Overview of Aboriginal and Torres Strait Islander participation in higher education

In recent times, the Australian government has placed increased emphasis on enabling greater access to higher education for Aboriginal and Torres Strait Islander peoples. Recent research indicates that universities across Australia are achieving modest growth in Aboriginal and Torres Strait Islander student enrolments. These have more than doubled in the last 10 years, with approximately 70% more Aboriginal and Torres Strait Islander students enrolled in university now than in 2008 (Australian Government, Department of the Prime Minister and Cabinet, 2018). While the overall participation of Aboriginal and Torres Strait Islander students in higher education has substantially increased since the 1960s, Aboriginal and Torres Strait Islander students continue to be underrepresented (Barney, Reference Barney2016). More specifically, trends in participation in higher education indicate that Aboriginal and Torres Strait Islander students comprise just over 1% of the half a million university students enrolled across the 39 Table A Australian public higher education institutions (Oliver et al., Reference Oliver, Grote, Rochecouste and Dann2015).

University outcomes for Aboriginal and Torres Strait Islander students are also of concern. While more Aboriginal and Torres Strait Islander peoples are successfully accessing and enrolling in higher education than ever before, students are continuing to experience lower progression and completion rates in comparison to non-Aboriginal students (Sharrock and Lockyer, Reference Sharrock and Lockyer2008). It is important to note that Aboriginal and Torres Strait Islander progression and completion rates vary dramatically across universities and jurisdictions. However, national data indicate that of the Aboriginal and Torres Strait Islander students who had commenced university in 2010, only 40.5% had successfully graduated by 2015. This compared to 66.4% of non-Aboriginal students (Australian Government, Department of Prime Minister and Cabinet, 2018). At the University of Adelaide, retention of Aboriginal and Torres Strait Islander students is also significantly lower than that of overall retention (57% compared with 85%) (The University of Adelaide, 2013). Furthermore, national data indicate that the dropout rate in the first year of university is doubled for Aboriginal and Torres Strait Islander students (Australian Government, Department of the Prime Minister and Cabinet, 2018). Recent reports also indicate that just under one in five Aboriginal and Torres Strait Islander students withdrew from their studies after the first year (Australian Broadcasting Corporation (ABC), 2018).

Factors impacting Aboriginal and Torres Strait Islander participation

Poor retention and high student attrition come at significant cost for the individual, community, university and government (Hearn et al., Reference Hearn, Benton, Funnell and Marmolejo-Ramos2019). A further implication of high attrition includes the loss of opportunity resulting from a failure to provide successful pathways for capable Aboriginal and Torres Strait Islander students (Hearn et al., Reference Hearn, Benton, Funnell and Marmolejo-Ramos2019). To gain greater insight into reasons for the gap between Aboriginal and Torres Strait Islander student success in university and subsequently rectify it, it is essential to examine the contributing or impeding factors to success. Lower participation and success rates of Aboriginal and Torres Strait Islander students can occur for a variety of complex and multifaceted reasons. This includes but is not limited to financial constraints, uncertain living arrangements and/or relatively poor living conditions, living away from home; disconnectedness from community, culture and land; ongoing responsibilities and obligations to family and/or community; being first in family to undertake higher education and English not often being first language (Dang et al., Reference Dang, Vitartas, Ambrose and Millar2016; Rochecouste et al., Reference Rochecouste, Oliver, Bennell, Anderson, Cooper and Forrest2017). Furthermore, Aboriginal and Torres Strait Islander students are more likely to commence university with lower levels of academic readiness (Nakata et al., Reference Nakata, Nakata, Day, Martin and Peachey2018). All of these contributing factors are coupled with and exacerbated by the high academic demands and stress of study. The plethora of issues exacerbates the complexity of Aboriginal and Torres Strait Islander educational attainment (Hogarth, Reference Hogarth2015).

