whole-of-university approach

Published by the National Indigenous Unit of the National Tertiary Education Unionwww.nteu.org.au/indigenous

ISBN 978-0-9806500-7-5

NTEU Indigenous Member Survey: ‘Whole-of-University’ Approach to Indigenous Student Support

Contents

METHODOLOGY 1

EXECUTIVE SUMMARY 1

MEMBER SURVEY INTRODUCTION 3

MEMBER SURVEY RESPONSE & DEMOGRAPHIC INFORMATION 4

A. Member Response to Survey .................................................. 4

B. State or Territory Profile .......................................................... 4

C. Highest level of education/qualifications obtained ... 4

D. Member Profile: Academic or Professional/General Staff .................................................................................................... 4

SECTION 1: WHOLE-OF-UNIVERSITY APPROACH – INSTITUTION & COMMUNITY 5

Introduction ................................................................................................. 5

Q1. My institution has a stand-alone Indigenous Education/Support Unit (or so named)............................. 5

Q2. My institution offers a range of Indigenous specific academic and pastoral support programs for students. ......................................................................................... 6

Q3. I believe that my institution has/will undertake a process of implementing a ‘whole-of-university approach’. .......................................................................................... 6

Q4. Implementing a ‘whole-of-university approach’ towards Indigenous education, support programs and/or Indigenous Education Units will ultimately be of benefit at my institution. .................................................. 7

Q5. What type of impact do you believe a ‘whole-of-university approach’ would have upon the overall culture of and interaction with community at your institution?....................................................................................... 7

Q6. If you believe that your institution has undertaken a ‘whole-of-university’ approach to Indigenous student support at your institution, please provide an example or examples of the impact this approach has had. ...................................................................................................... 8

SECTION 2: WHOLE-OF-UNIVERSITY APPROACH – STAFF 10

Introduction ............................................................................................... 10

Q7. Implementing a ‘whole-of-university approach’ to Indigenous student support services and/or the institutions Indigenous Education Unit will impact Indigenous staff at my institution. ................................. 10

Q8. What sort of impact do you believe a ‘whole-of-university approach’ to Indigenous student support programs and/or Indigenous Education Units will have overall on Indigenous staff at your institution and in the following areas? .................................................... 11

Q8A. Staff Workloads ............................................................................ 11

Q8B. Staff Morale ..................................................................................13

Q8C. Secure Employment ...................................................................14

Q8D. Work/Life/Community Balance ...........................................15

Q8E. Career Progression/Professional Development Opportunities ................................................................................16

Q9. Please provide detail below on specific example/s that a ‘whole-of-university approach’ will have/has had on you or other Indigenous staff. .............................17

SECTION 3: WHOLE-OF-UNIVERSITY APPROACH – STUDENTS 20

Introduction ...............................................................................................20

Q10. Any move toward a ‘whole-of-university approach’ for Indigenous student support services and/or the institution’s Indigenous Education Unit will impact current and future Indigenous students. .....................20

Q11. If a move toward a ‘whole-of-university approach’ for Indigenous student support programs and/or the role of your institutions Indigenous Education Unit is implemented at your institution, will this have a positive, negative or no impact on Indigenous students? ..........................................................................................21

Q11A. Access to an appropriate study environment ...............21

Q11B. Access to appropriate pastoral support services ....... 22

Q11C. Access to appropriate academic support services..... 23

Q11D. Study/Community/Family/Work & Life Balance........ 24

Q11E. Continued ability to access university study as an educational pathway option ................................................. 25

Q12. Please provide detail below on specific example/s that a ‘whole-of-university’ approach will have/has had on current & potential Indigenous students? ... 26

RECOMMENDATIONS 28

NTEU Indigenous Member Survey: ‘Whole-of-University’ Approach to Indigenous Student Support is published by the National Tertiary Education Union, Melbourne.

© NTEU 2013. All rights reserved. ISBN 978-0-9806500-7-5

PO Box 1323, South Melbourne VIC 3205 Australia

Ph +61 3 9254 1910

Email [email protected]

Available online www.nteu.org.au/indigenous/publications

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METHODOLOGY EXECUTIVE SUMMARY Sample

An attitudinal survey was distributed to all National Tertiary Educa-tion Union (NTEU) Aboriginal and/or Torres Strait Islander members working at public universities. The survey was created on the Survey Monkey website and distributed via group email to all members listed on the NTEU Indigenous membership database on 12 June 2013.

The survey was distributed to members on 12 June 2013, with the survey closing on 2 August 2013.

Indicators

All Aboriginal and/or Torres Strait Islander members were requested to provide their feedback, on a range of questions that relate to member impressions/perspectives, of what they believe a whole-of-university approach to Indigenous student support may look like at their institution.

Questions were developed to gauge the respondent’s opinion on what they believe implementing a whole-of-university approach may have on their institution, staff, students and the universities relationship with community.

The comprehensive report, the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander Peoples (‘the Review’) in 2012, made a total of 35 Recommendations to en-sure greater access and outcomes for Aboriginal and Torres Strait Islander students.

As part of the 35 Recommendations, the Review Panel suggested in Review Recommendation 10:

“That universities adopt a whole-of-university approach to Abo-riginal and Torres Strait Islander student success so that faculties and mainstream support services have primary responsibility for supporting Aboriginal and Torres Strait Islander students, backed up by Indigenous Education Units.”

Prior to the official release of the Review on 14 September 2012, members of the NTEU had expressed concerns to the Union about a possible ‘mainstreaming agenda’ underway at a number of universi-ties. Examples of this ‘mainstreaming agenda’ included relocation of key Indigenous support staff into existing mainstream university support services, with anecdotal reports stating an approximate halving in Indigenous student enquiries since the relocation.

In October of 2012, the NTEU National Council adopted Indigenous Policy Committee (IPC) motion ‘Mainstreaming Agenda – Austral-ian Universities’. The Motion directed the National Office, IPC and National Indigenous Unit to:

● Undertake and publish findings from a member survey/research project that will seek to ascertain the extent to which main-streaming access to Aboriginal and Torres Strait Islander programs exists in Australian universities, and

● Based on the findings from the member survey/research project, develop and undertake a campaign to ensure that any moves to mainstream access to Aboriginal and Torres Strait Islander programs is overturned.

In working to meet the stated directives from the Motion, it was deemed appropriate to develop an Indigenous member survey. Survey questions were drafted to specifically gauge member per-spectives on a whole-of-university approach and the expected level of impact, if any, upon students, staff, community and the institu-tion.

The total verified member response to the whole-of-university member survey comprised 19.8% of total NTEU Aboriginal and Tor-res Strait Islander membership, (as at 10 September 2013) and 8.1% of the total Aboriginal and Torres Strait Islander staff reported in 2012, as employed in all Australian universities.

Overall member response to the survey indicated initial marginal support for the concept of a whole-of-university approach, al-though as the survey progressed to sections relating to the possible impact a whole-of-university approach may have on Aboriginal and Torres Strait Islander communities, students and staff, member opinion shifted marginally toward concern for negative impact in the areas of:

Staff

● Staff Workloads

● Staff Morale

● Secure Employment

● Work/Life/Community Balance

● Career Progression/Professional Development Opportunities

NTEU Indigenous Member Survey:Whole-of-University’ Approach to Indigenous Student Support

EXECUTIVE SUMMARY

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Students

● Access to an appropriate study environment

● Access to appropriate pastoral support services

● Study/Community/Family/Work and Life Balance

Additional member concern was expressed in relation to ongoing funding pertaining to a suite of Indigenous higher education pro-grams, that it is feared may be subsumed in any future implementa-tion of a whole-of-university approach.

While the National Tertiary Education Union remains gravely con-cerned about any approach to out-right mainstream Aboriginal and Torres Strait Islander student services - with detrimental flow-on im-pact to Students, Staff and Community; In light of member opinion, we also remain resolute in our support and advocacy for members who may be directly affected by the implementation of a whole-of-university approach.

In an attempt to safe-guard against inadvertent repercussions and to ensure an appropriate implementation of a whole-of-university approach, the National Tertiary Education Union’s Indigenous Policy Committee proposes the following recommendations to assist in any potential implementation process.

Recommendations

1. That the Federal Government does not repeal, subsume or com-bine any of the current suite of Indigenous higher education pro-gram funds into mainstream student support program funding; particularly under the guise of a whole-of-university approach to Indigenous student support.

2. That universities acknowledge and adopt a ‘whole-of-communi-ty’ perspective when seeking to implement a whole-of-university approach. As part of this concept, university management must work with all stakeholders and view community, students and staff not as individual silos, but as a single community. What impacts upon one community member, will undoubtedly impact upon another

3. That universities, who are seeking to implement a whole-of-university approach for Indigenous student support, convene at the earliest opportunity a high level advisory committee with membership comprising all stakeholders or their representatives.

4. That the Federal Government Department with responsibility for Indigenous Higher Education, implement an immediate informa-tion dissemination and awareness campaign for community, students and staff, providing detail on all recommendations from the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander Peoples, in particular Recom-mendation 10.

5. That university management open and maintain appropriate, respectful and effective lines of communication with all stakeholders to a whole-of-university approach. This approach will al-low for community, students and staff to have meaningful input and ownership throughout the process.

6. That universities maintain specified Indigenous and mainstream funding lines that pertain to Indigenous and non-Indigenous stu-dent support, within the control of Indigenous Education Units/Centres and the equivalent mainstream university Student Sup-port equivalence. This will ensure appropriate lines of accounta-bility and acquittal, whilst adhering to the funding requirements detailed in the goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP) .

7. That university management and the Union work with Aboriginal and Torres Strait Islander Academic and General/Professional staff to minimise negative impact on workloads, morale, work/life and responsibility to Community, and discuss possible op-tions for security of employment, career progression and profes-sional development. Ideally this should occur prior, during and after implementation of a whole-of-university approach.

8. That university management work to assist Aboriginal and Torres Strait Islander students to minimise any negative impact on ac-cess to appropriate study environments, pastoral and academic support service. Universities should also ensure that students are aware of all current support to allow students to attend to Family, Cultural, Community and employment responsibilities.

The Indigenous Policy Committee (IPC) and the National Indigenous Unit (NIU) sincerely thank our Aboriginal and Torres Strait Islander membership for their time & input to this important survey on a ‘whole-of-university’ approach to Indigenous student support.

Published by the NTEU Indigenous Unit 3

MEMBER SURVEY INTRODUCTION The comprehensive report, the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander Peoples (‘the Review’) in 2012, made a total of 35 Recommendations to en-sure greater access and outcomes for Aboriginal and Torres Strait Islander students.

The Review also recommended that current and potential In-digenous Academic and General/ Professional staff have greater employment options, career progression, development and job security. Whilst at the same time, universities must provide for greater opportunities to ensure Aboriginal and Torres Strait Islander communities are able to participate, voice preference, opinion and input to university strategic planning; through existing governance structures.

As part of the 35 Recommendations, the Review Panel, comprising Professor Larissa Behrendt, Professor Steve Larkin, Ms Patricia Kelly and Mr Robert Griew, suggested in Review Recommendation 10:

“That universities adopt a whole-of-university approach to Abo-riginal and Torres Strait Islander student success so that faculties and mainstream support services have primary responsibility for supporting Aboriginal and Torres Strait Islander students, backed up by Indigenous Education Units.”

