Introduction

Curtin University is committed to Indigenous higher education. It supports a range of organisational initiatives and programs catering specifically for Indigenous students and others, aimed at enhancing understanding of and respect for Aboriginal culture, history, and aspirations. Curtin's Vision statement commits the University to:

the development of students and staff as citizens of the world, emphasising an international outlook, cultural diversity and an informed respect for indigenous peoples.

Curtin’s commitment to Indigenous education is embedded in the Curtin University of Technology Strategic Plan 1999–2003. These commitments are consistent with the University's mission and values and form an integral part of Curtin’s teaching, learning, research and development goals and objectives. The Aboriginal Education Strategy 1999–2001 further develops the priorities and strategies to meet Curtin’s Aboriginal education and employment goals as does the Centre for Aboriginal Studies (CAS) recently developed Strategic Plan 1998–2002.

Curtin’s commitment to Indigenous issues was further highlighted when it became one of the first Australian universities to endorse a Statement of Reconciliation.

Objectives for Indigenous Education

The University is committed to the following objectives in teaching and learning, research and development, social justice, and community service for the 1999–2001 triennium:

• increasing Indigenous student participation, retention, and success in mainstream programs;

• exposing all Curtin students to Aboriginal history and culture;

• increasing Aboriginal cultural awareness among Curtin staff;

• supporting the development of CAS’s research capacities and contribution to the Indigenous community;

• supporting Indigenous staff development;

• supporting Indigenous community involvement with the existing management and advisory mechanisms within the CAS; and

• implementing the University's Aboriginal Employment Strategy to employ Aboriginal people in at least 3% of University academic and general staff positions.

Implementation of the objectives is a corporate commitment that commits each teaching Division to ensuring the above values are embedded in their curriculum.

Advisory, Evaluation and Monitoring Mechanisms

1 Consultative Mechanisms

Curtin University consults with and involves the Aboriginal community in broader institutional activities associated with Aboriginal people (eg, the Mundjah Festival, a University sponsored community initiative). Aboriginal and Torres Strait Islander consultative mechanisms include the following:

• The Aboriginal Education Policy Implementation Committee (AEPIC) is a high level committee chaired by the Senior Deputy Vice-Chancellor. It includes all Divisional and Branch and Campus heads;

• The Centre for Aboriginal Studies operates under the leadership of an Indigenous Head, an Aboriginal Management Committee, and a community-based Aboriginal Advisory Committee;

• The Aboriginal Advisory Committee (AAC) is comprised of senior Aboriginal community representatives throughout Australia and is the principal policy and decision-making body in the Centre for Aboriginal Studies;

• The Indigenous Australian Higher Education Association(IAHEA) of which the Centre for Aboriginal Studies is an executive member;

• The Western Australian Council for Higher Education(WACHE) of which the Centre for Aboriginal Studies is an executive member; and

• Aboriginal Students Corporation(ASC) whose representatives are members of the Centre's AAC and Board of Study and are involved in the selection of new staff.

2 Evaluation and Monitoring Mechanisms

CAS has extensive formal and informal mechanisms appropriate to ongoing review and evaluation of its curricula, policies and processes. CAS undertook a major program review in 1996–97. The review examined and established strategic priorities in each of four main areas: teaching and learning, research, community service, and quality and leadership. Review outcomes have informed CAS's revised Strategic Plan (1998–2002), providing important information to AEPIC on such topics as student support, liaison between CAS and Schools, and Aboriginalising the Curriculum.

• Mechanisms are in place, or being developed, to evaluate the effectiveness of the institution's strategies for Indigenous education and employment. These mechanisms include:

• six monthly reporting to AEPIC by CAS and Divisions on implementation issues;

• reporting on all quality initiatives by project coordinators to the Director, Quality Office;

• reporting on research findings and outcomes from quality projects to AEPIC and CAS;

• liaison with, and regular reports from, the University Planning and Statistics Office;

• distribution, collection, and compilation of CAS questionnaires regarding the effectiveness of Aboriginal Studies for mainstream students; and

• development of destination surveys and potential cohort studies for Indigenous students in mainstream and CAS courses.

Catchment Area Analysis

In 1998 there has been a significant change in the demographic make-up of Aboriginal bridging course students. Only 19 per cent of them are from country or remote regions, mainly from Carnarvon and Broome, and all have family support structures in Perth. Anecdotal evidence suggest changes to ABSTUDY allowances may be contributing to decrease in the number of students from outside the metropolitan area.

The CAS degree programs (Aboriginal Health and Aboriginal Community Management & Development) are mixed-mode delivery. Both courses are designed for distance delivery and attract students from throughout Western Australia, the Northern Territory, and Queensland. Currently over 43% of students enrolled in these programs come from other States, and over 50% of the remainder live outside the metropolitan area. These are the two largest programs with over 200 students. The market for these programs is potentially the whole of Australia.

Research and Development

Curtin’s Indigenous Research Centre (CIRC)

CIRC was established in early 1997 following a grant of $1.86m from DEETYA. Collaborative research projects have been initiated with Indigenous community stakeholders, Curtin stakeholders, external educational institutions, government departments, and non-government agencies. CIRC’s programs and activities contribute at local, State and National levels to discussion and debate about alternative paradigms and processes as applied to Indigenous community needs.

Evaluation, Research and Review

Ongoing action research and evaluation is being undertaken by CAS in conjunction with CIRC with respect to Centre-based operations which support and or increase mainstream participation. Program review reports were compiled for internal use only for the Aboriginal Bridging Course, Science and Technology Course, and Student Support Services. This has resulted in identification of new strategies and changes to structure, including dedicating support staff to specific students, small peer support meetings, goal setting and interim progress reviews, links with tutor support, ongoing monitoring and reporting, and increased liaison with mainstream schools. Interview processes and reporting mechanisms have been developed; and mechanisms to improve data collection and dissemination within CAS are being explored. Finally, exit forms and other evaluation instruments have been developed to provide information which will lead to improved teaching and refined curriculum in the Centre.

In addition, research and evaluation is also undertaken by CIRC and CAS with respect to University initiatives to increase Indigenous access, retention and success in mainstream courses. An evaluation is currently being undertaken of Quality projects to increase Indigenous participation at Curtin. The outcomes and recommendations of the evaluation will be published as a monograph and disseminated across the University later this year. A submission has been submitted to DEETYA through the Evaluations and Investigations Program for a collaborative project with all WA universities to identify factors influencing student participation.

The Centre operates three interrelated projects which support Curtin's strategic initiatives endorsed by AEPIC. Ways to address issues which were previously identified for further research are currently being examined.

Research through a joint CIRC/CAS initiative has commenced to ascertain Year 12 student conceptions and aspirations in regard to science-related areas of study and employment to assist in longer term planning for the Centre and University. Less formal and more formative data collection includes collecting information from Year 12 seminars conducted at CAS to gauge the level of student interest in various discipline areas. Finally, CIRC has identified the need for cohort studies and qualitative surveys to track and analyse the performance of Indigenous students. Funds will be needed to undertake a comprehensive study.

Performance Indicators

A comparison is made between Curtin’s 1998 indicators for access, participation, and retention and DEETYA-supplied 1997 indicators. Curtin’s 1997 success indicator is compared to DEETYA’s 1996 success indicator. As the table below indicates Curtin has exceeded all the State and national indicators with the exception of the access indicator where Curtin is slightly below the State percentage. The Lin Martin indicator for retention has been amended to exclude the Aboriginal Bridging course in line with previous years’ adjustments.

Indicators for Access, Participation, Success and Retention

Contact Officers