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Indigenous higher education, work that had previously been the sole responsibilities of Indigenous Education Centres( IECs).
Indigenous excellence
Universities must engage a whole-of-university approach to advance Indigenous higher education.
By Leanne Holt
Aboriginal involvement in key decision-making areas is paramount for a whole-of-university approach to Aboriginal and Torres Strait Islander excellence, with the overall aim being shared responsibility and accountability across the whole university. Under-representation of Aboriginal peoples on high-level committees and in positions of influence is the norm in the tertiary sector. Currently, there are 17 Indigenous pro-vice-chancellors and one deputy vice-chancellor position across the 38 Australian universities, mine being the most recent of these appointments.
Since the release of the Report of the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People( the Behrendt report) in 2012, there has been a movement in Indigenous higher education in Australia that we haven’ t seen since the 1980s. This includes the release of the first national Indigenous Strategy by Universities Australia in early 2017. The UA strategy, developed in collaboration with the National Aboriginal and Torres Strait Islander Higher Education Consortium( NATSIHEC), builds upon recommendations in the Behrendt report. The strategy outlines ambitious targets related to Aboriginal and Torres Strait Islander student and staffing outcomes, Indigenous learning and teaching, research, and cultural safety. Both the UA strategy and the Behrendt report call for universities to engage a whole-of-university approach to advance
WHOLE-OF-UNIVERSITY FRAMEWORK Recently, I led the development of a report for a whole-of-university approach for Aboriginal and Torres Strait Islander higher education. The report identified seven key areas for an effective whole-ofuniversity framework: 1. Governance, strategy and leadership 2. Aboriginal and Torres Strait Islander designated spaces 3. Student and community engagement 4. Learning and teaching, and research 5. Aboriginal and Torres Strait Islander workforce 6. Appropriate resourcing and investment 7. Culturally safe and responsive environments. Macquarie University has taken giant steps in the past two years to demonstrate its commitment to Aboriginal and Torres Strait Islander higher education through a whole-of-university approach. In 2016, after an extensive consultation process with internal and external communities, the 10-year Indigenous Strategy 2016 – 2025 was launched, aligning to the institution’ s visions and priorities.
The alignment of Indigenous strategic plans to universities’ strategic visions and aspirations enhances the implementation of programs and initiatives, informing appropriate resources. Several universities are moving towards a longer-term aspirational document that defines a whole-of-university approach, aligning this commitment to institutional key performance indicators to ensure progression and accountability.
Some universities, including Macquarie, have engaged with external bodies such as Reconciliation Australia to develop a Reconciliation Action Plan showing their commitment in a public forum and adding another level of external accountability. Importantly, if this is a chosen path, it must be driven by the senior executive of the university in collaboration with senior Aboriginal roles and does not replace the accountability for Indigenous outcomes within the core strategic planning of universities.
TOP-DOWN APPROACH NEEDED The governance and leadership relating to a whole-of-university approach requires a top-down approach. The vice-chancellor must drive commitment and prioritise Aboriginal and Torres Strait Islander higher education, providing a strong foundation for the commitment to be reflected university wide, becoming a part of its holistic DNA. Accountability must also come from this level and be driven down through faculties and operational units.
The appointment of Indigenous senior executive positions has been a positive step, providing opportunities to influence the high level strategic directions and decisions of universities. The challenge, however, is to ensure that all the accountability for Aboriginal and Torres Strait Islander higher education does not rest with the PVC / DVC( Indigenous). These positions form part of a broader university leadership, value-adding to the expertise and experiences of a university’ s executive team. However, the appointment of one senior position is not going to achieve a whole-of-university approach; although it will have an influence at an executive level, there will still be challenges infiltrating change at a faculty level and beyond.
If we look at current university models and structures related to learning and teaching or research, we already identify a holistic governance and leadership model that represents a whole-of-
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