The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education

Pitman, Tim; Harvey, Andrew; McKay, Jade; Devlin, Marcia; Trinidad, Sue; Brett, Matt

doi:10.1007/978-981-10-4062-7_14

Cited by 14 publications

(11 citation statements)

References 5 publications

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“…Yet, increases in Indigenous student enrolments do not correspond directly to graduation rates, and thus do not accurately represent academic achievement (see Nakata, 2013). Furthermore, although Indigenous student participation in enabling programmes is fundamental to improving undergraduate entrance rates, the completion of these courses is also not considered to be a reliable indicator of success (Behrendt et al, 2012) and there are discrepancies in reports of how many undergraduate Indigenous students have actually accessed these programmes (DET data suggest that only 9.4% of Indigenous students between 2009 and 2013 had completed an enabling course; Pitman et al (2017), whereas the Review suggested that over 50% of Indigenous students had accessed undergraduate degrees through enabling or special entry programmes). Thus, other ways to measure student success that reflected students' ongoing participation and progression through their undergraduate degrees were sought.…”

Section: Measuring Successmentioning

confidence: 99%

“…That is, the goal was to match (or better) the retention rates for non-Indigenous domestic students by 2017, based on baseline data showing that, in the 3 years before the implementation of the strategy (2010-2013), the average retention rate for Indigenous students was 12% below that of non-Indigenous students (Indigenous = 71.5%; non-Indigenous = 80.9%). Unit success rates were calculated using the method described by Pitman et al (2017) where success is expressed as the proportion of units in which students receive a 'pass' (or above) grade, divided by the total number of units attempted. The Centre set a target that 70% of all units undertaken by Indigenous students would result in a 'pass' (or above) grade by 2017.…”

Section: Measuring Successmentioning

confidence: 99%

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‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

Uink

Hill

Day

et al. 2019

AJIE

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Although there have been repeated calls for empirical evaluations focused on if and how the activities of Indigenous Education Units contribute to Indigenous student success at university, data demonstrating the outcomes of these activities remain scarce. As a first step in addressing this gap, a case study of the Kulbardi Aboriginal Centre is presented which documents the development and implementation of its student success strategy. Informed by research that identifies a range of different barriers and enablers of Indigenous student success, the strategy was built around a ‘whole-of-university’ approach which focuses on influencing across multiple levels of the university (governance and management, teaching and pedagogy and direct student support). The success of the strategy is described in relation to changes in Indigenous student retention and pass rates. The case study offers insight into the activities of an Indigenous Education Unit, which can inform future models of practice in this area and raise awareness of the need for more comprehensive and nuanced evaluation of Indigenous higher education initiatives.

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Section: Measuring Successmentioning

confidence: 99%

Section: Measuring Successmentioning

confidence: 99%

‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

Uink

Hill

Day

et al. 2019

AJIE

View full text Add to dashboard Cite

show abstract

“…In a study by Pitman et al (2017), a correlation was identified between enabling programs and retention, which was ascribed to their focus on building resilience. Although enabling programs built student confidence, it was unclear "whether the academic scaffolding provided in these programs is preparing students to successfully complete their undergraduate subjects and progress in their studies in a timely manner" (Pitman et al, 2017, p. 246).…”

Section: Theme 9: Knowledge and Skillsmentioning

confidence: 99%

Rethinking online learning design to enhance the experiences of Indigenous higher education students

Reedy

2019

AJET

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The educational inequity that Aboriginal and Torres Strait Islander people have experienced in higher education in Australia is replicated in virtual learning spaces, with generic models of online learning design taking little account of cultural factors that impact on learning. To counter this, new approaches to online learning design are needed that consider the experiences of Indigenous people. This article explores culture as a critical element of online learning design that enhances the learning experiences and outcomes of Indigenous people. The study reported in this article was conducted at a regional Australian university and was methodologically situated within an educational design research framework. Data were collected through the narrative method of yarning with 19 Indigenous students enrolled in a range of disciplines. From the data, 10 themes were developed, which guided the design of a learning design model and six preliminary design principles. The study contributes to the gap in the literature on learning design for Indigenous online higher education students. As the model and preliminary design principles are culturally situated at the site of the study, they need testing by educational designers and academics to ascertain their usefulness in other contexts. Implications for policy or practice:• Education developers, academics, and others involved in online learning design should consider the impact of culture when making learning design decisions. • Educational equity for Indigenous learners may be enhanced through the use of the learning design model and preliminary design principles proposed in this article. • Non-Indigenous researchers may consider yarning as an ethical and culturally appropriate method for engaging in research with Indigenous people.

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“…Other estimates have noted that 70 percent of indigenous students gain entry to higher education through special entry programs, and that 50 percent of aboriginal and Torres Strait Islander students who gained entry to university did so through special entry programs. The findings of a study on the impact of enabling programs for indigenous students suggest further investment in these programs, demonstrating a link between participation in these programs and subsequent participation and retention in higher education programs--though long-term academic success measures for these students warrant further study (Pitman et al 2017).…”

Section: Increasing Access To Foundational Education Programs Throughmentioning

confidence: 99%

Improving Higher Education Performance in Kenya

2019

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The Impact of Enabling Programs on Indigenous Participation, Success and Retention in Australian Higher Education

Cited by 14 publications

References 5 publications

‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

‘Wings to fly’: a case study of supporting Indigenous student success through a whole-of-university approach

Rethinking online learning design to enhance the experiences of Indigenous higher education students

Improving Higher Education Performance in Kenya

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