The Australian Centre for Student Equity and Success acknowledges Indigenous peoples across Australia as the Traditional Owners of the lands on which the nation’s campuses are situated. With a history spanning more than 60,000 years as the original educators, Indigenous peoples hold a unique place in our nation. We recognise the importance of their knowledge and culture, and reflect the principles of participation, equity, and cultural respect in our work. We pay our respects to Elders past, present, and future, and consider it an honour to learn from our Indigenous colleagues, partners, and friends.
Charles Darwin University
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Understanding completion rates of Indigenous higher education students from two regional universities
Fiona Shalley
,
2019
Research found university student outcomes data does not entirely capture the complexity of regional and remote Indigenous student pathways. The report showed Indigenous students may engage with higher education for more than a decade, which needs to be considered in the evaluation of student success over the long term.
Strengthening evaluation in Indigenous higher education contexts in Australia
James Smith
,
2018
NCSEHE Equity Fellowship report called for urgent reform in the evaluation of Indigenous higher education policy and practice to continue improvements in student outcomes. The research recommended the development of a performance and evaluation strategy, supported by improved collaboration between Indigenous leaders, government and universities.
Maintaining connection to family, culture and community: implications for remote Aboriginal and Torres Strait Islander pathways into higher education
James Smith
,
2018
In this article, findings from the 2014–2015 National Aboriginal and Torres Strait Islander Social Survey (NATSISS) have been used to interrogate qualitative data from the Whole of Community Engagement initiative led by Charles Darwin University. The research used Indigenous community perspectives to describe why maintaining connection to family, culture and community is important for both Aboriginal high school completions in remote Australia, and the subsequent impact this has on pathways into higher education.
What do we know about evaluation in Indigenous higher education contexts in Australia?
James A. Smith
,
2018
Drawing on NCSEHE Equity Fellowship research, this paper describes what we currently know about evaluation in Indigenous higher education contexts in Australia and points towards key areas for action to move this agenda forward as a means to better support Indigenous participation and achievement in higher education.
Indigenous VET to Higher Education pathways and transitions: A literature review
Jack Frawley
,
2017
This review updates the current evidence base on trends associated with, and strategies used to support, Indigenous students transitioning from VET to higher education in Australia, and identifies research gaps in relation to pathways and transitions, especially within the Indigenous experience. Some international comparisons are also undertaken.
Identifying Strategies for Improving VET to Higher Education Transitions for Indigenous Learners
James A. Smith
,
2017
Report recommended educational outcomes for Australian Indigenous students would be improved by refining Vocational Education and Training (VET) to higher education pathways and transitions. The research indicated that dual-sector universities were well positioned to take the lead in this area by harnessing opportunities and addressing challenges faced by Indigenous students.
Indigenous Achievement in Higher Education and the Role of Self-Efficacy: Rippling Stories of Success
Jack Frawley
,
2017
Research found Indigenous students could be better supported in their transition, participation, retention and success in higher education with an increased emphasis on emotional support. Recommendations included the supplementation of existing academic support programs with equity strategies that recognise the importance of community and family engagement, a sense of belonging and identity, and the development of self-efficacy amongst Indigenous students.
Investigating First Year Education Students’ Stress Level
Gretchen Geng
,
2015
This paper investigated the stress levels of first-year education students who undertake teaching practicum and theory units during their first year of teacher education program. First, 139 first-year and 143 other years’ education students completed the PSS-10 scale, which measures perceived level of stress. Then, 147 first-year education students completed an online questionnaire to identify the particular stressors in their learning experience. The first-year education students had significantly higher stress levels than other years’ education students.
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