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Indigenous Education Strategies in Higher Education 2001-2003

Queensland University of Technology

• Objectives
• Consultative Mechanisms
• Current and Continuing Activities
• Planned New Activities
• Performance and Review
• Report on Expenditure
• Contact

The Queensland University of Technology (QUT) operates from three Brisbane campuses, located at Gardens Point, Kelvin Grove and Carseldine. In 1999 Indigenous students, comprising both Aborigines and Torres Strait Islanders, represented 0.88% of QUT’s 30,000 enrolments. Indigenous students study mainstream degree programs within each of QUT’s eight faculties (see Table 1 below). Academic, cultural and social support, as well as additional tutorial assistance through the Aboriginal Tutorial Assistance Scheme (ATAS) is offered to these students through the Oodgeroo (Indigenous) Unit, which has facilities located on each of the University’s three campuses.

Within the organisational structure of QUT the Oodgeroo Unit is positioned within the Chancellery; which offers opportunities for Indigenous input to University policies and planning. Within this structure, the term ‘support’ is more broadly defined to address QUT’s objectives for Indigenous education, which are aligned with the higher education goals of the National Aboriginal and Torres Strait Islander Education Policy. As well as offering academic advice and assistance to individual Indigenous students, Indigenous input to University policies and planning is facilitated through the Oodgeroo Unit, and support is available to faculties and divisions in areas of teaching, curriculum, flexibly delivered programs, research and community service activities as these relate to Indigenous communities and issues.

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QUT’s mission is to bring to the community the benefits of teaching, research, technology and service. The three goals derived from this mission encompass areas of teaching, research and service. Within this context, QUT has specific objectives for Indigenous education. These are to:

• ensure effective Indigenous participation in planning and decision making in all relevant facets of University operations
• increase access, participation and successful outcomes for Indigenous students and staff in conjunction with the development of Indigenous resources, facilities, staffing and curricula, and
• foster, support and develop research and community activities relating to Indigenous studies and issues.

These objectives are to be achieved by:

• actively seeking Indigenous participation in QUT committees and projects
• promoting the availability and relevance of QUT courses amongst Indigenous students in secondary schools and in Indigenous communities
• monitoring and evaluating rates of access, participation, retention of Indigenous students, with a view to decreasing attrition, broadening areas of study and increasing successful student outcomes
• encouraging and supporting the appointment of Indigenous staff
• providing a supportive environment for Indigenous students and staff by offering cross cultural awareness activities for University staff generally; and
• developing the Oodgeroo Unit as a distinct component of the University with an advocacy role in terms of Indigenous students and community members; and as an authoritative body on Indigenous knowledge and issues.

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Consultative Mechanisms

An Aboriginal and Torres Strait Islander Committee meets at least three times annually to provide advice to the Deputy Vice-Chancellor on relevant policy and program initiatives. Of the Committee’s 16 members, 12 (including the Chairman) are Indigenous Australians who represent community organisations, government agencies, Indigenous students, and staff of both the Oodgeroo Unit and other areas within the University.

Committee members and Oodgeroo Unit staff actively network at local, regional, state and national levels in relation to equity matters, reconciliation and education. The Oodgeroo Unit is represented on the University Academic Board, Teaching and Learning Committee, Equity Board, Research Ethics Committee, and faculty and divisional equity committees. In addition, regular consultation and social interaction occurs with Indigenous community groups in relation to student issues and courses or programs focusing on health, education, social science, the arts and humanities, law and justice, and land and environment.

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Current and Continuing Activities

Students: At the commencement of 1999, 247 Indigenous students were enrolled, representing 0.88% of QUT’s enrolments. Indigenous students comprised 161 females and 86 males (refer Table 1), across five year levels (Table 2 below). 225 were undergraduate students, and 22 postgraduates, enrolled in full-time (182), part-time (42) and external (23) modes of study. Eight students are scholarship recipients, and six are contracted to traineeships and cadetships.

Table 1. Indigenous students enrolled in 1999 by gender and faculty. (Females 65.2%; males 34.8%.)

