Australian Indigenous students participation in Tertiary Education has recently been studied as a problem of group access to Universities and the benefits that derive from Tertiary study. This study reports a discipline specific exploration of the issues involved in low retention and non-completion of Australian Indigenous students in their Business degree at one regional University.

Following up as many ex-students as possible and currently enrolled students through oral interviews, surveys and focus groups. The study attempted to give Australian Indigenous perspectives a voice in explaining the factors that hindered their participation in first year and later progression in their study. There was a lack of recognition of the diversity of Aboriginal and Torres Strait Islander peoples. That the University dominant culture left space only for assimilation and or marginality and that Business was seen as Non-Indigenous and a static body of knowledge.

These broad findings might well be applicable in other University settings and perhaps in other disciplinary areas. Central Queensland University has attempted to follow up specific findings in relation to increased support from Indigenous people special attention to first year units and their teaching in the Faculty of Business. There is an obligation for University staff to develop a stronger awareness of the need for greater respect reciprocity, inclusion of indigenous knowledge and skills.

Central Queensland University (CQU) is a regional Australian university with Faculties that offer degree programs in Arts, Business, Communications, Education, Engineering, Health, Science and Tourism. CQU has evolved from a College of Education that was created in the late 1960s. Since its origin there has been a strong emphasis on quality teaching.

The Faculty of Business and Law (when conducting the research project, this Faculty was known as the Faculty of Business) is one of the largest faculties at CQU. The majority of students are Australian and the Faculty has succeeded in attracting an ever-increasing number of International students. A small number of the Australian students are of Aboriginal or Torres Strait Islander descent (this category of students will be referred to in the rest of the paper as Australian Indigenous students).

In 1987 CQU set up the Capricornia Aboriginal and Islander Tertiary Education Centre (CAITEC) to provide support for the Australian Indigenous students. This unit seeks to achieve more equitable access, entry and participation of Australian Indigenous people in CQU award courses and in the full range of University activities.

Early in 1995 a group of lecturers from the then Faculty of Business and a group of staff from CAITEC decided to start a research project to investigate low retention and low completion rates of Australian Indigenous students studying the Bachelor of Business degree. At the end of 1996 only four students had graduated and only 32 were still studying Business out of a total of 94 who had started the Bachelor of Business Degree , p6). As most Australian Indigenous students were leaving during their first year of study, it was decided that the project should concentrate on the factors that were effecting the progression of Australian Indigenous students in their first year of study. The overall failure rate for students enrolled in first year units in the Bachelor of Business Degree was between 12% and 48%. The failure rate of Australian Indigenous students in the first year units in the Bachelor of Business Degree was between 70 and 80% , p. 6).

The research project into the factors effecting the progression of first year, Australian Indigenous, students studying the Bachelor of Business Degree was conducted over the 1995 and 1996 academic years. This paper discusses the findings of this project and describes how these findings may be applicable to other Universities and to other discipline areas.

The research methodology, data collection techniques and analysis techniques are described in detail in the final project report. The full reference for the project and the details of how to obtain a copy of the report are given at the end of the paper.

The research analysis highlighted the many factors that impacted upon the progression rates of the Australian Indigenous students who studied in the Faculty of Business. The researchers were able to construct five themes that attempted to capture the multitude of factors that were present or which impacted on the students in some way. The themes were:

• diversity,
• construction of business,
• purposefulness and participation,
• teaching and learning and
• support.

It must be emphasised that these factors resulted from the researchers' interpretation of the commonalties that existed in the data, though they are based on and represent the voices of the Australian Indigenous students.

Using the phrase 'Australian Indigenous' to refer to the students as a group does not imply that all the students have the same background and experiences. Instead the phrase is used to represent the pan-national identity of Australian Indigenous peoples but it does not deny the diversity within the Australian Indigenous cultures. The Australian Indigenous peoples who are or have studied business at CQU illustrate that diversity by representing different:

• Indigenous nations across Queensland
• backgrounds
• education level
• life experience / work experience
• economic status
• expectations about their participation in tertiary education, and
• outcomes in terms of post-study employment and future careers.

We as educators and administrators must recognise and respect this diversity.

Very few of the students had realistic perceptions of business education or the business world. There were several explanations to explain their perceptions. Firstly, only two of the students had work experience in business. Secondly, very few had family members who had studied business at the Tertiary level. Finally, only a small percentage (10%) had studied business-related subjects at school. As educators we must acknowledge Australian Indigenous students' constructions of what constitutes business and to incorporate this within mainstream University courses.

This theme explored the relatedness between a student's prior life and educational experiences and aspirations to succeed and the mode within which students participate in university study. Indigenous students' purposefulness in undertaking business must be seen within the broader socioeconomic context in which Australian Indigenous students are positioned in Australian society. Australian Indigenous students are expected to conform to the University's expectations of what a "University student" is and should achieve. They are expected to adopt pre-given purposes that may not sit well with their own meaning systems or their reasons for attending university.

The Australian university system is based on western values and 'norms'. The Australian Indigenous students may experience difficulties in assimilating to the western concept of what business is about.

Student learning is influenced by their "preparation" for university. Very few students had relatives who had been to University and therefore understood what it is like to be a university student.

Only a few students had studied business-related subjects at school. Though the only prerequisite listed in the handbook is a pass in Senior English, some students found that lecturers made assumptions about prior knowledge and began their classes at this point, for example, that they had studied Accounting at school. There is no evidence to suggest that those students who have completed business-related subjects at school do better in the Business Degree than those who do not.

Lecturers need to make clear their expectations for class work and assessment. Some students expressed concern that they did not know what was required in assessment items until it was too late.

In the Faculty of Business students complained of too much emphasis placed on final exams. A few large well-written assignments may reduce the stresses caused by the assessment load at University.

It is desirable that lecturers move to adopt a more inclusive curriculum. This would allow Australian Indigenous students to use their prior knowledge and experience to complete their assessment. It would also enable them to help construct a more realistic perception of what business is and how businesses work. In order to achieve this it would require retraining or reskilling of staff. This would mean that university administrators would need to support and encourage this form of staff development.

There is a need for improved support mechanisms at University. In a large Faculty such as Business, the first year students all study a common curriculum. This means that the first year classes have enrolments between 700 and 1000 students. When you are a student in a class this size it is very easy to "slip through the cracks". The staff can not possibly get to know every student as an individual, let alone ensure that they are coping with university study and life in general. CQU has started programs such as the student mentor program so that all first years have a chance to learn how to be a university student from second or third year student.

Australian Indigenous students also need a specialist support unit where they can access academic support and personal counseling. The specialist support unit should aim to make the students feel at home by connecting with the student's own aspirations and cultural dispositions.

In conclusion, the research indicated that first year of tertiary education was a significant gatekeeper for the Australian a Indigenous student. Educators and administrators in higher education institutions need to think seriously about issues that have an adverse effect on tertiary participation by Australian Indigenous peoples.

The research report concludes with a number of recommendations for three levels within the university structure: the Australian Indigenous support unit; the Faculty; and the university as a whole. Many of these recommendations would be applicable to other universities.

Copies of the report "Whose business is business?" can be obtained by contacting Jo Luck on 07 4930 9550 or by writing to me care of the Faculty of Informatics and Communication, CQU, Rockhampton Q 4702