about withdrawing from university at some time.

However, from the Table A5.7 (see Appendix 5) it can be seen that for indigenous successful students, six of the 16 items were endorsed by more than 50 per cent of the students as being important factors that had led them to consider withdrawal from university at some time. These were health (62.2%); finances (60%); personal decision (57.8%); family tensions (55.6%); possibility of failing the course (52.2%); and feedback on progress as a student (51.1%).

For non-indigenous successful students three of the 16 items were endorsed by 50 per cent or more of the students as having given them reason to think about withdrawing from university as some time. They were:

• finances (63.2%);
  
• health (52.6%); and
  
• employment (50%).

From the above analyses it can be concluded that for indigenous students, whether they withdrew from or continued with their study, three factors were identified that were common to all students: financial problems, family tension and a personal decision factor.

When student perceptions of the reasons for the high attrition rate among indigenous students are considered in the next chapter, a clearer picture of the negative factors faced by indigenous students at university emerges.

Staff Helpfulness and Supportiveness

Question 28 was one of the four questions which allowed students to express in their own words their feelings about certain aspects of their time at university. In this instance, they were asked if they found the staff generally supportive and helpful (yes/no response category). They were then asked to express how they felt about the supportiveness and helpfulness of staff and to give examples to illustrate their responses.

Table 5.9: Outcome by Perceived Supportiveness and Helpfulness of Staff-Indigenous Students

From Table 5.9 it can be seen that the majority of indigenous students (79.5%) expressed the view that the staff were generally supportive and helpful. A further 14.1 per cent also expressed positive views about staff members but qualified their responses by noting some negative aspects of staff attitudes or actions. Only 6.4 per cent had nothing positive to say about staff members.

The perception of staff supportiveness and helpfulness does not appear to be related to outcome of study, with very similar proportions of successful and incomplete students responding in each category.

Of the 62 indigenous students who said that staff were generally supportive and helpful, 58 (93.5%) expressed the view that staff were generally proactive, and were supportive and helpful in offering ideas regarding assignments. Some of the 58 respondents in this category also noted the willingness of some staff to offer support in relation to personal problems and to be flexible regarding workload and deadlines when students were experiencing some personal trauma.

When I was cracking up due to a family catastrophe I had about 11 assignments not done (in this course and the Graduate Certificate course) and faced the prospect of withdrawal (and therefore personal failure at uni again). I was also finding it difficult at work and work was not supportive overall. I spoke to faculty staff one day and they were marvellous.

In addition, four commented that staff were accessible and flexible with respect to deadlines.

Among those indigenous students who expressed the view that staff were totally unsupportive or those who said the degree of helpfulness depended on the staff member, the major complaints related to staff inaccessibility, staff inconsistency in relation to offering support and help, staff preoccupation with their own study commitments and lack of feedback re progress. Some students reported particular problems with study in external mode:

... delivery problem with DEC, problems with the receipt of course materials and presentation of assignments

... not enough structure or indicated inquiry process to guide it through. Didn't indicate courses of action

... totally unorganised in DEC, received materials eight weeks late

... packages arrived late, mixed up; wrong ones sent

Other indigenous respondents commented on the frustration of studying in external mode referring to problems in relation to the general teaching staff

hard to contact lecturers, don't tell you how to access help. Jargon in text was difficulty-hard to get in contact with tutors

provided plenty of support to help you succeed in your studies, but found occasionally many were hard to contact and had to leave messages on answering machines.

unable to get to speak direct to lecturers

One external indigenous student illustrated the problems of studying in isolation with no readily available benchmark to gauge how well one is progressing.

For DEC students an indication of how a student is progressing relative to others in the subject (i.e. an indication of grades (anonymous), graph of marks or something similar). I have had the embarrassing experience of being very disappointed in a paper, rung the marker when I finally screwed up the nerve to do so, to be berated because I got the best mark. (This happened a couple of times so now I avoid contacting). I had no way of knowing that was the case-it makes me look like I was big noting myself or wanting too much when neither was the case.

Table 5.10: Outcome by Perceived Supportiveness and Helpfulness of Staff-Non-indigenous Students

Among non-indigenous students, as with indigenous students, the majority (70.8%) expressed the view that the staff were generally supportive and helpful, and a further 20.8 per cent expressed both positive and negative views regarding the helpfulness of staff. As indicated by one non-indigenous respondent

If you showed application, the staff member invariably attempted to help if you struggled with the subject-but some others couldn't care less and this would be intimidating for more traditional Aboriginal or Islander people.

As with the indigenous students, so with non-indigenous students the perception of staff supportiveness and helpfulness does not appear to be related to the outcome of study; successful and incomplete students have a very similar response pattern across the three categories.

Of the 17 students who said the staff were generally supportive and helpful, 52.9 per cent noted that staff often took the initiative in offering support and help. Other comments frequently made referred to the willingness of staff to negotiate with respect to deadlines, their approachableness and accessibility.

