1. Barriers To, and Facilitators Of, Indigenous Student Success: Perspectives from the frontline
Prof James Smith1-3, Ms Kim Robertson1 & Ms Kellie Pollard 1,4
1. Office of Pro Vice Chancellor – Indigenous Leadership, Charles Darwin University
2. National Centre for Student Equity in Higher Education, Curtin University
3. Menzies School of Health Research
4. Northern Institute, Charles Darwin University
Acknowledgement of Country
We would like to acknowledge the Larrakia People as traditional custodians of the land where are meeting today. We pay our respects to Aboriginal Elders past, present and emerging, and we extend this acknowledgement to all other Aboriginal and Torres Strait Islander people here with us today.
National Forum – Addressing the Gap Between Policy and Implementation: Strategies for Improving Education Outcomes of Indigenous Students 2018

2. Overview CDU Context Impetus for This Research Methods
Qualitative Findings – Thematic Analysis
Enablers & Barriers (Students)
Enablers & Barriers (Staff)
Common Enablers & Barriers
Discussion & Recommendations  

3. Charles Darwin University Context
Long history of Indigenous education
Dual-sector university
Office of Pro Vice Chancellor – Indigenous Leadership (first in Australia)
Office of Indigenous Student Services
ISSP + AFB
College of Indigenous Futures, Arts and Society
Blue 2 Precinct - Opened 2013
Vice Chancellor’s Indigenous Advisory Council
Teaching Partnership with Batchelor Institute of Indigenous Tertiary Education
Indigenous Valedictory Ceremony
Indigenous community events and lectures
Strong focus on enhancing Indigenous research, education and engagement

4. CDU Indigenous Higher Education Research
Multiple collaborative research projects over past 4 years:
Establishment of Indigenous Leadership Research & Evaluation Network (ILREN)
OLT Grant – Addressing the Gap (presented here today)
HEPPP NPP – Building the evidence about Indigenous pathways and transitions into higher education (Smith & Larkin) Three outputs - National Forum, Book and Special Issue of LC
HEPPP NPP – Northern Territory Indigenous Higher Education Policy Review (Street et. al)
HEPPP – Whole of Community Engagement initiative
Remote focus – more info at

5. CDU + NCSEHE – Indigenous HE Research
NCSEHE – Identifying strategies for promoting VET to HE transitions for Indigenous learners (Smith et. al)
content/uploads/2017/09/08Smith_Report_FINAL.pdf
NCSEHE – Indigenous achievement in higher education and the role of self-efficacy: Rippling stories of success (Frawley et al)
achievement-in-higher-education-and-the-role-of-self-efficacy- rippling-stories-of-success/
NCSEHE – Understanding completion rates of Indigenous higher education students from two regional universities (Shalley et. al)
NCSEHE – Equity Fellowship - Strengthening evaluation in Indigenous higher education in Australia (Smith et al)

6. CDU Strategic & Operational Policy Environment
Globally recognised for Indigenous leadership:
Realise our aspirations for Indigenous leadership
Deliver improved outcomes in teaching, research and engagement
Play a key role in the success of Indigenous Australians

7. The impetus for this research
The Behrendt et al (2012) Final Report emphasised the importance of focusing on ‘Aboriginal and Torres Strait Islander student success’
Need to build a stronger evidence-base about what works and what does not
Pay attention to successful student narratives to change the dialogue to be achievement focused.

8. Methods & Participant Pool
Two components – desktop policy review; and individual interviews
Interviews undertaken by an Indigenous researcher (KP)
15 participants
9 students (completed or currently studying)
6 staff (one repeat interview)
Student recruitment – flyers, invite from Indigenous student services, and snowballing; no success in recruiting students that had not completed
Staff recruitment though known local networks and snowball sampling
Reciprocal ethics approval received from institutional HREC
We have not used names, positions, schools/faculties or the age of participants to preserve anonymity individual identities
Emerging Discourses
‘Evaluation’ is defined broadly to include many terms.
Reporting is a key driver of ‘evaluation’ in the Indigenous HE landscape.
Impact and outcomes are deemed to be important, which parallels current policy discourses and funding.
Strengths-based ‘evaluation’ discourses are preferred.
Acknowledgement that different types of ‘evaluation’ approaches rely on different types of ‘data’.

9. Thematic Analysis
All Interviews conducted by female Indigenous researcher (KP)
Thematic analysis through repeated examination of interview transcripts (using an inductive approach)
Initial codes developed by female Indigenous researcher (KR)
Coding workshopped between Indigenous and non-Indigenous researchers (JS + KR)
Key enablers and barriers identified
Emerging Discourses
‘Evaluation’ is defined broadly to include many terms.
Reporting is a key driver of ‘evaluation’ in the Indigenous HE landscape.
Impact and outcomes are deemed to be important, which parallels current policy discourses and funding.
Strengths-based ‘evaluation’ discourses are preferred.
Acknowledgement that different types of ‘evaluation’ approaches rely on different types of ‘data’.

