Abstract:
Aboriginal and Torres Strait Islander students are still grossly underrepresented in higher degrees by research (HDRs) when compared to non?Indigenous students (ACOLA Review, 2016). Universities across Australia have initiated a number of programs to support Indigenous students undertaking postgraduate study (see Barney, 2013), as well as researching ways to further support Indigenous postgraduate students (e.g., Elston et al., 2013; Trudgett, Page & Harrison, 2016). Yet, there are still only a few programs that engage with and support undergraduate Indigenous students in the transition to postgraduate study. Developing the pipeline of Indigenous students from undergraduate to postgraduate study remains key to increasing the number of Indigenous students undertaking HDR study (ACOLA Review, 2016).
Drawing on findings from a recent OLT National Teaching Fellowship (Barney) and the experiences of a current Aboriginal HDR student (Akhurst), this paper explores strategies to improve the transition of Indigenous students from undergraduate study to HDRs. Undertaken in collaboration with an Indigenous advisory group, Barney's fellowship aimed to address low participation rates for Indigenous students in HDR programs and promote a national dialogue in the higher education sector to support successful pathways for Aboriginal and Torres Strait Islander students from undergraduate study into HDR programs across the disciplines. The paper will discuss key findings from interviews with Indigenous HDR graduates and university staff who work with Indigenous HDR students. Akhurst's own journey from undergraduate study to HDR is interwoven throughout the paper as he reflects on the inhibiting and success factors in his pathway to HDR. The paper also discusses outcomes and outputs of the fellowship that attempt to increase the number of Indigenous students transitioning from undergraduate study to HDRs. By knowing and acting upon the kinds of mechanisms that can assist Indigenous students, the disparity between Indigenous and non-Indigenous student participation in HDRs can begin to be addressed.
Drawing on findings from a recent OLT National Teaching Fellowship (Barney) and the experiences of a current Aboriginal HDR student (Akhurst), this paper explores strategies to improve the transition of Indigenous students from undergraduate study to HDRs. Undertaken in collaboration with an Indigenous advisory group, Barney's fellowship aimed to address low participation rates for Indigenous students in HDR programs and promote a national dialogue in the higher education sector to support successful pathways for Aboriginal and Torres Strait Islander students from undergraduate study into HDR programs across the disciplines. The paper will discuss key findings from interviews with Indigenous HDR graduates and university staff who work with Indigenous HDR students. Akhurst's own journey from undergraduate study to HDR is interwoven throughout the paper as he reflects on the inhibiting and success factors in his pathway to HDR. The paper also discusses outcomes and outputs of the fellowship that attempt to increase the number of Indigenous students transitioning from undergraduate study to HDRs. By knowing and acting upon the kinds of mechanisms that can assist Indigenous students, the disparity between Indigenous and non-Indigenous student participation in HDRs can begin to be addressed.