Indigenous Tutorial Assistance Scheme. Tertiary Tuition and Beyond: Transitioning with Strengths and Promoting Opportunities

Autor/inn/en	Wilks, Judith; Fleeton, Ellen Radnidge; Wilson, Katie
Titel	Indigenous Tutorial Assistance Scheme. Tertiary Tuition and Beyond: Transitioning with Strengths and Promoting Opportunities
Quelle	In: Australian Universities' Review, 59 (2017) 1, S.14-23 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0818-8068
Schlagwörter	Indigenous Populations; Tutorial Programs; Transitional Programs; Tutors; College Students; Foreign Countries; Qualitative Research; Student Attitudes; Teacher Attitudes; Program Effectiveness; Student Experience; Structured Interviews; Focus Groups; Access to Education; Integrated Learning Systems; Time Factors (Learning); Teacher Student Relationship; Delivery Systems; Australia + Suchen Sie Ihr Suchwort? Sinti und Roma; Tutorial programmes; Förderprogramm; Lernprogramm; Tutorensystem; Förderlehrer; Lehrender; Tutor; Collegestudent; Ausland; Qualitative Forschung; Schülerverhalten; Lehrerverhalten; Studienerfahrung; Education; Access; Bildung; Zugang; Bildungszugang; Teacher student relationships; Lehrer-Schüler-Beziehung; Auslieferung; Australien
Abstract	The Indigenous Tutorial Assistance Scheme-Tertiary Tuition (ITAS-TT) has provided Australian government funding for one-to-one and group tutorial study support for Aboriginal and Torres Strait Islander students attending Australian universities since 1989. It has been a central plank supporting Indigenous university students in their studies. However, evaluation of the scheme has identified quality limitations, under-utilisation, administrative burdens, and eligibility issues, and criticised the deficit or low academic expectations assumptions inherent in the scheme. In the 2016-2017 Budget the Australian government modified ITAS into an Indigenous Student Success Program. Reporting on research undertaken at a time of impending changes to funding arrangements and the continuation of ITAS, this paper builds on recent research into the transition of Aboriginal and Torres Strait Islanders into higher education. The paper investigates the scheme through the perspectives of ITAS tutors and Aboriginal and Torres Strait Islander students receiving ITAS tutoring in two regional universities in New South Wales. Qualitative research found that ITAS tutoring has enabled many students to manage their transition through university and complete their studies. Students and tutors identified limitations in the scheme in terms of guidelines, institutional expectations, access to learning management systems, and the timing of support. The study outcomes suggest that ITAS provides valuable support but has become static, and is not keeping up with developments in online learning and administration. (As Provided).
Anmerkungen	National Tertiary Education Union. PO Box 1323, South Melbourne 3205, Australia. Tel: +61-3-92541910; Fax: +61-3-92541915; e-mail: editor@aur.org.au; Web site: http://www.aur.org.au
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01