10. Findings: Enablers & Barriers (Student Interviews)
Personal resilience
Open line of communication with lecturer
Tutorial support (e.g. ITAS, ISSP)
Culturally safe spaces (e.g. rapport with staff/’Aunties’, continuous engagement with OISS,
Peer support and mentoring (i.e. student group peers; support with life and study skills; informal vs formal)
Access to support services and IT infrastructure out of hours
Day care services for Indigenous women
Regional university context (both for internal and external Indigenous students)
Holistic planning between education and work (work-study complementarity)
Support from employer ($, time off)
Being goal oriented
Passion for area for study
Being adequately prepared prior to commencement (psychological readiness; adequate skills and knowledge; readiness for power imbalances in HE; pre-enrolment support)
Interactive pedagogy/education delivery
Lecturers setting ground rules early
Finances ($ to support participation; debt; scholarships)
Family Commitment (level of understanding of HE; direct experience in HE)
Academic writing and support (a challenge; availability of programs and supports – e.g. TEP, PTS, workshops)
Work-study-life balance
Online learning (increases access and flexibility; decreases participatory approaches)
Mature Age Entry (rigidity of assignment due dates;
VET to HE pathways and transitions
Flexible study mode options
Lack of empathy of lecturers during sorry/cultural business
Social activities (perceived as a distraction)
Cultural incompetence of individual lecturers
Lack of understanding of expectations of HE (hit wall/drop out; poor study advice)
Excessive expectations of support that can be provided to individual student needs
Racism and/or sexual harassment
Lack of gender sensitivity in equity service provision
Perceived prioritisation of international students over Indigenous students
Emerging Discourses
‘Evaluation’ is defined broadly to include many terms.
Reporting is a key driver of ‘evaluation’ in the Indigenous HE landscape.
Impact and outcomes are deemed to be important, which parallels current policy discourses and funding.
Strengths-based ‘evaluation’ discourses are preferred.
Acknowledgement that different types of ‘evaluation’ approaches rely on different types of ‘data’.

11. “ Enablers (Student Interviews)
…It was great having access to the Indigenous computer lab, access to the computer, printer, and internet on campus. (no.8) …I know everyone and I’m friendly with most of the people (at University) but at the end of the day, I just know I am more comfortable around Indigenous people…I feel like I know that they (non-Indigenous people) are always going to be thinking ‘you’re Indigenous. You’re getting everything because you are.’ I just know. (No.3)

12. “ Enablers (Student Interviews)
…my tutor. The factor is tutor support. I feel like I have an amazing tutor…she’s just really great. (No.4) …It just feels that sometimes people just don’t know how to handle me, they don’t want to deal with me, but here [Indigenous Student Services] is a very, very, very, very safe space for me. (No.7) …there was a lot more support that I received than I thought I would, especially from lecturers and other students. (No.6) … the lecturers from what I understand, you can get it more one-on-one with them and the major universities you can’t really, there’s so many (students), it’s very hard. (No.9)

13. “ Barriers (Student Interviews)
……I didn’t really have a view of how it [University] would be. (No.6) …I thought I was going to be in strife because I didn’t do very well at school. (No.7) …what didn’t meet my expectation coming into my higher education degree was sitting and listening to a lecturer for 2 hours, not asking questions, not the group discussions or activities, anything. (No.8)

14. “ Barriers (Student Interviews)
…I ’ve been … offered tutors who aren’t skilled in the area, and I can’t understand why there’s not much communication between my School and the tutorial service. (No.9) …you can’t force someone to do something if their heart’s not in it. (No.3) …I went to a writing course at the library and its just one-to-one with a guy, like it’s so culturally unsafe. (female student No.4)

15. Findings: Enablers & Barriers (Staff Interviews)
Emerging Discourses
‘Evaluation’ is defined broadly to include many terms.
Reporting is a key driver of ‘evaluation’ in the Indigenous HE landscape.
Impact and outcomes are deemed to be important, which parallels current policy discourses and funding.
Strengths-based ‘evaluation’ discourses are preferred.
Acknowledgement that different types of ‘evaluation’ approaches rely on different types of ‘data’.

