'We Need More Mob Doing Research': Developing University Strategies to Facilitate Successful Pathways for Indigenous Students into Higher Degrees by Research

Autor/in	Barney, Katelyn
Titel	'We Need More Mob Doing Research': Developing University Strategies to Facilitate Successful Pathways for Indigenous Students into Higher Degrees by Research
Quelle	In: Higher Education Research and Development, 37 (2018) 5, S.908-922 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barney, Katelyn)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0729-4360
DOI	10.1080/07294360.2018.1467382
Schlagwörter	Indigenous Populations; Higher Education; Fellowships; Graduate Students; Undergraduate Students; Interviews; Disproportionate Representation; Academic Achievement; Student Attitudes; Universities; Educational Strategies; Educational Change; Outcomes of Education; Foreign Countries; Program Descriptions; Critical Theory; Research Opportunities; Research Skills; Educational History; College Faculty; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Hochschulbildung; Hochschulsystem; Hochschulwesen; Fellowship; Stipendium; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Interviewing; Interviewtechnik; Schulleistung; Schülerverhalten; University; Universität; Lehrstrategie; Bildungsreform; Lernleistung; Schulerfolg; Ausland; Kritische Theorie; Forschungshaushalt; Forschungsleistung; History of education; Bildungsgeschichte; Fakultät; Australien
Abstract	Aboriginal and Torres Strait Islander students are still grossly under-represented in Higher Degrees by Research (HDRs) when compared to non-Indigenous students. Developing the pipeline of Indigenous students from undergraduate to postgraduate study remains key to increasing the number of Indigenous students undertaking HDRs. While much of the existing work has historically focused on explaining failure, more recent research has argued that the focus should instead be on deepening our understanding of the factors contributing to Indigenous student success. This paper reports on findings from a National Teaching Fellowship that explored how universities can increase the number of Indigenous students transitioning from undergraduate study to HDRs. Drawing on interviews with Indigenous HDR graduates, key success factors to enter into a HDR are examined. The paper also discusses outcomes from the fellowship that include strategies for successful pathways into HDRs for Indigenous students for university Faculties/Schools, individual staff, Indigenous Centres, and Graduate Research Schools. By knowing and acting upon the kinds of mechanisms that can assist Indigenous students to pathway into HDRs, universities can build successful strategies to increase Indigenous HDR enrolments across Australia and stimulate change in universities to implement stronger research pathways from undergraduate to postgraduate study for Aboriginal and Torres Strait Islander students. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01