A study by Batchelor Institute of Indigenous Tertiary Education (BIITE) in partnership with Australian Catholic University (ACUNational) has taken the first steps towards identifying what makes a strong and effective institution for Indigenous students.
ALTC’s first Indigenous leadership project received $200,000 to explore an institutional leadership paradigm (ILP) for transforming higher education institutions to work more effectively for Indigenous students and staff.
The project brought together representatives from nine institutions, including three internationals, to consider how to improve practices, structures and conditions in Indigenous higher education.
Participants at two working seminars looked at reasons for low participation and completion rates among Indigenous students and academics and how an institution could address these issues.
The resulting ILP value statement identifies seven key values that underpin a strong Indigenous-focus for higher education.
Project leaders Dr Lyn Fasoli (BIITE) and Dr Jack Frawley (ACUNational) felt in many ways it was the process of consultation rather than the product that was of greatest benefit.
“So many Indigenous people work in isolation. The participants found enormous support in just being able to connect up with other Indigenous people who had the same hurdles to cross,” said Dr Fasoli.
Robyn Ober, a Djirribal woman from North Queensland, and lecturer and Indigenous Research Officer with BIITE agrees that the project has forged strong links between the participants, particularly with institutions overseas.
“With Indigenous people, relationship is really important. Those two working seminars were really important for bringing people together, building up relationships, talking about our histories, families, ceremonies and languages. How our issues outside the institution impact on our work.”
Dr Fasoli says the project was largely about “sharing the wealth”.
“Batchelor Institute wanted to work with other institutions on this topic as it’s of critical importance to us. As one of a few Indigenous institutions we are somewhat isolated so it was a good way to network with other like-minded souls in other institutions.”
“We are pretty proud of the way we work here. It’s a both ways institution that tries to bring people from different points of view together to talk about what can be learned when you share your perspectives rather than having one dominant perspective. That was the message we went out into the world with and it’s how we framed our project.
The ILP project also benefited from collaboration with another ALTC-funded project looking at the unique struggles of Indigenous women in higher education. The Tiddas project investigated strengthening capacity for Indigenous women’s involvement in institutions and each project was able to learn from the other.
Dr Fasoli admits we don’t yet know conclusively what makes an institution strong and effective for Indigenous students.
“We are really just taking our first steps into this arena and I feel like we’ve made a pretty good start in that direction. The ILP is a stepping stone. If somebody wants to take a step in that direction the ILP will give them some guidance.
ALTC has funded five projects and three fellowships looking at Indigenous teaching and learning issues.
Final Report available for download from website: Australian Learning and Teaching Council