Prior to the official release of the Review on 14 September 2012, members of the National Tertiary Education Union had expressed concerns to the Union about a possible ‘mainstreaming agenda’ un-derway at a number of universities. Examples of this ‘mainstreaming agenda’ included relocation of key Indigenous support staff into existing mainstream university support services, with anecdotal reports stating an approximate halving in Indigenous student en-quiries since the relocation.

Conscious of the anecdotal member concerns, the National Ter-tiary Education Union (NTEU) Indigenous Policy Committee (IPC) commissioned a member survey be undertaken to ascertain and formalise those anecdotal member opinions and concerns around any potential mainstreaming agenda.

In October of 2012, the NTEU National Council adopted Indigenous Policy Committee (IPC) Motion ‘Mainstreaming Agenda – Austral-ian Universities’. The Motion directed the National Office, IPC and National Indigenous Unit to:

● Undertake and publish findings from a member survey/research project that will seek to ascertain the extent to which main-streaming access to Aboriginal and Torres Strait Islander programs exists in Australian universities, and

● Based on the findings from the member survey/research project, develop and undertake a campaign to ensure that any moves to mainstream access to Aboriginal and Torres Strait Islander programs is overturned.

In the time following the release of the Review, additional mem-ber concern has been reported regarding a possible relationship between a ‘mainstreaming agenda’ and reports of a reduction in students accessing support services. A constant theme across all re-ports from members was a deep concern for the students and their access to appropriate study, pastoral and academic support.

In developing the member survey, it was deemed best to approach the drafting of member survey questions to gauge member per-spectives on a whole-of-university approach and the expected level of impact, if any, upon students, staff, community and the institu-tion.

Setting the Scene - Students

In the period 2003 to 2012, there was an overall increase of 3,644 Aboriginal and Torres Strait Islander students accessing higher educa-tion. This was a rise from 8,988 (5,985 EFTSU) students in 2003 to 12,632 (8,333 EFTSU) in 2012. The total Aboriginal and Torres Strait Islander student cohort comprises approximately 1.0% of all domestic and overseas students enrolled across Australian Universities in 2012.

* EFTSU – Equivalent Full-Time Student Units

Setting the Scene - Staff

Aboriginal and Torres Strait Islander Academic and General/Profes-sional staffing in Australian Universities has also risen since reported data was published for the first time in 2000. In the period 2000 to 2012, there has been a reported increase of 551 (483 FTE*) Aboriginal and Torres Strait Islander Academic and General/Professional staff employed in Australian Universities. In 2012, it was reported that there were a total of 334 (307 FTE) Indigenous Academic staff and 734 (663 FTE) Indigenous General/Professional staff employed in Austral-ian universities.

As a percentage of total reported Academic and General/Professional staff employed in 2012, all Aboriginal and Torres Strait Islander em-ployees comprised 0.9% (1.0% FTE). Expressed in percentage terms of total Academic or General/Professional staff employed, Aboriginal and Torres Strait Islander Academic staff comprise 0.6% (0.7% FTE) while General/Professional staff employment comprises 1.2% (1.2% FTE) in the same period.

* FTE – Full Time Equivalence

NTEU Indigenous Member Survey:Whole-of-University’ Approach to Indigenous Student Support4

A. Member Response to Survey

The NTEU Aboriginal and Torres Strait Islander member survey was conducted electronically via the website www.surveymonkey.com with the survey distributed via email link on 12th June 2013 to Aboriginal and Torres Strait Islander members (listed on the NTEU Indigenous Membership Database on 12 June 2013). The survey closed on 2 August 2013.

A total of 153 individual online surveys were attempted/completed in that period, but due to a lack of required data in the NTEU Mem-bership identifier Question, a total of 44.2% of responses had to be discounted for use in this survey.

With the unverified data discounted, a total of 86 surveys were confirmed and analysis of those responses incorporated into the findings detailed over the following pages. The total verified mem-ber response to the whole-of-university member survey comprised 19.8% of total NTEU Aboriginal and Torres Strait Islander member-ship, as at 10 September 2013 and 8.1% of the total Aboriginal and Torres Strait Islander staff reported in 2012 as employed in all Australian universities.

B. State or Territory Profile

Of the verified member survey responses, the table below provides a break-down of the total number of responses (expressed as a percentage) received by State and Territory.

Table 1 – Member Responses by State and Territory

C. Highest level of education/qualifications obtained

The table below details member responses to their highest level of education/qualifications obtained.

Table 2 – Member Response to Highest Level of education/qualifications obtained

D. Member Profile: Academic or Professional/General Staff

The following table details the member profile by Academic or General/Professional staff appointment.

Table 3 – Member Response to Academic or General/Professional staff appointment

MEMBER SURVEY RESPONSE & DEMOGRAPHIC INFORMATION

Published by the NTEU Indigenous Unit 5

Introduction

Introductory questions to the member survey sought to establish an understanding of their institution, with respect to support for a stand-alone Indigenous Education Unit and in general, the types of support programs offered by the institution.

In attempting to establish the members initial thoughts on an overall whole-of-university approach for Indigenous student support, the IPC sought to gauge potential impact of a whole-of-university approach and what that may bring to the institution operationally. Finally, what type of potential impact would be affected and how would this influence the current cultural and community interaction with their institution?

The graph below (Table 4) provides a generalised graphical over-view of member responses to the following six questions - show-ing only the generalised highest response for each question. The generalised highest response for each question in the graph below is colour coded to indicate the member response.

The following graph is as a general illustration only. It is recom-mended that each question be viewed to comprehend member response rate for that individual question, along with the percent-age based response total for each question response option.

Table 4 – Generalised Highest Overall Member Response for questions in Section One

Q1. My institution has a stand-alone Indigenous Education/Support Unit (or so named)

Table 5 – Detailed Member response to survey question 1

Member response to this question showed a strong positive retort, with 88.4% of responses indicating that their institution had a stand-alone Indigenous Education/Support Unit (or so named).

While it is disappointing to note that 8.1% of member responses indicated that their institution did not currently have an Indigenous Education/Support Unit, nonetheless it is important to establish (to a degree) the current overall institutional commitment to Aboriginal and Torres Strait Islander education and employment, via the pres-ence of an Indigenous Education/Support Unit.

SECTION 1: WHOLE-OF-UNIVERSITY APPROACH – INSTITUTION & COMMUNITY



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Q2. My institution offers a range of Indigenous specific academic and pastoral support programs for students.

Table 6 – Detailed member response to question 2

Member opinion of this question again showed a strong positive reply, with 76.7% of survey responses indicating that their institu-tion offered a range of Indigenous specific academic and pastoral support programs for Indigenous students.

Conversely, there was an even split in categories other than a posi-tive response, with 11.6% of survey respondents indicating a nega-tive or unsure response regarding Indigenous specific academic and pastoral support for Indigenous students.

The reason/s behind this response can only be assumed. One pos-sible explanation for this response may extend to un-familiarity with specific student support offered, due to not working within or hav-ing a direct relationship with the student support unit/centre where programs are located.

With approximately 88.4% of survey responses to the previous ques-tion stating their institution had an Indigenous Education Unit/Sup-port Centre (or so named), it is of interest to compare and under-stand the difference in response between questions one and two.

As stated previously in this section, possible explanations to the 11.7% overall response difference, in particular a 3.5% increase in the negative response and an 8.1% increase in the unsure response, are varied and worthy of further exploration.

Q3. I believe that my institution has/will undertake a process of implementing a ‘whole-of-university approach’.


Member response to the first of the whole-of-university approach questions was not conclusive, with 34.9% of answers indicating uncertainty as to whether their institution has or will undertake a process of implementing a whole-of-university approach. Al-though, this level of uncertainty does not in any way diminish the 48.8% of responses indicating that their institution has already or will undertake a whole-of-university approach.

With approximately thirty-five percent of member survey responses indicating uncertainty, or a move toward implementation of a whole-of-university approach, at a minimum, the need to open and establish appropriate lines of non-symbolic consultation at the earli-est possible stage is paramount.

Universities that have a commitment to Aboriginal and Torres Strait Islander higher education, have already established formalised com-mittee structures as part of the relationship/partnership with rep-resentatives from Indigenous communities, staff, students or a mix there-of. Therefore, it can be reasonably assumed that the ability for those institutions to open lines of discussion on implementing a whole-of-university approach is relatively straight-forward.

Of those responses indicating their institution has made a move to implement a whole-of-university approach for student support, the need to ensure a whole-of-community perspective is equally as important as the move toward a whole-of-university approach.

It is vital for those institutions that have embarked upon a process of change to not view Aboriginal and Torres Strait Islander commu-nity, students and staff as separate entities and be sure to discuss, consider and plan, through new or existing consultative structures, potential positive and negative impacts for all stakeholders, as part of any potential moves to implement a whole-of-university ap-proach for Indigenous student support.

Published by the NTEU Indigenous Unit


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Q4. Implementing a ‘whole-of-university approach’ towards Indigenous education, support programs and/or Indigenous Education Units will ultimately be of benefit at my institution.


In the second member question relating to implementing a whole-of-university approach, the effect upon delivery of support programs and the relationship to the institutions Indigenous Educa-tion/Support Unit will bring with it, varying levels of impact for Community, Students and Staff.

If results from the member survey questions are aggregated, 49.9% of members believe that implementing a whole-of-university ap-proach will ultimately bring benefit, of this, 34.9% strongly agree that this approach will be beneficial.

Conversely, 33.8% of aggregated negative responses to the ques-tion, disagree that implementing a whole-of-university approach will be of benefit, with the remaining 16.3% of response unsure as to whether the approach will be appropriate.

Again, an overall conclusive finding cannot be drawn from these results; aside to reinforce the opinion of 34.8% of members, that their strong hope and/or expectation, via the implementation of a whole-of-university approach, is ultimately better outcomes for student support and academic achievement will be achieved.

The need for appropriate consultation, coupled with detailed infor-mation is key throughout any significant change process. Mecha-nisms for appropriate dissemination of information on a whole-of-university approach for Indigenous students, combined with clear objectives to achieve this goal across the Australian higher educa-tion sector, is a clear responsibility of the Federal Government.

The absence of information about what a whole-of-university ap-proach is and what form it may take will only ensure opinion on this issue remains at best, uncertain.

Q5. What type of impact do you believe a ‘whole-of-university approach’ would have upon the overall culture of and interaction with community at your institution?


Consistent with previous answers in this series, members indicated positive expectations regarding the effect a whole-of-university approach to student support would have on the current cultural impact across the institution, as well as impact upon building and maintaining interactions with local community.

With 48.8% of member responses indicating their belief that a whole-of-university approach would create opportunity to have impact upon areas that do not typically have interaction with Indig-enous students.

Member comment in the survey suggests potential for positive outcomes, with mainstream support services having direct interac-tion with Aboriginal and Torres Strait Islander students, families and wider community, therefore reducing load on staff in the Indig-enous Support Unit, and to allow mainstream staff to gain a broader cultural awareness.