Approximately two-thirds of Indigenous students were from south-east Queensland, with the remainder predominantly from other parts of Queensland (including Torres Strait Islands) and several from other states and the Northern Territory. Two students completed courses at the end of semester 1 1999, and 32 completed at the end of semester 2. In semester 2, 238 students enrolled (including three mid-year entry enrolments). Attrition for semester 1 numbered 10 students (4%).

Monitored by individual faculties, Oodgeroo Unit and Aboriginal and Torres Strait Islander Committee in accordance with QUT Equity Guidelines

Graduates: For the period 1990 to 1999, Indigenous graduates of QUT courses (34 in 1999) were as follows:

University approval was given for Indigenous graduands to wear identifying sashes (in the colours of the Aboriginal flag or Torres Strait Islander flag, as appropriate) at graduation ceremonies, commencing in the year 2000.

The first Indigenous Alumni Dinner was held in November, opened by the Chancellor, and attended by alumni, completing students, and senior representatives of the University.

Indigenous aspects of course offerings, curriculum and teaching: For the most part, QUT’s strategy for inclusion of Indigenous content is in the form of integration across course offerings, particularly those developed for areas of professional practice. In addition, in 1999 there were 11 units focusing on Indigenous matters - four in Education, three in Humanities, three in Law and one in Health. Through service teaching arrangements, Indigenous staff designed, taught and assessed specific units for Arts (Humanities, Human Services), Education and Health faculties; and Oodgeroo Unit staff presented guest lectures for Arts (Music, Media & Journalism), Built Environment and Engineering, Education and Health. Monitored, evaluated against the Indigenous strategic plan through QUT annual reporting mechanisms.

Recommendations from a review of Indigenous content in core units within BEd (Primary) and BEd (Early Childhood) courses will be considered during an overall review of BEd programs in 2000. Implementation will be monitored by Education Faculty BEd Coordinating Committee (with Oodgeroo Unit representation).

The Centre for Indigenous Health Education and Research - a partnership venture of QUT’s School of Public Health, Oodgeroo Unit, and the University of Queensland - offers Indigenous content in courses for the health professions, as well as a range of research activities conducted in consultation with Indigenous communities. QUT’s Indigenous staff of the Centre includes two lecturers - located in Brisbane and Cairns; a research assistant; and administrative assistant. As part of the Centre’s activities, 21 Indigenous students commenced with QUT for 1999. The Centre’s purpose is to improve education outcomes for Indigenous students and promote community driven health research. .Ongoing monitoring and evaluation by Centre Working Party and Centre Indigenous consultative committee.

An Indigenous lecturer at the School of Human Services provides Indigenous perspectives to a range of areas, with a focus on corrective services. Ongoing monitoring and evaluating by Arts Faculty through QUT reporting mechanisms.

For commencing students, a combined QUT-Griffith University pre-law program was offered as a two-week course immediately prior to semester 1; the Health Faculty conducted a two-day science program for new Indigenous students; a one-week pre-orientation program (including a luncheon with Indigenous Elders and community members) was conducted by the Oodgeroo Unit. Goal: to improve Indigenous student achievement and retention rates. Monitoring and evaluation by relevant Faculty Equity Committees, with Oodgeroo Unit representation.

Responsive and inclusive curriculum guidelines, developed by Equity Section with input by Oodgeroo Unit staff, were distributed to all faculties in 1999. Monitoring and evaluation of implementation in accordance with QUT’s Equity Plan.

Professional development: Indigenous perspectives are standard components of induction programs for new QUT staff, and regular Equity sessions for all staff. A reconciliation conference for staff, convened in December, resolved to develop a reconciliation statement for the University. Evaluation by participants and QUT’s Teaching and Learning Development Unit and Equity Section.

Professional development for Oodgeroo Unit staff consists of study for higher degrees (five staff), as well as attending seminar presentations, workshops and conferences related to their areas of employment. Monitoring and evaluation by Education Faculty, in consultation with Oodgeroo Unit.

Research: 

A range of community health projects conducted by the Centre for Indigenous Health Education and Research:

• A national project on positive self-identity of Indigenous students and its relationship to school outcomes was completed, in collaboration with Education Faculty;
• QUT’s Centre for Eye Research sought to expand activities in Indigenous areas;
• Evaluation of the National Indigenous Open Learning Project began;
• A local Indigenous community history project nears completion;
• A survey of town/regional planners concerning Native Title issues has commenced (with Faculty of Built Environment and Engineering).

