What is it about?
This article provides an initial systematic review of literature on the state of the evidence regarding access/attraction, retention and completions for Indigenous Higher Degree Research (HDR) students. This article identifies the quantity (number examined), nature (e.g. focus of study), quality (peer reviewed and evidence of methodological rigour) and characteristics (e.g. publication type, authorship) of the limited publications.
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Why is it important?
This research contributes to existing literature about Indigenous Peoples in HDR programs internationally in identifying significant cultural and institutional barriers and highlighting institutional enablers which can contribute to attraction, retention and completion. Building on the prior limited research reported in the review, the article highlights the need for further research and provides an initial agenda of directions for universities and government to redress the disparity in entry and completion of Indigenous Peoples in HDR programs.
Perspectives
Expanding the Aboriginal and Torres Strait Islander Australian (hereafter respectfully Indigenous) talent pool to undertake valuable roles in business, health, education, academia, government, policy development and community development is critical for addressing current disparities between Indigenous and other Australians. Parity of access and engagement with education plays a key role in facilitating participation in these roles but has not yet been attained.
Dr Kerry A Bodle
Griffith University
Read the Original
This page is a summary of: Determinants of Attraction, Retention and Completion for Aboriginal and Torres Strait Islander Higher Degree Research Students: A Systematic Review to Inform Future Research Directions, Research in Higher Education, May 2018, Springer Science + Business Media,
DOI: 10.1007/s11162-018-9511-5.
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