While a greater level of member response suggests an expectation of appropriate outcomes, this cannot be regarded as having over-whelming, majority support. 31.4% of member opinion suggests that a whole-of-university approach will have a negative impact on the existing cultural impact within and across the institution and interaction with community.

In reality, the impact of a whole-of-university approach on the cul-tural influence and community interaction with their local university is largely unknown. To the extent possible, university management can have positive influence on the impact a whole-of-university approach will have on community interaction, by encouraging and maintaining effective open lines of dialogue and communication between community, students and staff.



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Q6. If you believe that your institution has undertaken a whole-of-university approach to Indigenous student support at your institution, please provide an example or examples of the impact this approach has had.

The following member comments were extracted from the member survey and provide members general comment on the possible and actual impacts a whole-of-university approach has or may have. Comments have been redacted where necessary to ensure indi-vidual member privacy.

» Taking a whole-of-university approach removes a culturally safe environment for Indigenous students to study is one example. Also, is it giving the univer-sity a legitimate excuse to utilise identified Indigenous money to be used for mainstream upkeep?

» XxXxXx - Senior executive staff have performance agreements now which include strategies and targets for Indigenous education which they must meet and which are reviewed each year and attached to the implementation and reporting of the XxXxXx.

» negative impact in the community which will in turn be reflected in a drop in the number of indigenous students

» The loss of personal contact with Indigenous staff in support centres. Indigenous students now come to academic staff who try to assist, however, the process/authority is now with mainstream services.

» It could take funding from the xxxxxxxxxxxxxxxxxxxx Unit to support initiatives in the faculty/university and not have transparent lines of finance to show that it was actually benefiting Aboriginal or Torres Strait Islander students. It could weaken the Aboriginal unit and structures and ability to deliver the university degrees to Aboriginal and Torres Strait Islander students.

» Not undertaken - undertaking. We are able to push back on some of the de-mands made by Faculties pointing to the University’s commitment to the ‘whole of university’ approach forcing them to take ‘Aboriginal’ business seriously.

» Faculties & Divisions approaching the xxxxxxxxxxxxxxxxxxxxxx Unit with plans to support students which they implement. Xx xxxxxxx xx xxxxxxx xxxxx xxxxxxxxxxx xx xx xxxxxxxx xxxx xxx xxxxxxxxxxxx xx xxxxxxxx xx xxxxx

» Indigenous Specialisation in two xxxxxxxx as core subject learning with electives.

» It is a constant battle to: EXPLAIN (e.g. community/cultural responsibility to im-mediate team and supervisors - all with very little in the way of cultural aware-ness/competency); ORGANISE (work on satellite programs that have no hope in succeeding due to the sheer isolation from other Indigenous programs/schemes/initiatives - with no coordinated effort albeit lack of support from upper man-agement) and; CONTRIBUTE (many -Indigenous and non-Indigenous- who wish to contribute are given little opportunity to do so, with the exception of a few Reconciliation/Sorry Day events). It is so frustrating to work in an institution that has the potential and the resources to take a whole-of-university approach.

» Sorry can’t provide an example as none exists.

» This university might think it takes a whole-of-university approach because it adopts a race-neutral or post-race approach to its operations. Which means it disregards the place and impact of culture and race-based issues on the experi-ence of Aboriginal and Torres Strait Islander peoples. ‘Whole-of-university’ will only bring benefits, rather than failed attempts at assimilation, if it is strongly- and effectively-led at the University-level & if the University-level senior management is held accountable to external standards.

» Development of a university wide “prepatory program” which mirrors so some extent the Indigenous foundation program, and where there has been attempt

to subsume Indigenous prepatory programs into the mainstream program. Also regional Prepatory program delivery includes enrolments of non-Indigenous students - assuming of course that there are fundamental similarities in socio/political educational backgrounds and access issues.

» Previous standalone unit has been absorbed by the xxxxxxxxxxxxxxxxxxxx division

» our centre has now moved into student support services which diminishes our academic and research roles; it’s offering faculties grants and funding for “xxxxxxxxx projects” but not including our centre

» in reality it’s all lip service, the institution outside of the Indigenous unit has no contact or support for its mainstream Indigenous staff, we are just used to make them look good

» The Indigenous Unit is being dismantled and has gone from X staff to now only 2

» They say they are implementing whole-of-university approaches, but I believe much more could be done to value and include the Indigenous staff members already employed in more meaningful ways within teaching, assessment and delivery

» Development of a number (suite) of Indigenous specialisation courses. Employ-ment of two senior indigenous academics. Agreement to the NTEU indigenous claims Review of xxxxxx xxxxxx Centre and approval to implement the xx recommendations which include priorities to specialist Indigenous professional staff levels to be increased to reflect speciality of work. Launch of the recently approved indigenous xxxxxxxxxxxx strategy Commitments to the employment of additional Academic and professional staff xxxx xx xxxx thanks to NTEU EBA

» Not aware of anything yet.

» The University takes away from the existing services and bypasses all good pro-grams and networks to take control of Indigenous Education. This is problematic because faculties can operate individually and have no check for content of cultural safety. If the intent was to include the existing Aboriginal facilities and departments in place as well as offer support and Indigenous inclusion then this would be good, but I do not believe this is the University intent.

» Developing, with the Indigenous Academic Unit, specific strategies for senior leadership team (VC, DVC & PVC’s) on agreed objectives in Indigenous education & research.

» It exists as an aspiration within a strategic plan that has yet to be fully actioned.

» Not readily visible yet

» The newly created Indigenous xxxxxxxxxxxxxxxxxxxxxxx area has no relationship to the Indigenous student support unit. Schools are being encouraged to appoint their own, isolated, independent Indigenous academics.

» The university is looking at how Indigenous specific courses can be integrated into mainstream courses with mixed cultural cohorts. Won’t work and will end up alienating the xxxx students, but this is being done as financially better op-tion for the faculties rather than for educational or cultural purposes.

» Possible plans to remove Indigenous Unit from xxxx campus and bookings made to see Liaison Officer from a central desk

» Speaks like this but not necessarily in practice

» The xxxxxxxxxxxxxxxxxxx has destroyed the Indigenous Centre and staff have been pushed into Faculties. Although the world looks glossy from the outside and it is great that Faculties have been supported (xxxxxxxxxxxx) to take on more responsibility - this need not have occurred at the expense of removing the Indigenous academic arm of the University. xxxxxxxxxxxxxxx is now a computer room and a common room - the soul of the combined academic/teaching, student support and student (cross faculty) presence and collegiality in one sight has now been removed. Walk down the corridor here and it is a ghost town. I



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suggest you open up this survey at a later date to seek input from non-Indige-nous staff who have also spent their career supporting and research Indigenous Studies / education - for they too may have some valuable insights.

» If done in the right way, leaving Indigenous units to value add on generic student services; Indigenous students can benefit from being better informed. Having what everyone else has plus Indigenous specific support. I think our xxxx may be mainstreamed due to the xxxxxxxxxxxxxxxxxxxxxxxxxxx; which I find sad. I’m frightened for what type of service the students will end up with.

» Employing an Aboriginal person in the Library

» Review of Indigenous unit functions and measurable outcomes.

» My institution has disbanded our xxxxxxxxxxxxxxx unit on main campus. Luckily I am located on another campus, so although we are the same university, I sup-port one Faculties students which makes it quite unique. Because of this, what is happening on main campus has minimal effect on the functioning of my unit.

» We are currently engaging in a WoU approach to Indigenous curriculum develop-ment and encourage partnerships between Indigenous and non-Indigenous academics. As part of this approach, all academics at the table have recognised the importance of having Indigenous academics as an essential part of an Indigenous education program - we can still stamp our cultural authority within the space. In terms of positive impact, it is too early to tell but I think the positive impact will be better understanding and relationship through the University and will hopeful decrease the day-to-day bullshit (institutional racism) that we experience. Although, it is still a long road.

» There has been a high level appointment within the university whereby a whole of university policy has been introduced and I have heard a strategy developed. However, the faculty in which I am located seems to have been “missed” in the development of the strategy or at least I have been missed as there have been no invitations to join a group to even discuss what might happen - there is no con-sultation about this strategy within the faculty that I know of. Moreover there has been activity from the office of the new appointee that cuts across extremely good work that has been developed within our faculty by non-Indigenous staff who have included me in these developments. They are kind of dumbfounded by the heavy handed approach to be honest. I am left perplexed as well as I would like to be supportive of the changes but I can’t be if I am not included in any way. There seems to be a cherry picking of some staff within the faculty to complete tasks for the new xxx and they are not really equipped to work in the area of Aboriginal higher education and so they always end up asking me for advice and even to read their draft documents or contribute to them myself. I end up feeling that my extensive experience, knowledge and skills in this area are valued in that they are plundered, but I am not valued! This has led me to have deep concerns about the idea of a whole of university strategy in that if it is to occur there has to be sufficient Aboriginal leadership at every level to ensure it occurs well. We cannot expect that non-Aboriginal academics have the wherewithal to be able to do this well? It could end up being a major disaster. I know too that non-Aboriginal academics who have extensive experience working with Aboriginal people are also concerned about the way that the process is being managed within the faculty. However, we have no voice.

» Assuming the university has moved in this way, it looks as though they are trying to ‘mainstream’ as much of the service as they can.

» Whilst it is true that some services have become centralised as a result, we are now finding that more support and services are becoming available and on our radars as time goes on and we each learn how to best support our student body.

» Indigenous Student Support now under xxxxxxxxxxxxxxx is very negative to local Community member who do not bother to visit the uni anymore. Indigenous College are about to be dismantled to Teaching and Research and Indigenous units will be imbedded into other degrees. On the surface it looks like the Indigenous degrees will be fazed out altogether and admin staff will be filtered

into mainstream (xxxxxxxxxxxxxxxx).Current staff believe they will maintain the xxxxxxx name however will have a Director and Secretary, and a couple of Academics teaching units in other disciplines......

» Appointing a Lecturer in the xxxxxxxxxxxxxxxxxxxxxxxxxx Unit to embed Indig-enous Perspectives across curriculum areas.

» I believe that it has weakened and marginalised a coherent indigenous voice in a range of activities from policy development to program implementation. Individual indigenous academics working within mainstream academic units (faculties) unsupported by a specific indigenous unit within the institution are greatly disempowered and face indifferent/racist attitudes towards any initiatives they develop. In my case my suggestions in the School i work in for the inclusion of indigenous relevant studies unit on environmental issues has fallen of deaf ears even in the face of wide support from potential employers of our graduates. Indigenous research initiatives have similarly been treated with insufficient support.

» My Uni is going to be taking a whole of university approach in regards to increased content in courses, larger focus on Indigenous issues and students, however the main support for students (as far as I am aware) will still be remain with the xxxx support unit

» I believe they are in the process of implementing this approach.