Increasing access via alternative entry pathways

In addition to the aforementioned factors, the ability to access university can be a significant barrier, particularly for students who don't possess requisite qualifications and/or experience and therefore are unable to enter via traditional pathways. The number of Aboriginal and Torres Strait Islander students who enter university with an Australian Tertiary Admission Rank (ATAR) or equivalent has been and continues to be very small for a variety of reasons (Nakata et al., Reference Nakata, Nakata, Day and Peachey2017). Barriers to access can be ameliorated in part through proactive institutional interventions, such as alternative entry pathways (Nakata et al., Reference Nakata, Nakata, Day and Peachey2017). The aim of alternative entry pathways is to increase access for certain groups within the university population who may not otherwise gain entry to degree level programmes (Hall, Reference Hall2015). A number of different programmes are offered across Australian higher education institutions, and some of these are specifically designed to assist Aboriginal and Torres Strait Islander students gain access to university (Andersen et al., Reference Andersen, Edwards and Wolfe2016). National data indicate that in 2010, only 47.3% of Aboriginal and Torres Strait Islander students were accepted into university without entering via an alternative entry pathway, compared to 83% of non-Indigenous students (Behrendt et al., Reference Behrendt, Larkin, Griew and Kelly2012). Thus, alternative entry pathways provide an opportunity to increase the number of Aboriginal and Torres Strait Islander students accessing and entering university.

While it is clearly advantageous that more students are able to access university, there is a concomitant need to ensure preparedness and predict the likelihood of success. Being ‘underprepared’ for the academic demands and expectations of higher education can produce many personal challenges for students, and this can be coupled with the aforementioned external factors. The challenges experienced by Aboriginal and Torres Strait students once enrolled are well documented and appear to have remained consistent over time (Nakata et al., Reference Nakata, Nakata, Day and Peachey2017). These factors have subsequently resulted in low progression and high attrition rates, corroborating the notion that ‘access without support is not opportunity’ (Engstrom and Tinto, Reference Engstrom and Tinto2008, p. 50). Thus, it has become increasingly evident that strategies designed to keep enrolled students in university are just as, if not more, important. The retention and success of Aboriginal and Torres Strait Islander students in higher education can be positively influenced by the provision of adequate support and a quality student experience (Hearn et al., Reference Hearn, Benton, Funnell and Marmolejo-Ramos2019). Thus, reiterating that while it is important to increase accessibility to university for Aboriginal and Torres Strait Islander students, it is critical that they are provided with appropriate support strategies to enhance their chance of success (Hearn et al., Reference Hearn, Benton, Funnell and Marmolejo-Ramos2019).

Enabling support to Aboriginal and Torres Strait Islander students

It is unquestionable that there are systemic impediments to access and equity for Aboriginal and Torres Strait Islander students within educational institutes. However, numerous strategies have been implemented to address these difficulties, and a range of differing support mechanisms and/or strategies aimed at improving participation and engagement of Aboriginal and Torres Strait Islander people in higher education have been documented (Dang et al., Reference Dang, Vitartas, Ambrose and Millar2016). Previous research shows that Aboriginal and Torres Strait Islander educational disadvantage begins before the students enter university (Dang et al., Reference Dang, Vitartas, Ambrose and Millar2016). Many students commence university via alternative entry pathways; thus some researchers postulate that there is an academic deficit impacting Aboriginal and Torres Strait Islander students as soon as they arrive to study at the tertiary level (Page and Asmar, Reference Page and Asmar2008; Chirgwin, Reference Chirgwin2015). Moreover, studies report that a lack of readiness includes the unpreparedness for the sudden dissociation between Aboriginal and Torres Strait Islander students and the cultural, social and emotional support that they usually receive (Chirgwin, Reference Chirgwin2015). Once enrolled, the challenges of higher education experienced by Aboriginal and Torres Strait Islander students persist and are well documented and appear to have remained consistent over time (Nakata et al., Reference Nakata, Nakata, Day and Peachey2017).

It is well established that the first year of university is fraught with change and challenges for students. Research also indicates that on entering university, students not only experience academic growth but concurrently experience social development (Brooker et al., Reference Brooker, Brooker and Lawrence2017). Given this, it is important that researchers investigating first-year student experience investigate the social circumstances surrounding students, rather than taking a purely academic focus. Identifying and understanding these experiences has positive connotations for assisting students to engage with their challenges (Brooker et al., Reference Brooker, Brooker and Lawrence2017).

