'Wings to Fly': A Case Study of Supporting Indigenous Student Success through a Whole-of-University Approach

Autor/inn/en	Uink, Bep; Hill, Braden; Day, Andrew; Martin, Gregory
Titel	'Wings to Fly': A Case Study of Supporting Indigenous Student Success through a Whole-of-University Approach
Quelle	In: Australian Journal of Indigenous Education, 50 (2021) 1, S.10-19 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1326-0111
DOI	10.1017/jie.2019.6
Schlagwörter	Foreign Countries; Indigenous Populations; College Students; Academic Achievement; Culturally Relevant Education; School Holding Power; Case Studies; Australia + Suchen Sie Ihr Suchwort? Ausland; Sinti und Roma; Collegestudent; Schulleistung; Case study; Fallstudie; Case Study; Australien
Abstract	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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2022/1/01