» The xxxxxxxxxxxxxxxxxxxxxxxxxx delivers xxxxxx degrees through the Commu-nity Based Delivery Model. This approach to course delivery promotes access and equity for Indigenous Australian students. Students from all areas; rural, remote and metropolitan, and across all age ranges, are able to undertake studies without compromising their family and community obligations. A one-size fits all approach does not work. The xxxxxxxxxxxxxxxxxxxxxxxxxxx works in partner-ship with xxxxxxxxxxxxxxxxx

» Academic xxxxxxx Units services all students, xxxx students tend to shy away from mainstream student services because they are not set up to service special need group; ie: xxxx or Remote students; xxxx people prefer to be serviced by culturally respectful/appropriate providers; xxxx people prefer to work with each other because it provides a safe supportive environment, the impact is xxxx staff will leave or be absorbed into mainstream activities instead of mainstream absorbing xxxx issues less jobs in Uni’s for xxxx will mean less xxxx students - its backed up by empirical research, and its taken along time to create a sense of belonging for xxxx staff and xxxx students at Universities - it will be disastrous for Indigenous Higher Education.

» I think it spreads the “load” and hands over responsibility to the Uni. It is a bit of a gamble really as I don’t think it will work in each uni.

» Indigenous representation on most decision-making committees, Indigenisation of curriculum across the university has started senior exec. Indigenous position established, Indigenous centre asked to comment on most all of university docu-ments from the master plan, to operational plans for schools etc.

» Can’t think of anything, sorry

» They created an xxx plan but have not Implemented. The rest of the university think the xxxx unit is a joke. It’s not a nice place to work at, but it does help some of it’s students.

Do you know? Aboriginal and Torres Strait Islander Educational Attainment

2011 Census data showed that a total of 2,029 Aboriginal and Torres Strait Islander Peoples held Post Graduate Degree qualifications.

15,971 Aboriginal and Torres Strait Islander Peoples identified in the Census as holders of tertiary level qualifications.


SECTION 2: WHOLE-OF-UNIVERSITY APPROACH – STAFF

Introduction

Questions in the second section of the member survey sought to establish an understanding of the possible effect a whole-of-univer-sity approach may have on Aboriginal and Torres Strait Islander staff employed at their institution.

In seeking to gather member perspectives on the effect this ap-proach may have on Indigenous staff, questions were devised to gauge an understanding of:

● The overall effect on staff – Positive, Negative or Otherwise

● The consequences of this approach on staff in the following sub-categories

● Staff Workloads

● Staff Morale

● Secure Employment

● Work/Life/Community Balance

● Career Progression/Professional Development Opportuni-ties

● Sourcing comment for members on specific potential/actual impacts on Aboriginal and Torres Strait Islander Staff.

The graph below (Table 10) provides a generalised graphical over-view of member responses to the following three questions and five sub-questions, showing only the generalised highest response for each question. The generalised highest response for each ques-tion in the graph below is colour coded to indicate the member response.

Table 10 - Generalised Highest Overall Member Response for questions in Section Two

Q7. Implementing a ‘whole-of-university approach’ to Indigenous student support services and/or the institutions Indigenous Education Unit will impact Indigenous staff at my institution.

Table 11 - Detailed member response to question 7

Member response to the initial question on if a whole-of-university approach would impact Aboriginal and Torres Strait Islander staff at their institution was almost certain, with 86.0% of members indicat-ing their agreement with the stated question.

With the response almost certain, there can be little doubt that no matter how a ‘whole-of-university approach is implemented, Abo-riginal and Torres Strait Islander staff will experience the impact.

The input of Aboriginal and Torres Strait Islander staff as part of any move toward a whole-of-university approach is vital. Academic and General/Professional Staff bring a wide range of views and perspec-tives that will be fundamental when seeking to implement an effec-tive whole-of-university approach.

Do you know? Aboriginal and Torres Strait Islander Academic Staff

In 2012, there were a reported 334 (307 FTE) Aboriginal and Torres Strait Islander Academic staff employed in Universities around Australia.

Of the recognised Academic categories (Teaching Only, Research Only, Teaching and Research Only) Aboriginal and Torres Strait Islander Academic Teaching Only staff comprise the highest percentage of all the Academic staff classifications, comprising 1.1% (1.4% FTE) or 36 (32 FTE) of all Academic Teaching Only staff.

The greatest number (232 (218 FTE) or 0.7% (0.8% FTE) of Aboriginal and Torres Strait Islander Academic staff fall into the Teaching and Re-search Only classification. While Aboriginal and Torres Strait Islander Research Only staff comprise 0.4% (0.4% FTE) or 66 (57 FTE) of the Research Only staff employed in Australian Universities.




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Q8. What sort of impact do you believe a ‘whole-of-university approach’ to Indigenous student support programs and/or Indigenous Education Units will have overall on Indigenous staff at your institution and in the following areas?


Member’s initial response on the affect a whole-of-university ap-proach has or will likely have on Aboriginal and Torres Strait Islander staff is too close to arrive at a definitive conclusion.

With an almost level split between a positive (46.5%) or negative (47.7%) impact upon Indigenous staff registered in the survey, it can be reasonably assumed that opinion is almost evenly shared amongst the Indigenous members surveyed on the overall impact a whole-of-university approach would have on staff.

To seek further detailed response on the impact a whole-of-university approach may have on Indigenous staff, five additional sub-questions were posed to ascertain impact on Staff Workloads, Staff Morale, Secure Employment, Work/Life/Community Balance & Career Progression/Professional Development Opportunities.

Q8A. Staff Workloads

Table 13 - Detailed member response to question 8A

Member opinion on the effect a whole-of-university approach would have upon Aboriginal and Torres Strait Islander staff work-loads is again, not overly conclusive. Less than half (45.3%) of Indig-enous members surveyed suspect increased workloads as a result of a whole-of-university approach, with an example of member comments stating the following:

» A negative impact overall because I am called up on to give advice and this adds considerably to my workload but it is not counted as part of my workload.

» It will have a negative impact in creating more workload as Indigenous staff will be required to spread themselves thin across all faculties.

While negative opinion on staff workloads received the highest response, conversely expectations for more positive initiatives aris-ing from a whole-of-university approach was embraced by 33.7% of survey respondents.

Member comment indicates positive expectations mixed with cau-tion:

» Although I indicate positive for this, it will allow a greater need for Indigenous staff to be vigilant in their workloads and to have total control on how we do business with Indigenous community

A whole-of-university approach, particularly as it pertains to staff workloads will be implemented effectively, only when staff mem-bers are clear on the roles, expectations and objectives of their position, backed-up by an agreed work plan.

In a working environment that will experience a fundamental change, staff input to the change management process will ensure a clarity and insight for staff and management that could provide ground for achieving a smooth transition, coupled with minimal impact upon Indigenous students.

The following member comments were extracted from the member survey and provide general comment on the possible and actual im-pacts a whole-of-university approach has or may have. Comments have been redacted where necessary to ensure individual member privacy.

» It will have a negative impact in creating more workload as Indigenous staff will be required to spread themselves thin across all faculties.

» I think it will be positive but the workloads may/may not increase but they will be more defined to some extent but already a review has taken place of the Indigenous centre with xx recommendation all being agreed to at xxx. In these recommendations the role and pay levels of staff will change and are currently being business cased now. Regular meeting with Dean of xxxxxx and Indigenous staff keep the progress in view.

» In terms of workloads, this is an unknown quantity

Do you know? Aboriginal and Torres Strait Islander General / Professional Staff

By category of employment, Aboriginal and Torres Strait Islander General / Professional Staff make up the highest proportion (by both number and percentage) of all Indigenous Academic staff employ-ment categories combined.

A total of 734 (663 FTE) or 1.2% (1.2% FTE) Aboriginal and Torres Strait Islander Professional / General Staff were employed in Austral-ian Universities in 2012. The national trend for Indigenous General / Professional staff employment has essentially remained constant over the previous three year reporting period (2010 – 2012).




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» Unsure as yet - but it is causing a lot of confusion and anxiety

» the employment of Indigenous staff has decreased and this has had an impact on remaining staff

» increase coverage

» Although i indicate positive for this, it will allow a greater need for indigenous staff to be vigilant in their workloads and to have total control on how we do business with indigenous community and not to xxxx pressures.

» I don’t know. But I fear that workloads will increase for some while others will lose their jobs.

» If used to help staff take on workloads and reduce the constant nagging for Indigenous content and inclusion then it will be good, if used as a excuse to not have Aboriginal staff then it is bad, e.g., staff can do a program and completely bypass Aboriginal staff because they believe they are able to do everything themselves.

» The Indigenous Unit at my University (I work in mainstream area) has a very bad reputation among staff, ATSI peoples and the community. A major review was conducted xxxxxxx and the unit has failed to act on it. Indigenous education is every bodies responsibility and students would receive equitable assistance in the ‘whole-of-university approach’ as opposed to a poorly functioning unit that has staff who do not have the skills required to support students academically. Pastorally, the dependence and assistance is ineffective due to the high dropout and low completion rate.

» The allocation of resources and possibly staffing to implement the agreed objec-tives, at the very least, a change in delivery of programs, especially in research, to enable academic staff to develop their research paths.

» Unsure. I would have to see more information.

» Likely to increase workloads

» I feel we will be called upon more to provide guidance and expertise to faculties and schools unsure about Indigenous issues and approaches.

» This will mean increased liaison with faculties if they get it right or increased liaison with community to explain why they aren’t getting it right.

» I am not sure as I am not sure of what whole university approach would mean for me. SO far I personally have not seen any difference for me as an individual - the indigenous support people are lovely on a whole uni basis - but executive man-agement in my school have not made any impact on me personally. This could be perhaps as I don’t identify with them as indigenous and they don’t know.

» It’s hard to know what impact it has - I’m concerned outsourcing services will affect job security but it may also have a positive effect: It all depends on the WAY it is done.

» Think it will vary depending on the position. Overall it will make some posi-tions more difficult- Indigenous needs are different and it may be hard working within teams where those needs aren’t identified.

» A negative impact overall because I am called up on to give advice and this adds considerably to my workload but it is not counted as part of my workload.

» Our centre is dysfunctional and staffs are subject to bullying and lateral violence, moving staff out of the centre will improve their situation and save their careers ultimately. If staff are valued within other parts of the university it would relieve their current stress levels

» I have less chance of ending up with any workload at all.

» During the time of change, none of us know what will be happening; we are worried about casualisation of the workforce and lack of transparency around decision making.

» If the approach includes taking all the support services away from Indigenous units then it would be negative.

» Will cause workload bottle necks in general student services as staff who are not trained to service xxxx clients will struggle, take longer to resolve or just give up entirely leaving xxxx students to fend for themselves...

» I’m unsure. I think that at my institution there is a push to ‘centralize’ support functions for Indigenous students that fails to recognise the unique challenges Indigenous students face when studying at university and also neglects to acknowledge that for many Indigenous people education, particularly higher education, is completely foreign space. Furthermore, I know that a centralised Indigenous support or mainstreamed curriculum would be to the detriment of xxxx students.

» it will depend on people, rather than processes, and the issue will be distilled (possibly) - it seems we always have to beg to be recognised.

» No Impact, the xxxx unit doesn’t not get involved or network with the other faculties/schools.



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Q8B. Staff Morale

Table 14 - Detailed member response to question 8B

Member response to the impact upon Aboriginal and Torres Strait Islander staff morale received more negative response than any of the staff sub-questions in the survey. A total of 52.3% of members expressed unease and negative opinion regarding the impact a whole-of-university may have/will have – if not implemented cor-rectly.