Some research has also found that students find it challenging to seek help. Students can be overwhelmed in the lead up to and initial weeks of university, and what happens in these weeks is critical to student success (Nakata et al., Reference Nakata, Nakata, Day and Peachey2017).

Resilience is widely considered as an individual's capacity to overcome adversity and to adapt successfully to their environment (Wagnild and Young, Reference Wagnild and Young1993). University students are a population who experience increased levels of academic stress and psychological distress, resulting in many students leaving university without completing their chosen studies (McGillivray and Pidgeon, Reference McGillivray and Pidgeon2015). With growing research interest in positive psychology, resilience has gained momentum and recognition as a framework to examine the differences between students who flourish within the university environment and those who struggle with university completion (McGillivray and Pidgeon, Reference McGillivray and Pidgeon2015). Within the university environment, resilience has been viewed as a protective factor associated with successful adjustment to university life (McGillivray and Pidgeon, Reference McGillivray and Pidgeon2015).

Research indicates that transitioning to and commencing university can induce stress and poor wellbeing (Turner et al., Reference Turner, Scott-Young and Holdsworth2017). Moreover, students may experience significant levels of ongoing stress throughout their university experience which can impact on their wellbeing (Turner et al., Reference Turner, Scott-Young and Holdsworth2017). Thus, positive wellbeing is another parameter perceived as vital to success in university. Previous research shows that the ability to manage stress and maintain positive wellbeing are critical for students as stress and low wellbeing are associated with poorer coping and motivation, and lower course grades (Turner et al., Reference Turner, Scott-Young and Holdsworth2017). External factors, such as those outlined previously, may be antecedents in the process of adaption to university and consequently impede or promote wellbeing and performance (Häfner et al., Reference Häfner, Stock, Pinneker and Strohle2014).

University has the potential to be a stressful experience, often requiring students to make significant adjustments to their personal, social and academic lives. Across the literature social and family support has been identified as key success factors for Aboriginal and Torres Strait Islander students (Barney, Reference Barney2016). Furthermore, it has emerged as one of the most prominent contributing factors in aiding students' transition and adjustment to university (Urquhart and Pooley, Reference Urquhart and Pooley2007). Strong social support has been positively correlated with mental and physical health, positive coping and optimism. It has also been shown to have buffering effects on the relationship between psychological distress and resilience among university students (McGillivray and Pidgeon, Reference McGillivray and Pidgeon2015). In addition to aiding adjustment, social support has also emerged as a salient factor in encouraging academic persistence in students (Urquhart and Pooley, Reference Urquhart and Pooley2007).

In an attempt to navigate and understand these challenges, it may be important to beware of and address students' resilience, wellbeing, their social support and their abilities related to self-initiated learning and time management (Brooker et al., Reference Brooker, Brooker and Lawrence2017). While these concerns may not always directly relate to academia, the impact on student learning experiences should not be underestimated. Universities can assist with student retention and success by proactively initiating contact with students to help them to identify, manage and overcome any impediments to their studies (Brooker et al., Reference Brooker, Brooker and Lawrence2017).

The current project

In light of the previous literature, the University of Adelaide endeavoured to evaluate and re-develop its current Aboriginal and Torres Strait Islander Student Support Strategy in attempt to improve retention and completion rates. Wirltu Yarlu is the Indigenous Education Unit at the University of Adelaide. At present, it is the lead agent for recruiting Aboriginal and Torres Strait Islander students to the University's foundation and degree programmes. As part of this, Wirltu Yarlu also facilitates the University of Adelaide's alternative entry scheme for Aboriginal and Torres Strait Islander students. While the university aspires to provide access to as many students as possible, there is a sharpened focus on retaining students in their studies and helping them to succeed. This requires a more specific focus on students as individuals, so that timely and appropriate support interventions can be utilised. This concept of prevention rather than reaction and intervention is what led to the development of the university's Student Success Strategy. The Student Success Strategy is an approach to student support that aims to identify and respond to individual student needs in a more effective and efficient manner.

