Data shows that Indigenous higher education students have lower access, participation and completion rates compared with non-Indigenous students. Indigenous students from regional and remote areas face additional challenges and barriers in accessing and participating in higher education and are further under-represented in the national Indigenous higher education student population. They are likely to belong to multiple equity groups, attracting significant educational disadvantage when the appropriate systems are not in place to support them.
There have been numerous calls for an improved evidence base to inform better policy and practice to support increased Indigenous participation and success in higher education (e.g. Anderson et al. 2008; Behrendt et al. 2012; Frawley et al. 2015). This, coupled with statements from the Commonwealth Government asking for greater transparency and accountability around indicators of student success and student attrition , provides the impetus for more targeted research. This report investigates the higher education outcomes of Indigenous students enrolled in two regionally based universities—the Charles Darwin University (CDU) and the Central Queensland University (CQUniversity)—bringing together quantitative and qualitative analysis.
SOURCE: Shalley, F., Smith, J., Wood, D., Fredericks, B., Robertson, K. & Larkin S. (2019). Understanding completion rates of Indigenous Higher Education Students from two regional universities, A cohort analysis. Final Report for Student Equity in Higher Education Research Grants Program, 2017. National Centre for Student Equity in Higher Education.
The Brotherhood of St Laurence acknowledges and recognises the Traditional Owners of the land upon which we live and work, and we pay our respects to their Elders both past and present.
Produced by the librarians at the Brotherhood of St Laurence in Melbourne, Australia