While member trepidation was high on the issue of morale, com-ment suggests that through support and recognition of staff value as part of the process, morale may be maintained or even improved.

Comments reflecting this include:

» If staff are valued their morale will improve and over time this will assist the staff generally

» In most cases it should be a positive impact but this will be closely connected to strong internal support from all indigenous staff through the indigenous staff network

Concern was also expressed regarding management planning a move toward implementing a whole-of-university approach:

» The main problem being that there is no consultation, there is a top down mana-gerial approach in the development of policy and in its implementation.

To be included, valued and respected throughout a potentially chal-lenging process of significant change, particularly in the work place, are more than reasonable expectations. As Aboriginal and Torres Strait Islander staff will be expected to share knowledge, expertise and time across the university; those staff may also be placed in a position to defend/justify the whole-of-university approach; this will be difficult if those staff have had no advice about or direct input into the approach.


» It will be good because at the moment, Indigenous University staffs are being discriminated against, bullied and harassment in their workplace; this has had a detrimental impact on their social, emotional, spiritual and cultural well-being.

» Well, it couldn’t get much lower at my uni

» Staff knowledge and understanding of Indigenous culture is lacking somewhat, so I believe that Indigenous staff morale will be negatively impacted on because of this lack of understanding. i.e.: non-Indigenous colleagues making culturally inappropriate comments etc.

» initially negative impact

» In most cases it should be a positive impact but this will be closely connected to strong internal support from all indigenous staff through the indigenous staff network

» I don’t know. But I fear that increased workloads for some - and a loss of employ-ment for others - will mess with staff morale in a big way.

» If used to bypass existing Aboriginal staff or to just have Aboriginal staff to tap into community then this is bad, to be used as inclusive and to support staff then this would be good. There is too much grey area of interpretation of this and it needs to be defined

» Staff morale is low as staffs lack the skills to produce quality outcomes. Moving to a ‘whole-of-university approach’ staff will be more effectively supported and will gain from professional development opportunities

» Hopefully positive impact as we won’t be feeling like we have to do every single thing that’s on black fellas...time will tell on this score.

» The Centre is so dysfunctional that staff located within may feel less internal political and social pressures, a lot of the bullying will cease, plus Centre staff will have the opportunity to develop their skills as part of a large and complex organisation, not within a small workplace that operates outside of broader policies and guidelines.


» Unsure

» Decentralisation makes accountability and pastoral care really hard to track

» Unit is dysfunctional and highly adverse to work in those working in the unit are disempowered and unprofessional. The pressure will be to acknowledge the shortcomings and progress toward sustainability and equality employment focus. Away from a fear based mobbing and bullying due to racially harmful behaviours displayed by senior Indigenous directors.

» I have tried to stay positive about the developments here but it is now causing me considerable stress. The main problem being that there is no consultation, there is a top down managerial approach in the development of policy and in its implementation. In the scheme of things I have had much less of this than other staff so I know they are going through much more stress than I.

» If staff are valued their morale will improve and over time this will assist the staff generally, whereas staying in a centre where they are unappreciated by their managers and the rest of the university - because they are perceived as only able to work with Aboriginal students and having only gained their job because they are Aboriginal.

» We’ve had to sit and wait to see how others are now required to do their job, rather than us doing their jobs for them :-)

» Lack of knowledge and transparency in the change process has led to people being unsure of their future careers.

» Professional staffs currently working in the Indigenous Unit are already indicat-ing that they are unsure of what their positions will look like in a whole of University approach.



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Q8C. Secure Employment

Table 15 - Detailed member response to question 8C

Concern for secure employment was also highlighted in the mem-ber survey. A total of 48.8% of Aboriginal and Torres Strait Islander members expressed concern about maintain or achieving secure employment under a whole-of-university approach.

For some respondents achieving secure employment seems almost impossible and will only be more challenging under a whole-of-university approach, particularly with positions tied to external ‘soft-money’. While for others, the need to retain already low Indigenous staffing numbers was of greatest concern.

Member comment on these issues details the extent of their concern:

» It will depend on how the ‘whole-of university approach’ is handled. I don’t believe reducing our already minimal staff numbers further would be beneficial.

» There are so few staff here, and most of them are paid for by state and federal money. The University commits so few resources to Indigenous education, or research and teaching, that secure employment is usually only possible when the money comes from somewhere else.

With approximately 43% of university staff employed on a casual ba-sis and 22.8% employed on a fixed-term basis, the future for secure employment in the higher education sector is far from assured.

With ‘pull-factors’ including better remunerating employment in the mining and government sectors, the need to maintain current levels of Aboriginal and Torres Strait Islander staff in the sector is more vital than ever before.

University management should be vigilant when undertaking a whole-of-university approach to ensure staffs are not made to feel alienated from the process. While factors including external funding are generally outside the control of most Aboriginal and Torres Strait Islander staff, university management should explore current and possible future funding avenues to enable prospect for more secure employment, under a whole-of-university approach.


» Not sure as I have only worked within Indigenous support programs.

» Unsure.

» In terms of security, this is an unknown quantity

» I myself have NEVER been able to find secure employment at ANY university, despite my PhD and publications.

» If used to reduce or disseminate Aboriginal staff then this is bad. It takes a long time to network and form friendships and trust, take that away and it under-

values what an Aboriginal person does in the thought that anyone can do the job

» If academic staffs are furthering their research then this will assist in their employment options & promotions. If the strategies work - and we get more en-rolments, then we will secure a place within the institution. Lot of ifs and buts...


» Not sure of HR resources will be connected to changes

» There is so few staff here, and most of them are paid for by state and federal money. The University commits so few resources to Indigenous education, or research and teaching, that secure employment is usually only possible when the money comes from somewhere else.

» It is a PhD or nothing - I am struggling with this to get finished under a full workload and continual 12 month contracts - I don’t qualify for any support by management

» If merit based and a range of communication and conflict management skill/ training and or workshops are development to enhance the transition/ changes as a result of the review of xxxx unit As it current stands the Indigenous xxx based at the satellite campuses are singular with no support from unit or campus to satisfactory level. No other mainstream position that is similar in scope acknowledges or has reason to work with or assist in the development of working relationships and student student when it come to the Indigenous xxx. Comments ‘what do they do’....”I do not know what xxx does’ ....Limited or no handover or sharing of roles and functions are afforded to Newly appointed In-digenous staff-- Blind dark and dangerous space to negotiate within an univer-sity organisation where knowledge of systems and how to make links with key staff to solve problem is vital to effective student support facilities and services. Corrupted Indigenous xxxxxxxxxxxxxxxxx are bias on panels and not looking to promote future generation of academics or leaders. Shallow and cruel given the work that is needed. This also reflects on personal decision make by Indigenous representation on Ethics panel’s....Misleading information and misrepresenting information for xxxxxxxx agenda (cultural Protocol??????) No support to deal with xxxxx xxxxxxxxxx xxxxxxxxx who have lost sight or path. Organisations can seem ill equip to handle complex leadership issue (given the industrial relation file - sky high - recorded bullying and mobbing behaviours) DISGRACE

» I would like to think so and hope so but time will tell.

» It is a negative impact. The new xxx promised to provide some of my salary and then reneged on this. It looks as if he does not support me to the university leadership. I have been told I have to secure my own salary or I do not have a position when this contract ends.

» There could be a negative impact if identified positions are not protected, how-ever there is no reason why identified positions must be based in an Aboriginal centre

» some positions were removed from our centre as they became centralised posi-tions for the University

» Just not sure about this so very worried.

» I think Indigenous employment will be hit hard as Indigenous staffs are meas-ured against non-Indigenous staff. My guess is that unis will lose Indigenous staff and that non-Indigenous staff will fill the Indigenous support, education and research positions.

» It will depend on how the ‘whole-of university approach’ is handled. I don’t believe reducing our already minimal staff numbers further would be beneficial.

» It will be good, because there are hardly any Indigenous Staff working in Senior positions at my university.

» can’t imagine it will get better, but i just don’t know

» As the Director of the xxxx units states no one is safe



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Q8D. Work/Life/Community Balance

Table 16 - Detailed member response to question 8D

Member opinion on achieving a balance between work/life and community responsibilities was also of concern to members, with 40.7% of respondents expressing doubt for a better balance be-tween these competing responsibilities.

Alternatively, 31.4% of members expressed a positive expectation for a better balance; while member opinion was evenly split in the categories of No Impact and Unsure, with a shared 14.0% response rate.

Member opinion expressed though comment was consistent in ex-pressing feelings of uncertainty in seeking to achieve a better work/life and community responsibility balance.

» Mainstream hiring managers need to be acutely aware of Aboriginal and Torres Strait Islander family, community and social commitments. This will also need to translate to the ‘whole team’ as to not alienate the Aboriginal and Torres Strait Islander employee for attending to their cultural commitments.

» I don’t believe that the staff fully understand Aboriginal & Torres Strait Islander cultures and as such cannot understand the type of work that is required to become engaged with the Aboriginal & Torres Strait Islander communities.

In seeking to implement a whole-of-university approach, a com-prehensive and detailed Cultural Competency training program should be implemented as a high priority to ensure a wider cultural awareness prior to any transformational, structural change is imple-mented.



» uncertain

» I don’t know.

» If used as good where it is supportive and inclusive this should reduce the workload and burden that Aboriginal staff are exposed to. If used as bad then this would place an Aboriginal staff member to chose between community and work.

» We all have to balance our work life community balance whether mainstream or working an Indigenous Support Unit - it’s a fact of life! Provisions are made in the EA and Unions are there to support staff if legitimate issues arise.

» as with the other answers - a lot is dependent on implementation of the Indig-enous strategy which is being developed with and alongside the ideas and plans of the Indigenous academic unit.

» Mainstream hiring managers need to be acutely aware of Aboriginal and Torres Strait Islander family, community and social commitments. This will also need to translate to the ‘whole team’ as to not alienate the Aboriginal and Torres Strait Islander employee for attending to their cultural commitments.


» Health and well being will improve and people will show up to work or be accountable for time off. As the xxxx unit stands hand full of staff are absent every week. Is this recorded in the HR leave policy?? NO Poorly managed and unquestioned by wider uni sections like HR ---perhaps that explains the Industri-al complaints....turn the other cheek. The issues are systemic and wide spread it is not just lack of care factor for the xxxxxxxxxxxxxxxxxx who has no boundaries or professionalism it is the wider environment and systems that allow it to get that bad and lock it in as the way the unit is to operate. HEART BREAKING --- open communication about problems that are complex not hidden or avoided at all cost-- people lives depend of healthy working environments. For a university to employ Indigenous leaders who know the History have lived experi-ences and generations of family coming behind them - how can you depend on continuing racism so you can stay employed. I DO NOT GET IT. The racial acts are shocking in an environment such as a University because of the literature at one finger tips. But to ignore and behave in a toxin and harmful way towards your own people it a form of racism that is not spoken about enough.

» If you’re worried about your job, concerned with security, working within a dif-ficult team then every other aspect of your life is also negatively affected.