The negative comments made by the seven students who expressed the view that staff were either not supportive and helpful at all, or were helpful in some respects and not others, focussed on the problems students encounter when staff are preoccupied with their own study commitments, the problems that arise when staff are perceived to be playing favourites (helping some and not others) and problems associated with studying in external mode (lack of coordination, inaccessibility of staff etc).

One feature of the responses from indigenous and non-indigenous students studying in external mode concerns the frequent expression of appreciation for the assistance given by staff at the local study centres such as the Institute for Aboriginal Development in Alice Springs, and the Whyalla, Port Lincoln, Ceduna, Murray Bridge and Port Augusta study centres.

Over 70 per cent of both indigenous and non-indigenous respondents expressed the view that staff were generally supportive and helpful. The perception of staff supportiveness and helpfulness, however, does not appear to related to outcome of study for either group of respondents.

Students' Perceptions of University

Question 29 allowed students to express their feelings about the experience of being at university. In this instance, students were asked whether university had in general been what they had expected and were given a yes/no category for response. They were also asked to express, in their own words, how university had either confirmed or disconfirmed their expectations.

Table 5.11: Outcome by Expectations of University-Indigenous Students

x2 = .58, p > .05 (categories collapsed)

From Table 5.11 above it can be seen that for indigenous students there is no significant difference in outcome regardless of whether expectations about university had been either confirmed or disconfirmed.

Of the indigenous students, 55.4 per cent reported that they had found university life and study much as they had expected it to be, with a good deal of hard work, assignments and deadlines but with positive experiences such as gaining exciting new ideas; acquiring knowledge and associating with other indigenous students eager to improve their qualifications.

Of the 25 indigenous students (44.6%) whose expectations had been either totally or partially disconfirmed, there was little commonality in the responses given. Certain themes did, however, tend to recur. On the negative side, where expectations had not been confirmed, students commented that:

There was too much theory and not enough emphasis on acquisition of practical skills.

Study was much harder than expected; not enough support.

Surprised that the Faculty of Aboriginal and Islander Studies schools appeared to be set apart from the mainstream.

Surprised at the lack of unity among students and between staff and students.

Others commented that:

The academic lifestyle virtually blew me out of the water-I knew it would be hard, but I didn't know it was going to be this hard.

Frightened by the city-Adelaide too big, I'm a country boy-weather really different-no one smiles at you.

Left to yourself to do work more than expected, more people in course than expected-did a lot of theory etc that I didn't think was relevant. Demands and different ways to write essays were different than high school, and lecturers assumed you knew how to do it.

Thought that the university had live in accommodation. The Program for Aboriginal and Islander Support (PAIS) was out of sight, out of mind, similar to the SAIA on North Terrace, being put away from the mainstream facility.

On the positive side, where indigenous students had been pleasantly surprised at what they found, comments were made such as:

• workload not as heavy as expected;
• staff more approachable than expected;
• more staff support than expected; and
• class sizes smaller than expected allowing much greater support between students.
  
  

I expected university to be more formal and sophisticated like the mainstream institutions-it was more family oriented than the normal university.

An enthusiasm for increasing people's knowledge, understanding and value of Aboriginal history and culture; a challenge to the political order through information … Coming from a very competitive work environment it was a shock to have people in positions of power (over me as a student) willing to share that power by acknowledging good work.

Table 5.12: Outcome by Expectations of University-Non-Indigenous Students

From the above table it is evident that the pattern of responses given by successful and incomplete non-indigenous students was very similar in relation to this issue.

For 14 of the non-indigenous students (63.6%) university had provided no surprises, their expectations regarding study/workloads/assignments and the acquisition of knowledge and skills had been confirmed.

For eight of the non-indigenous students, however, university had not been what they had expected. Of these students, six expressed their disappointment with comments such as:

• expected more inquiry, less predictable outcomes;
• expected more up to date information regarding contemporary theory and ideology;
• unprofessional approach/staff favour some students over others; and
• lack of organisation with distance education materials.

Lateness of distance education materials being received compounded other difficulties students were experiencing.

The two non-indigenous students who had been pleasantly surprised at what they found at university commented on the 'family atmosphere' within the Faculty of Aboriginal and Islander Studies and the helpfulness and supportiveness of Flexible Learning Centre staff.

Conclusion

What has emerged from the analysis of these 'subjective experience' questions is a pattern which indicates that it is crucial that indigenous students feel good about being at university. While no one single factor can be identified as causing indigenous students to withdraw from their studies, there is a complex pattern of subtle influences which can 'tip the scales' in favour of dropping out.

From their comments, many indigenous students were uncertain starters with suspect motivation. In situations where all goes well with their accommodation, they enjoy university life, receive good support, enjoy what is taught, and do not have too many financial problems, they persist. But if they begin their study feeling ill prepared, have unsuitable accommodation, feel isolated and unwelcome, do not get the support they need, find staff attitudes negative toward them, have problems with 'DEC', and have family and financial problems, they leave to lessen the negativity of their situation.

Responses to the questions about the students, perceptions in the next chapter provide a valuable cross-check on the factors indicated above as being important.