16. “ Enablers (Staff Interviews)
having tutorial support is major with our students, especially in that first year. (No.10)
…I think its very important as an Aboriginal space, that we do have Aboriginal faces. (No.10)
…we use technology as much as we can, I think that’s a big benefit these days. (No.14)
…sometimes its really about how badly you want to get it done and are you ready to spend much more time and effort to do that. (No.15)

17. “ Enablers (Staff Interviews)
…as they [students] progress on their study trajectory, as they gain more and more familiarity with reading academic works … and the way English is used in an academic sense, and just through practice, people are able to take on that dialect. (No.11)
…with these identified (at-risk) students, where we could be wrapping more support, especially tutorial support trying to increase hours for them … and definitely working with the academic support officers, and hopefully there’s some liaison with the Lecturers. (No.10)

18. “ Barriers (Staff Interviews)
…I believe there’s a real disconnect between [Indigenous student services] and the lecturers. (No.10)
…I don’t believe they’ve [Indigenous students] got a very well developed idea of what a university is. (No.11)
…academic English…just about all the assessments are based on your fluency with that dialect and that’s generally a barrier. (No.11)

19. “ Barriers (Staff Interviews)
……Indigenous students in Australia…don’t have any access to any English as a second language programs, because we are Australian citizens. (No.13)
…I think what we could do is provide a little more financial support for students. (No. 14)
…non-Indigenous students they may have some role model or example in their family or someone they know who has actually achieved it…whereas for people from an Indigenous background they may be the first person (in their family) to ever finish high school. (No. 14)

20. Common Enablers and Barriers (Staff/Students)
Career prospects
Student Expectations
Support from Employer
Student Preparation
Pastoral Care
Financial Stress
Indigenous Student Facilities
Juggling work/life/study commitments
Provision of Culturally safe environments
Rigidity of HE delivery & requirements
Tutorial Support (ITAS/ISSP)
Academic Language and Literacy/Standard Australian English LLN
Personal Resilience / Determination
Individual lecturers who lack cultural competence or are racist
Peer support
Lack of formal peer support

21. Discussion
It is difficult to access Indigenous students that have dropped out, but current Students and graduates (peers) appear to be well equipped to explain why
Maintaining investments in Indigenous student services – including pastoral care and tutorial support is critical (R9)
Culturally safe environments are important to Indigenous students (R11, R32)
Consider adopting a process that allows Indigenous mature age students to negotiate due dates for assignments per semester block (i.e. study load considered collectively across all units)
Greater support mechanisms prior to, and during transitions into, university would benefit Indigenous students. (R11)
Engaging families in discussions about expectations of university life is important given the volume of FIF students.
The structure and nature of regional university operations are valued by Indigenous students - i.e. perceived to be less confronting than larger universities. (R15 + aligns with Halsey Review)
Building the Indigenous academic workforce will help to retain Indigenous students. (R29)

22. Participant Recommendations
Recommendations explicitly stated by staff :
Employ a counsellor within Indigenous Student Services (OISS)
Make better formal connections with Centrelink and ISS (preferably a Centrelink Officer within ISS. (R17)
A one-year bridging study program that is of high quality, to get them ready and to build confidence. (R8)
Peer support programs, especially those delivered by Indigenous students who have completed.
Better promotional material – e.g. video short films of students who have completed. (R9)
More relevant and flexible scholarships to assist those in genuine need. (R6)
Embed a formal mechanism for seeking and analysing student feedback.

23. Research Recommendations (not prioritised)
Establish MOU with Centrelink for joined up service delivery. (R17)
Invest in English language and English Academic language skills specifically for Indigenous students.
Explore more options for a one-year bridging course (e.g. Diploma of higher education studies) to prepare students for Bachelor level studies. (R6)
Develop a co-ordinated case-management approach to supporting students at risk of attrition. (R11)
Investigate options for culturally appropriate counselling/psychological support for students. (R11)
That universities and the Australian Government invest in Indigenous-specific longitudinal and cohort studies to assist with strategy and operational development within universities. (R8)
Develop peer support programs, especially with Indigenous students who have completed.
Produce better promotional material e.g. short films of students who have completed. (R9)
Review scholarships administration processes to direct assistance to those in genuine need. (R9)
Embed formal and independent evaluation programs especially for seeking and analysing student feedback. (R35)
Review Academic Support Officer roles. (R11, & R14)
Formalise relationships with key Indigenous employers eg. governments and large Indigenous employer groups. (R6)

24. Acknowledgements & Contact
Additional team members – Kellie Pollard
Participants
Research partners – CQU (lead), JCU, UoN, UniSA
Commonwealth Government Office of Learning and Teaching for funding this collaborative research
Contact:
Professor James Smith
Adjunct Professorial Research Fellow
Office of Pro Vice Chancellor – Indigenous Leadership
Charles Darwin University
Mob: