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VC’ s corner university approach. This model is primarily led by a PVC / DVC with a central expert group aligned. Associate deans with discipline-related knowledge are appointed in each faculty to drive the agendas from within. This model would also be effective for Aboriginal and Torres Strait Islander higher education: associate deans with discipline knowledge providing leadership within the faculties on Aboriginal and Torres Strait Islander student and community engagement, workforce, Indigenous learning and teaching, and research, in collaboration with central IECs and PVC / DVC senior appointments.
THE ROLE OF INDIGENOUS EDUCATION CENTRES IECs have long played a key role in moving forward higher education agendas within their institutions as well as nationally and internationally. Commonly they are left with immense responsibility and accountability to influence the universities’ Indigenous higher education strategies, often without the required resourcing or infrastructure. The future direction needs to value the contribution and expertise of these spaces but also ensure that senior leaders in government and universities share the responsibility and accountability. IECs should not be designed to replicate the services of the university and should not be compromised within a whole-of-university structure.
IECs provide a culturally affirming, intellectually engaging place of connection for Aboriginal and Torres Strait Islander students and staff. These spaces are also vital for developing community partnerships and relationships, identifying priorities, and responding to community-driven needs. Relationships with Aboriginal and Torres Strait Islander peoples and communities are to be built on trust, respect and reciprocity.
RETHINKING‘ STUDENT SUPPORT’ Aboriginal and Torres Strait Islander student and community engagement is critical to increasing the access, participation and success of Indigenous students at university. However, universities need to move beyond the traditional emphasis on‘ student support’. The language of student support has, over time, created a perception that Aboriginal and Torres Strait Islander students at university automatically require‘ student support’. The associated stigma discourages students from accessing IECs. The language of‘ student and community engagement’ better reflects the needs of students to engage with individuals and communities drawing on common values, perspectives and knowledges. This includes academic engagement but also extends to cultural, emotional and social engagement, reflecting a holistic approach to the student experience.
A high number of Aboriginal and Torres Strait Islander students are‘ first in family’ and find the university environment daunting, suffering from what has been coined the‘ imposter syndrome’.
Students identify having a‘ home away from home’ as a major contributor to their success, or even more importantly, feeling a‘ sense of belonging’ to a community where the knowledges and experiences they bring to their university journey are respected and cultivated. Student connection to community, country and culture is reinforced by the different priorities of Aboriginal and Torres Strait Islander students in choosing tertiary studies. Student feedback indicates a strong desire to give back and contribute to their communities, and unlike non-Indigenous students, this is prioritised over obtaining a good job or earning a high income. It is important for us to understand these differences when navigating what drives students to succeed at university.
RETHINKING THE WESTERN NOTION OF EDUCATION As a responsibility of universities to deliver global educational outcomes, there needs to be an understanding that there are multiple ways of knowing and doing across the world apart from the Western notion of education. Therefore, the embedding of Indigenous knowledges and perspectives across the learning and teaching and research areas are imperative to contribute to a global outlook.
Macquarie is committed to producing graduates that can demonstrate educational outcomes of Aboriginal and Torres Strait Islander perspectives and knowledges and the importance of these in both our nation’ s history and future. Macquarie recently developed an Indigenous learning and teaching framework that demonstrates how Indigenous learning and teaching is embedded throughout the academic programs. Development, implementation and evaluation is in collaboration with appropriate Aboriginal voices, providing expertise on discipline-related or broader cultural contexts.
The continued under-representation of Aboriginal and Torres Strait Islander postgraduate and research students in universities impacts the current challenges with meeting the supply and demand of Indigenous academic positions. Developing processes that pipeline students from undergraduate level to postgraduate opportunities and then into academic positions is a necessary strategy.
Academic leadership across disciplines is where universities need to be setting their visions, therefore commitments to building an academic workforce is vital. To achieve this, the attraction, retention and success of Aboriginal and Torres Strait Islander higher degree by research( HDR) students require attention as determined in the recent Australian Council of Learned Academies( ACOLA) report on Australia’ s Research Training System.
National initiatives such as the National Indigenous Research and Knowledges Network( NIRAKN) have contributed strongly to this objective, providing mentorship, development and research leadership opportunities. However, there needs to be longer-term investment in this area. The appointment of Aboriginal and Torres Strait Islander staff needs to be seen beyond an equity initiative; it needs to be recognised that Aboriginal people value-add to the university, bringing mainstream qualifications and knowledges, perspectives and experiences as an Aboriginal person to both Indigenous agendas as well as broader university strategies.
Cultural safety and responsiveness are paramount in the attraction and success of Aboriginal and Torres Strait Islander students and staff. A policy of zero tolerance to racism must be enforced to provide an effective learning environment for the benefit of all students, staff and communities.
Achieving a whole-of-university approach is not a complex feat; universities are already taking this approach with other core deliverables. The accountability and responsibility, however, must move beyond being driven by Aboriginal and Torres Strait Islander people, to being driven by a good university governance, leadership and accountability model. At Macquarie, we are fully committed to this agenda and are excited about the potential that lies ahead of us and the positive contributions we can make to our Aboriginal and Torres Strait Islander students, staff and communities, as well as our broader societies. ■
Dr Leanne Holt is a Worimi woman with further connections to Biripai country and over 20 years of higher education experience. She is pro-vice-chancellor( Indigenous) at Macquarie University, and deputy chairperson of NATSIHEC.
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