The Oodgeroo Unit aims to increase participation in collaborative research projects, thereby developing the research skills of Indigenous staff, increasing awareness of Indigenous issues across the University, and where appropriate, supporting Indigenous community initiatives. Monitoring and evaluation by clients, relevant faculties, Oodgeroo Unit and QUT’s Office of Research and Development.

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Planned New Activities

In addition to ongoing student support, teaching and research, new activities for the year 2000 are:

• inclusion of Indigenous elements in QUT plans for Northern Corridor and Carseldine campus development
• student recruitment activities with a greater emphasis on encouraging Indigenous males to undertake tertiary study
• a review of Oodgeroo Unit staffing and functions to maximise effectiveness within the University.

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Performance and Review

Academic Success and Retention data

	Access %	Participation	Success	Retention
1995	1.02	0.420	0.720	0.996
1996	0.73	0.390	0.790	0.785
1997	0.88	0.350	0.790	0.839
1998	0.94	0.350	0.810	0.821
1999	0.91	0.350	0.830	0.832
2000	0.87	0.350	*	0.861

* 2000 success data not finalised at time of Profile submission

Despite extensive annual recruitment drives and rural satellite broadcasts, QUT's access rate for Indigenous students has been declining since 1998 and in 2000 is 0.87%. This is well below national and state access rates and contrasts with a steadily increasing national rate. However, QUT's participation rate has been constant since 1997 due to steadily increasing success and retention rates. The success rate for Indigenous students has increased from 0.720 in 1995 to 0.830 in 1999 and is well above national rates. From 1998 to 2000, retention has increased from 0.821 to 0.861. Retention is also well above both national and state averages.

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Report on Expenditure

The Oodgeroo Unit's budget for the period 1 January to 31 December 1999 was expended as follows:

1. Income: In addition to the Indigenous Support Funding received from the Commonwealth, the Oodgeroo Unit received income from QUT faculties in the form of service teaching recovery and through the recovery of costs for consultancies undertaken by Oodgeroo Unit academic staff. In 1999, income from consultancies increased almost threefold compared to the previous year.

(It should be noted that QUT does not deduct any institutional overheads from Indigenous Support Funds and returns the standard administration recovery on consultancy income to the Oodgeroo Unit.)

2. Salaries: The unit has a staff profile of eight full-time academic staff and four full-time general staff. Additional staff are appointed on a casual or fixed term basis according to need. Over the past few years the Unit has managed its expenditure to establish reserve funding which will be used to meet increases in salary costs arising from enterprise bargaining agreements and incremental steps. The Unit plans to use some of its carry-forward reserves to supplement University funding for professional development activities for staff in 2000-2001.
3. Assets Expenditure: During 1999, the Oodgeroo Unit continued with the upgrading of computers and printers for both staff and students. The Unit also purchased a replacement photocopier for the Gardens Point facility at a cost of $2,377. The photocopier is primarily used for student purposes and also doubles as the Unit’s photocopier for staff purposes. Upgrading student computing facilities is a budget priority for 2000-2001.
4. Other Oodgeroo Unit Accounts: The Oodgeroo Unit has used monies from its reserves to establish a scholarship account. Interest from this account has been used for Oodgeroo Noonuccal scholarships for Indigenous postgraduate students. The first scholarships (2) will be awarded in 2000
   During 1997, QUT received a donation of $2,375 to establish the (F) M Brandl & P Duncan Award. This award provides for an annual $150 book prize for the best performing second year student.
5. Overall budget position: The Oodgeroo Unit has managed its budget carefully in order to meet operating expenses and to accumulate a carry-forward of reserves to offset anticipated increases in salaries and other costs. This reserve will be critical in meeting the Unit’s costs in the coming years as funding allocations from the Commonwealth are reduced. The Unit is also increasing its funding base through income from consultancies, service teaching and other external projects.

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Contact

Professor Peter Coaldrake
Deputy Vice-Chancellor
Queensland University of Technology
GPO Box 2434
BRISBANE QLD 4001
Tel: (07) 3864 2376
Fax: (07) 3864 4061
Email: p.coaldrake@qut.edu.au

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