Taking into consideration the aforementioned issues, the University of Adelaide's Student Support Strategy has incorporated the implementation of an online self-assessment questionnaire that all first-year Aboriginal and Torres Strait Islander students are required to complete prior to entering via the alternative entry scheme. Based on previous literature, the self-assessment tool is designed to obtain baseline data across several domains using a number of pre-established validated measures, including a Resilience Scale (Smith et al., Reference Smith, Dalen, Wiggins, Tooley, Christopher and Bernard2008), Social Support Scale (Zimet et al., Reference Zimet, Dahlem, Zimet and Farley1988), Well-being Scale (Seligman, Reference Seligman2011), Time Management and Cultural Scale. In an attempt to establish sound evidence-based practice, the self-assessment tool is designed to measure student progress and change over time. This approach generates requisite data that then informs effective practices and interventions for service delivery, level of engagement and coordination to Aboriginal and Torres Strait Islander students.

While it is indisputable that first-year engagement in higher education is a crucial component to the success and retention of all students, the University of Adelaide data indicate that Aboriginal and Torres Strait Islander students are also leaving university in their subsequent years. Previous research has found that attrition in later years can occur for multiple reasons including health issues, burn-out, lack of motivation and self-doubt (Barney, Reference Barney2016). Attention to the incremental progress of students over time was a major consideration in the design of this study and in the University of Adelaide's Student Support Strategy. Thus, students re-complete the self-assessment at the end of each year. This allows support staff to keep abreast of each student's situation and discuss any successes and/or challenges encountered throughout the year. Moreover, it provides an opportunity to develop workable and appropriate strategies and respond timely and accordingly in an attempt to prevent student attrition. The evaluation of support strategies against student outcomes would appear to be an important measure for both effectiveness and accountability of support services in universities. Thus, this strategy was specifically designed as a longitudinal strategy so that we are able to capture a more holistic view of our student's experiences and hopefully successful progression at university.

The implementation of this Student Success Strategy provided an opportunity to examine the appropriateness and adaptability of the self-assessment as a tool for connecting with Aboriginal and Torres Strait Islander students. The Student Success Strategy has recently surpassed its second year, and thus provides the opportunity to review its current implementation and progress. Small pilot studies can make important methodological contributions and provide information about the best research processes and likely outcomes (Van Teijlingen and Hundley, Reference Van Teijlingen and Hundley2001). The aim of this pilot study was to therefore examine any changes to students' resilience, social support, wellbeing, time management and culture scores on the self-assessment tool throughout the initial and second year.

Limitations and future directions

Several considerations need to be taken into account when reflecting on the work done here and translating it to a broader context. For example, the demographic characteristics of Aboriginal and Torres Strait Islander students accessing and attending the university outlined in this study may differ from universities based in other (e.g. rural and/or remote) settings. In addition, more students from urban than rural regions participated in this study. This is consistent with the previous literature which shows that rural Australians are less likely to undertake and/or commence higher education compared to their urban counterparts (Fleming and Grace, Reference Fleming and Grace2017). Thus, generalisability of the aforementioned literature and concepts need to be taken into consideration. It is important to note that it may be difficult to extrapolate results more broadly given that the study utilised a relatively small target sample size. Furthermore, at present the Student Support Strategy has only been trialled and implemented with students who accessed university via an alternative entry scheme; similarly leading to potential limitations in the generalisability of concepts. Future research will look to mitigate this limitation by trialling the Student Support Strategy with a control group. A final limitation of the current study and Student Support Strategy more generally is the absence of qualitative data exploring students' opinions and perceptions of the efficacy and effectiveness of the Student Success Strategy. Inclusion of qualitative data via focus groups or one-on-one interviews with students will be considered going forward. Moreover, future research may consider exploring the opinions and perceptions of staff members. Triangulation of students and staff members would strengthen the credibility of findings and simultaneously provide further insight into implementation practice.