» There are often too many demands on the Aboriginal staff within a centre whereas in mainstream conditions they would be expected to have more of a work/life balance, however the community interaction would need to be protected as an understood part of the role

» Again, this is still being worked through as others are now having to learn, with our help, how to best do their ‘new’ jobs for our student/community groups :-)

» Community already have ill feeling about the past restructures that have impacted on staff and community members. The community hardly ever come to the university anymore.

» My job doesn’t stop at 5pm. I am constantly being contacted to help out in com-munity as well as a full time job. I’m tired.

» I don’t believe that the staff fully understand Aboriginal & Torres Strait Islander cultures and as such cannot understand the type of work that is required to become engaged with the Aboriginal & Torres Strait Islander communities.

» It is sometimes challenging for non-Aboriginal people to see what community looks like for our mobs.



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Q8E. Career Progression/Professional Development Opportunities

Table 17 - Detailed member response to question 8E

In the final sub-question on the impact a whole-of-university approach may have on Aboriginal and Torres Strait Islander staff, members were asked to provide their opinion and comment on the possible effect this approach may have on career progression and professional development opportunities.

While not definitive, 37.2% of respondents indicated there would be a negative impact on the possibility for Indigenous staff to progress in their careers and undertake professional development opportuni-ties.

Member comment on this question indicates that while a higher number of respondents expect less than positive outcomes for progression and development, other members have highlighted examples that should be employed to ensure opportunities are extended, irrespective of whether a whole-of-university approach is implemented or not.

» Although I think it should be positive overall, staff have met with XxXx to request professional development money ($2000) be attached to all new Indigenous positions

Issues of career progression and professional development are not issues exclusive to the domain of Aboriginal and Torres Strait Islander university staff. While career progression and development opportunities are imperative when planning and implementing a career pathway.

University management should ensure opportunities for career pro-gression and professional development is not lost when seeking to implement a whole-of-university approach to Indigenous student support.

The following member comments were extracted from the member survey and provide members general comment on the possible and actual impacts a whole-of-university approach has or may have upon staff. Comments have been redacted where necessary to ensure individual member privacy.

» Unsure. Although collaboration offers staff within the central unit to network more broadly which may open doors and opportunities?

» uncertain

» Although I think it should be positive overall, staff have met with XxXx to request professional development money ($2000) be attached to all new Indigenous positions (including staff undergoing the review) we have recently requested the NTEU assist xxxx xxxxxxx centre with stats and info on other universities com-mitments to professional development in terms of additional allocated funds attached to their positions. We still await the NTEU’s assistance here

» Can it get any worse than the present? I hope not!

» If used good then this would be a positive for career progression. It can be used as bad though in not recognising that community engagement is a skill and a life style, there is no career tag that you can put on this

» see answer to 11, there is also dialogue about general staff PD opportunities being made specific to Indigenous staff...


» I have purposely taken on a different role that means I can work in the main-stream, as I am uncertain of career progression with in my unit. It’s almost as if I can see the writing on the wall. However I can’t quite make out if management were looking after my career options or getting me out of the way so I don’t make a fuss....

» Not sure

» We break ground each person that gets across the line and forges new identities because of career aspirations and goals. The doors are open for not one by one but many people to walk through - the strength is the connection to culture and the ultimate pursue to find ones culture in a complex ever changing society with strong undercurrents of cultural shifts.

» If Aboriginal staff are treated exactly like other staff they would have more opportunities to complete training, professional development and would have interaction with a wider range of staff and people in general, it is not good to make Aboriginal centres enclaves and prevent staff from obtaining a wider range of experiences

» Not too sure about this one... we’ll have to wait and see, but some staff who now have centralised positions will have other work options become available to them as a result.

» Could progress to higher levels of employment if we are tossed into mainstream positions although i doubt it!

» Uncertainty has led to anxiety; the perception of casualisation is extremely unhelpful and deeply concerning.

» Can’t see a pathway for progression

» Xxxxxxx xxxxxxxxxx has an Indigenous Academic Promotional program for both Aboriginal and non-Aboriginal academics working at the Institute to provide the Academic promotional program to a social justice program.

» As I stated previously. Indigenous staff will be measured against non-Indigenous staff. This will impact on career progression as other employers required less aca-demic qualifications for more money. It will be a bumpy ride as we mainstream Indigenous education.

» Again, it will depend on how this is structured.

» Opportunities for professional development and career progression can only come if Indigenous staffs are treated with respect and the universities actually practices fair and just treatment of their Indigenous staff members.

» can’t imagine it will help



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Q9. Please provide detail below on specific example/s that a ‘whole-of-university approach’ will have/has had on you or other Indigenous staff.



» It will increase xxxx staff employment - will reduce racism and more xxxx staff are employed in mainstream areas and with the introduction of the cultural awareness compulsory training for all new staff and all unit teams over the life of the xxxx and ongoing increases in Indigenous employment across the University will mean a stronger network of employees and shared culture inside the University and increase our diversity index.

» decrease in staff morale due to the lack of information provided on secure employment and non-Indigenous approach to education.

» All Indigenous support staff have been retrenched.

» It will cause conflict between trying to deliver culturally appropriate teaching to Aboriginal and Torres Strait Islander students and other non-Aboriginal Students. The belief from Faculty staff that Aboriginal staff should be more involved in providing curriculum and teaching and cross-cultural awareness programs to other students and staff

» As previously said, it means we can push back when Faculties try to put all things ‘Aboriginal’ back to the unit.

» Take load off staff i.e. all faculties running sessions for Indigenous open days and faculties being proactive in putting on events which would be outside the capabilities of our xxxx Indigenous xxxx Unit

» The review of Indigenous issues from Curriculum to staffing at xxxx was at least done with xxxx Indigenous staff discussing the review finding and making necessary changes. Indigenous consultation was high and wide amongst Indigenous staff. Staff se the review of being able to make a great contribution to the students, community by have better internal job opportunities (using their qualification to teach and research) rather than only being able to provide pastoral care and support. Moving out from under ‘student services’ to being aligned only to the Dean of xxxx is a great change. Allow our centre to be viewed as something more than just a pastoral centre...

» If universities are truly serious about taking a whole of university approach why don’t they implement all of the recommendations from the Indigenous Higher Education Review and the internal Indigenous Programs and Support Reviews that have been conducted over the past decade! We are tired of all the rhetoric and its time for action!

» ‘Whole-of-university’ will be and is misinterpreted as meaning anyone can do business relating to Indigenous peoples anytime anywhere. Ensuring WoU doesn’t become a further burden on Indigenous staff should be a priority of this approach. In order to ensure that, there needs to first be recognition of culture strengths and race-based issues. I left full-time employment with a University because my expertise as an Indigenous PhD-holder was not valued; it was as if I were to play puppet (or Muppet) to existing curriculum about Indigenous peo-ples. I identified deficiencies in the curriculum, communicated these through the appropriate channels, but despite my capacity to play by the rules & implement curriculum at the same time as being highly constructively critical of it to the right people, my perspectives & expertise were ignored. This particular university could well say they were implementing a whole-of-university approach by hav-ing non-Indigenous academics control (write, design, coordinate, lecture, tutor,

mark & moderate) Indigenous Studies curriculum, when in fact what they are doing is replicating the colonial legacy of White power to define who we are.

» there is a high level of potential for Indigenous staff who were/are appointed into positions specifically relating to Indigenous access and Indigenous student academic and pastoral care support will be re-directed into areas which provide similar (but not the same) service provision. In this way they will suffer high levels of job dissatisfaction, they will become responsible for ‘educating’ all other staff in those areas, and their cultural knowledge will not only be devalued, but will hold no economic value for them.

» It is possible that a whole-of-institution approach (including such things as staff development for non-Indigenous employees) may reduce racism

» As a standalone Institution, it can open the door to integrate the unit into mainstream.

» By moving to a whole of university approach there has been a diffusion of staff and experience - nobody knows what’s going on - and nobody seems responsible

» Indigenous academic staff are not treated the same as non-Indigenous academ-ics. At XXX we don’t have academic workloads and we should have - legally, morally ethically!

» It will increase our workload and decrease our community involvement

» well the Indigenous unit has nothing to do with the mainstream staff, and the Faculties just say we are great we have Indigenous staff, it means nothing

» Less input of Indigenous staff voice. Promotion of non-Indigenous staff

» employment pathways, solidarity

» All indigenous staff xxxx have been consulted and meetings are regularly held to discuss the Review with Dean of xxxx.

» I’ve seen nothing yet.

» University staff have applied for a major funding grant to deliver xxxx programs into high schools. There was no Aboriginal inclusion or consultation of Aboriginal University staff even though we are in the same building. the funding does not state that a Aboriginal person is to be involved in the delivery, but only to have an advisory

» I have previously worked in a mainstream role, an Indigenous space within the University and currently in another mainstream role. I see the ‘whole-of-univer-sity approach’ far more beneficial as do other Indigenous colleagues as we have a positive influence on incorporating Indigenous perspectives into the whole of the university and we are even seen as role models for other Indigenous staff as we incorporate our skills and knowledge along with our cultural knowledge and educate non-Indigenous staff and students alike from all over the University in our everyday interactions.

» Currently working towards a University Indigenous xxxx Strategy - there are good opportunities for positive outcomes for Indigenous staff...but as yet to be able to provide detail because implementation will begin to occur in 2014...

» More inclusion into teaching and administration in the University in order to make it more inclusive, less exclusionary and inappropriate.

» As an Aboriginal professional staff member in a mainstream senior role I feel I offer more than just professional skills to the organisation but to my mainstream colleagues whom many have had limited interactions with Aboriginal people. It provides for a dynamic environment where ALL involved are learning from each other.

» Limited Indigenous staff, so likely increase in expected workloads.

» Disjointed approach to supporting other areas with curriculum development or cultural competency. Turf wars. Competition for scare resources and staff.

» At this university I believe the version of “whole of University” means main



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streaming. Diluting the Indigenous Units capacity to deliver services as a cultural identity within the university.

» Consideration in all the programs and syllabus content. Needs a focus

» Students will benefit as they will have the opportunity to experience engaging with other diverse groups as will happen in the workforce rather than only en-gaging with Indigenous support staff and other Indigenous students, the current model of support units is disempowering for students.

» The change management process was appalling - no consultation, lack of cultural competency in the process although ironically the Indigenous Centre has been “transformed” in to the xxxx.

» As we have an employment strategy that is getting results, we are looking at larger numbers in mainstream areas. We may see a work place that has more Indigenous workers in many different departments, thus the whole of uni ap-proach may be a positive effect. I don’t have specific examples really (see above) other than a swell in numbers at the Uni reflects a positive change. Our xxxx has also been used as a weapon but if there is a decentralisation will that mean we will lack the confidence to do this as we are not in a group.

» Networking with other indigenous staff across different areas

» The xxxx Employment strategy will be used to focus on disjointed relationships between xxxx staff and non- xxxx staff. Staff will be lost from Indigenous specific areas, cultural safety for xxxx staff will disappear, the employment strat-egy will be put aside in favour of the broader university wide strategies which promise ‘inclusive’ staff environment but will subsume xxxx into multicultural. It will be used as a means to drop staffing targets and attempt to drop xxxx from EB negotiations

» The institution will make decisions on behalf of Indigenous staff and students. Currently, there is no consultation with the IEU on developing/implementing a whole of university approach. It will be reminiscent of ‘mission management’ I fear.

» greater opportunity to interact with like minded scholars will enable more opportunities to teach and undertake research; less likelihood of having to endure lateral violence; greater opportunity to be valued and respected across the University

» Two xxxx board from the VC asking about reconciliation action plan and what the opinion is about the UNI not having one or complying ---- the start of a conver-sation that perhaps may have helped to foster a whole of university approach and provide guidance and expectations about ways of being and becoming ‘core business’ in university.

» - Questionable job security. “Where do I fit”. - Too many “managers”. Who do you report too. - Difficulty adapting current xxxx to fit in with other departments. More processes, time delays etc

» The university has appointed a high level bureaucrat and given that person all the power in a way that does not happen anywhere else within universities - it is just not part of the culture. We are not a people that respond very well to authoritarianism, we are extremely democratic in our approach to developments and change. It makes everyone unhappy, uncertain and is not productive.

» A wider university approach would remove the current hold that the Aboriginal Dean/Director/Manager has over the Aboriginal staff and would provide a wider range of opportunities for staff and students by preventing the opportunity to bully and ostracise particular staff members or students. This is far too common within the confines of a centre.

» It seems that the Indigenous Centre is now process-driven rather than outcome-driven.

» With an already small staff number, we lost one position and had another centralised. In a very short time period of being centralised, the original staff

member left the university. Since then, we’ve had about xxxx different people come through that position, so there is definitely something not quite right there.

» Staff are feeling uneasy about the changes that are about to be implemented. We also feel we are being ousted from our Indigenous College that we ‘choose’ to work at and being blended into mainstream. It feels like we will not have any interaction with Indigenous students or we will field ALL Indigenous inquiries that the non-Indigenous staff will forward to us because they don’t feel comfort-able to deal with Indigenous inquiries.

» This process has led to lateral violence within the Indigenous enclave where leaders are concerned for their own positions and budgets and the underlings are on the receiving end of some horrible treatment, bullying, mobbing, gener-ally supported by an adversarial complaints process within HR.

» We are expected to deliver in the mainstream environment and where we can, to maintain our support of indigenous education and research. We end up having to double our effort to achieve satisfactory PMDR’s.

» A ‘whole-of-university approach’ will be positive as it would help non-Indige-nous staff and students to understand more about Indigenous culture. However ‘main-streaming’ services would be harmful as our unit is a place where students can go that is ‘culturally safe.’ I would like to know if xxxx staff are going to be employed in positions that are specifically created to support xxxx students within faculties and divisions.

» The xxxx officer was/is part of the whole Equity program for the University instead of concentrating on Aboriginal & Torres Strait Islander employment and related issues.

» Marketing and recruitment. Being able to get out into the community without having to justify why we are doing this instead of Marketing. We do have an Indigenous recruitment officer but I feel that his role and the role of the Indig-enous Support Officer are similar in a way but are also completely different.

» Lack of career direction; lack of recognition for Aboriginal and Torres Strait Islander knowledge; Indigenous clients with non-Indigenous people who have no understanding

» I see Indigenous units being mainstreamed into specialist area i.e. Indigenous student support being placed in mainstream student support.

» We are experiencing a process where the University is trying to enrol our HDR students into the faculties directly, this undermines the Academic integrity of the Institute and the Aboriginal Knowledge systems already in place at xxxx

» All Indigenous student inquiries are direct to the Aboriginal Unit rather than being dealt with by other staff at the University.

» Indigenous students/clients remain un-serviced by the Institution.

» They have taken our ideas & initiatives and used them without any acknowl-edgement.

» Opportunities to coordinate activities across campus for all Indigenous students to provide information, workshops, sharing, ideas and meetings. This includes having a recognised space for Indigenous students, staff and community to meet such as a dedicated building that is planned, designed, and built with our communities input.

» I have worked as a Director of an Indigenous Centre and now in a mainstream academic role. Many Indigenous staff will struggle in mainstream roles.

» If the university took on a ‘whole-of university approach’ I think each campus would be able to work better collaboratively on aiming for the same goals. I don’t feel as though our Indigenous Support Units are connected. They feel very much like silos at the moment. Stand alone entities fighting for a voice in a very big university.



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» We have, for the past year, sought to employ a community liaison/partner-ships officer to raise awareness in the community of the programs that we run. However, this has been rejected three times by the Senior Leadership Group (this may have something to do with the incompetence of our manager in being unable to articulate the difference between his position and the proposed role). Nevertheless, all staff at the Indigenous centre believe it a crucial role for the Centre and the local community. Because of this resistance, we have had to advocate for this through, rather ironically (as a WoUA), the RAP. It remains to be seen whether or not this will come to fruition. Therefore, I think a WoUA will mean continued criticism of low Indigenous cohort numbers (and therefore pos-sible cause for a reduction in Centre functions), whilst not supporting the Centre with the resources it needs.

» Other staff in the university develop skills in working with Indigenous students and staff and this lightens the load on Indigenous staff making the time available to be more focused on tasks at hand. Broadens capacity to service Indigenous students, staff and community which is terrific!

» Not sure, hasn’t affected me much.

» I would imagine that a whole of university approach would entail identified positions being created in other parts of the university so that the cohesion and atmosphere of the Indigenous Education unit would become loser and diluted because it would be spread out instead of being focused as it is now.


Introduction

Questions in the second section of the member survey sought to establish member perspectives, of the possible effect a whole-of-university approach may have on Aboriginal and Torres Strait Islander students enrolled and/or seeking to enrol at university. In seeking to gather member perspectives on the effect this approach may have on Indigenous students, questions were devised to gauge member understanding of the:

● The overall effect on students – positive, negative or otherwise.

● The consequences of this approach on students in the following sub-categories:

● Access to an appropriate study environment

● Access to appropriate pastoral support services

● Access to appropriate academic support services

● Study/community/family/work and life balance

● Continued ability to access university study as an educa-tional pathway option.

● Sourcing comment for members on specific potential/actual impacts on Aboriginal and Torres Strait Islander students.

It is important to state that the following responses and opinion were sought specifically from NTEU Aboriginal and Torres Strait Islander members. Sourcing response and opinion from Aborigi-nal and Torres Strait Islander students on a whole-of-university approach falls outside of the NTEU jurisdiction. It is hoped that the responses and opinion provided by NTEU Indigenous members/uni-versity staff can be utilised in potential future research on the affect of the whole-of-university approach on Aboriginal and Torres Strait Islander students.

The graph below (Table 18) provides a colour-coded, generalised graphical overview of member responses to the following three questions and five sub-questions, showing only the generalised highest response for each question.

Table 18 – Generalised Highest Overall Member Response for questions in Section Three

Q10. Any move toward a ‘whole-of-university approach’ for Indigenous student support services and/or the institution’s Indigenous Education Unit will impact current and future Indigenous students.


The first question relating to Indigenous students and whether a whole-of-university approach would impact upon them and/or the Indigenous Education Unit/Centre, 87.2% of members surveyed indicated overwhelming agreement.

A total of 4.7% disagreed with the proposition that a whole-of-uni-versity approach would impact students and the Indigenous Educa-tion Unit/Centre; while 8.1% remain unsure as to if this approach, it implemented, would have effect upon the students and Education Unit/Centre.

SECTION 3: WHOLE-OF-UNIVERSITY APPROACH – STUDENTS



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Q11. If a move toward a ‘whole-of-university approach’ for Indigenous student support programs and/or the role of your institutions Indigenous Education Unit is implemented at your institution, will this have a positive, negative or no impact on Indigenous students?


In seeking member opinion on what type of impact a whole-of-university approach would have upon Aboriginal and Torres Strait Islander students, the majority of members are almost evenly divided, with 45.3% indicating a positive impact, while, 46.5% sug-gested a negative impact, while 8.1% remain unsure as to the type of impact a university-wide approach would have on students and the Indigenous Education Unit/Centre.

To gain further insight into member opinion into the potential impact a whole-of-university approach may have upon Indigenous students and the Indigenous Education Unit/Centre, members were invited to provide their views and comment on five sub-questions in Section 3.

The sub-questions relate to student access to an appropriate study environment, access to appropriate pastoral support services, access to appropriate academic support services, maintaining a balance between study, community, family and work responsibilities and the continued ability to access university study as an educational pathway option.

Q11A. Access to an appropriate study environment

Table 21 - Detailed member response to question 11A

Provision of access to an appropriate study environment proved to be closely divided between both members surveyed and positive / negative implications for Indigenous students.

With 41.9% / 48.8% split between positive and negative impact respectively, it would appear that while negative opinion is slightly higher, over forty percent of members indicate cautious support for access to appropriate study environments under a whole-of-university approach.

The comments below are examples of positive expectation, whilst espousing the need for caution:

» This should be a positive impact if the intent is used well, but if the specific needs are not identified for Aboriginal people then it becomes an exercise of assimilation

» It could be a positive impact if there was a strategy and sufficient Aboriginal leadership in this.

Alternatively, comments from members that feel a whole-of-university approach would have a negative impact, also expressed concern. In particular, with respect to the relationship between existing facilities in the Indigenous Support Unit/Centre and the move to transfer responsibility for student support to mainstream services.

» I don’t know, but I fear that the amount of space and staffing given over to specific pastoral and academic support for Indigenous students will be greatly reduced.

» Facilities for Indigenous students are still available, e.g., common room, com-puter lab - but no Indigenous support staff.

Review Recommendation 10 states clearly the need for faculties and mainstream support services to have primary responsibility for sup-porting Aboriginal and Torres Strait Islander students, backed up by Indigenous Education Units.

When viewed through the lens of a constricted funding environ-ment, it can be easily imagined that duplicating student support resources could be seen as unnecessary. While member opinion is closely divided, management decisions regarding the impact on existing resources and facilities, which have been funded/paid for by Indigenous specific funding for Indigenous students, should be carefully considered.

A new approach to supporting Aboriginal and Torres Strait Islander students should not come at the expense of existing, culturally ap-propriate study environments.

The following member comments were extracted from the member survey and provide members general comment on the possible and actual impacts a whole-of-university approach has or may have

Did you know? Aboriginal and Torres Strait Islander Students

By broad field of education, in 2012, the three most preferential areas of study (by highest commencing and overall enrolments) were:

1. Society and Culture: 1,848 commencing/4,061 overall students.

2. Health: 1,042 commencing/2,532 overall students.

3. Education: 949 commencing/2,225 overall students.



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upon staff. Comments have been redacted where necessary to ensure individual member privacy.

» Facilities for Indigenous students are still available, e.g., common room, com-puter lab - but no Indigenous support staff.

» At present the Indigenous areas are denuded of equipment and people

» the current system is so entrenched in racist attitudes if anything the main-stream staff will suffer more

» Currently some Indigenous study areas are no longer staffed

» As part of the review one of the recommendations is to provide an indigenous centre and space Plans are underway to have this included in the new planning arrangements for the city campus

» I don’t know, but I fear that the amount of space and staffing given over to specific pastoral and academic support for Indigenous students will be greatly reduced.

» this should be a positive impact if the intent is used well, but if the specific needs are not identified for Aboriginal people then it becomes an exercise of assimila-tion

» We have purpose built spaces for Indigenous peoples and this wouldn’t change with the introduction to a ‘whole-of-university approach’

» University appears to understand the importance of cultural safety and cultural space...and the delivery of relevant and accessible programs from that space

» There are a limited number of mainstream Aboriginal and Torres Strait Islander students who access the Centre on a daily basis. All block mode students access the facilities; however numbers are slowly dwindling due to the toxicity within the Indigenous Centre.

» NEGATIVE - At minimum students expect easy access to tute rooms (private study spaces), free printing and a cup of tea.

» Build capacity no value placed at the site and limited discussion about the future - Growth region xxxx. how is .5 low level position expected to cover the strategic direction and scope for ongoing student services and equity for Indigenous students xxxx)

» It could be a positive impact if here was a strategy and sufficient Aboriginal leadership in this.

» Enable a full array of support services, trained staff and access to services for, professional development, pastoral care, tutoring, mentoring and academic student assistance, study plans, enriching academic experience as a 360 degree process.

» If dedicated spaces were consistent on all campus’ the Indigenous students would feel welcome/at home regardless of which campus they attend.

» Whose responsibility will it be then?

Q11B. Access to appropriate pastoral support services

Table 22 - Detailed member response to question 11B

Consistent with findings in the previous question on Indigenous student support sub-question, responses from members are virtu-ally evenly divided on the question of access to appropriate pastoral support services.

With a marginal difference of 2.3% between member responses on a positive or negative impact, it is too difficult to ascertain a clear opinion on how access to pastoral services will affect Aboriginal and Torres Strait Islander students.

A member comment favouring a positive impact arising from a whole-of-university approach cites the ability for Aboriginal and Torres Strait Islander staff to provide appropriate pastoral support, backed up by mainstream academic staff providing academic sup-port and the potential for positive cultural interaction arising from those interactions.

Alternatively, member comment alluding to potentially negative connotations for student pastoral support detailed the following examples:

» We know from lots of research that role modelling is important, but we also know that culturally appropriate support is essential to success. My guess it will take time to transition as the mainstream won’t be able to keep students study-ing like the Units do.

» Negative impact as other staff do not have experience, training or culturally appropriate skills to assist our students

Any argument over the virtues of choosing to preference either aca-demic or pastoral support for Aboriginal and Torres Strait Islander students risks overlooking the essential synergy that exists between the two.

As part of a whole-of-university approach, the importance of pasto-ral support must be viewed on par with the provision of academic support. Currently, Indigenous Education Units/Centres are in a unique position to maintain and provide culturally appropriate pastoral support services.

To attempt to relocate culturally appropriate support services into mainstream support services runs many risks and if not imple-mented appropriately, could see a significant reduction in students seeking support.


» this may be the problematic area if The Report is interpreted as moving support into faculties, rather than that measure being in addition to current support



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» negative impact as other staff do not have experience, training or culturally appropriate skills to assist our students

» mainstream staff survive with no access to pastoral support

» not sure

» Positive in that our staff only has the skills to provide this so they can continue to do so and students can receive academic support from academics instead. Pastoral support is useless unless it is combined with the academic support with programs and skill building initiative to ensure academic success. Faculties and schools are becoming more culturally competent and providing these services anyway

» Potentially if support staff are not accessible in a culturally friendly environment - support staff need to be on the front line and highly visible during regular business hours (9-5) face-to-face and via the telephone.

» define who are our students understand the range and scope of needs - plan for individual needs through effective networks in and outside uni location

» We know from lots of research that role modelling is important, but we also know that culturally appropriate support is essential to success. My guess it will take time to transition as the mainstream won’t be able to keep students study-ing like the Units do.

» Again, the care provided needs to be consistent on all campus’

» don’t know

Q11C. Access to appropriate academic support services

Table 23 - Detailed member response to question 11C

On the question of appropriate access to academic support for Aboriginal and Torres Strait Islander students, member opinion was equally measured between both positive and negative impacts prevailing from a whole-of-university approach.

Only a slender 1.2% margin separated overall member opinion and therefore no conclusive judgement can be derived from this result. Member comment was equally polarised, with a sample of positive and negative impact statements displaying divided opinion.

» I believe positive but should have more in place within faculties/schools not just at the Indigenous central...perhaps some role models with Indigenous lecturers being given time to work within schools with indigenous students

» It depends on how these are rolled out: An academic skills unit can provide a wealth of knowledge and expertise but if there is no Indigenous lense on this then I think our students will withdraw (into themselves and, in the end, out of Uni).

As stated in the previous question, any argument over the virtues of choosing to preference either academic or pastoral support for Aboriginal and Torres Strait Islander students risks overlooking the essential synergy that exists between the two.

Programs like the Indigenous Tutorial Assistance Scheme (ITAS) provide funding to employ Indigenous and non-Indigenous tutors and has shown clear examples of successful outcomes for Aborigi-nal and Torres Strait Islander students over the many years of its operation.

While it can be argued that the operation of programs like ITAS can be successfully administered in a mainstream context, in many cases ITAS Coordinators being located within a culturally appropri-ate environment provides an additional level of cultural safety so that students can discuss and arrange tutorial requirements to meet their specific academic support needs.

To ensure an appropriate level of academic support for Aboriginal and Torres Strait Islander students, universities must seek to engage Indigenous students on how they can meet their needs and wheth-er there are avenues for partnership with mainstream academic sup-port services that could be built over time.


» mainstream staff do not have support

» not sure- how will funding be dispersed



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» The separation from the Aboriginal education and the Aboriginal academic stud-ies has already proven to be not an advantage. There is no Aboriginal advisory or checking of Aboriginal content competencies in the Aboriginal units

» Dependant on Indigenous Units/Courses which currently deliver academic sup-port for Indigenous students enrolled in those Units.

» As above, however for academic staff, consultation times need to be clearly identified communicated effectively. This will work for block mode residential workshops.

» wider academic support will be a good thing as long as the services are cultur-ally sensitive

» I believe positive but should have more in place within faculties/schools not just at the Indigenous central...perhaps some role models with Indigenous lecturers being given time to work within schools with indigenous students

» It depends on how these are rolled out: An academic skills unit can provide a wealth of knowledge and expertise but if there is no Indigenous lense on this then I think our students will withdraw (into themselves and, in the end, out of Uni).

» Talking about the career aspiration role modelling and leadership.....find out how to ask questions and learn about the environment then learning more question to ask and discover. I know no Indigenous PhD and therefore I have no conversation to guide my thoughts

» Again it could be positive but the groundwork has to be laid and the Aboriginal leadership in place.

» It depends on how ITAS and other opportunities are managed, there is no reason why students would lose support unless the university arranged it that way

» The University is currently not doing well with appropriate academic support in general

» Not sure about this. I think it might be that we will see a negative impact initially and then we will see improvements over time.

Q11D. Study/Community/Family/Work & Life Balance

Table 24 - Detailed member response to question 11D

Member opinion on the question of study, community, family, work and life balance for Indigenous students was again, not definitive.

With 41.9% of members indicating a negative impact on study, com-munity, family, work and life balance for Indigenous student under a whole-of-university approach and 38.4% of members expressing optimism for Aboriginal and Torres Strait Islander study/life balance, a clear view cannot be drawn.

With a further 19.8% of members either unsure or believing there will be no impact on students study/life balance, the need to work with all stakeholders (community, students and staff ) to ensure de-tailed discussion on how the university can best support Indigenous students before, during and after this process is paramount.

The following comments were extracted from the member survey.

» uncertain

» mainstream staff get no recognition

» I’m not sure of the work/life balance situation here. For students they now spend less time at university as more work is done online and through placements. For staff it has always been a juggling act but i expect the indigenous staff will ( especially at the centre) strongly support and argue for stronger balances in this area if it is deemed to come under threat

» Should be positive if inclusive, if negative and Aboriginal people are bypassed it will be negative. This needs to be defined more so it remains positive and not used as a excuse to not include Aboriginal people and community

» This is a challenge for human beings and one which can be more challenging for an Indigenous person. The University has things in place to equally support students of all cultures, backgrounds, etc

» Unsure at this stage.

» Would hope so - but not happening yet

» Deservability, human rights, equity FULL CIRCLE EMPOWERMENT it is not self sabotage or self doubt or self denial --- it is the way to look for opportunity NOT barriers

» For students there would need to be a support officer or academic that understood these demands on Aboriginal students and supported their needs otherwise there would be a negative impact.

» Unsure how this will impact on students however they will be not have access to Academics in the College as easily as current. We have not been advised about Indigenous Student support areas as yet and if they are physically moved then it will be a huge impact on all aspects of Indigenous student’s experience.

» Could be both positive and negative



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Q11E. Continued ability to access university study as an educational pathway option

Table 25 - Detailed member response to question 11E

While previous member response to questions regarding student support and assistance have attracted a higher negative retort than positive, on the question of Indigenous student ability to have con-tinued access to university study as an educational pathway option elicited a marginally higher positive response.

A total of 43.0% of members surveyed believe that access to university for Aboriginal and Torres Strait Islander students would remain a possibility, whilst 38.4% replied in the negative. Again, this result is not conclusive but does provide a positive expectation for Indigenous students and their ambitions for further educational attainment.


» This will depend on the persistence/patience of the student. Some are prepared to go through mainstream processes, while others not.

» If specifically targeted services are reduced - as I fear they will - this will discour-age Indigenous students to have a go at University study.

» pathways such as alternate entry programs will always be acknowledged and supported as will advanced standing

» There is a stated commitment, but again, implementation of new strategic objectives in 2014 will give a clearer idea of access by Indigenous students.

» Unsure on this question.

» it because the norm not the exception with strength in number our voice is hear.

» I think students will still access university but concerned with retention of students if support services become harder to access.

» I am not in a position to comment on this.

» Unsure on this currently....

» There is discussion about changing one of the alternative entry pathways into a fee-paying course and this will discourage Aboriginal and Torres Strait Islander people to apply

» We already offer the educational pathways and work with the University, The Institute delivery under-graduate, post graduates, Honours, Masters and Higher Degree by Research study at the Institute and delivered through the Community Based Delivery Mode

» Yeah, pathway programs will be heavily impacted. I can see that most unis

will try and use their mainstream pathways for entry. This won’t work for all students!

» don’t know

» There is good and bad examples of this. Some students are ready some a not. Recruitment by the xxxx unit needs to be improved. So those don’t fall through the cracks



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Q12. Please provide detail below on specific example/s that a whole-of-university approach will have/has had on current and potential Indigenous students?

The following comments were extracted from the member survey. Comments have been redacted where necessary to ensure indi-vidual member privacy.

» some Indigenous students do not like dealing with non-Indigenous support services, due to lack of understanding and knowledge of Indigenous cultures and customs

» Increasing staff and WoU approach within our University will enable our students to access more services from the mainstream areas and potentially ensure that mainstream areas service our students more broadly. Even though we have a unit it is important for it not to be isolated and for it to be working within the mainstream areas and with them as much as possible to service our students more fully and give them a great experience of University integration and belonging.

» community based approach to education will go out the window and students may no longer feel supported enough in their education to warrant them leaving their families/community.

» Enrolment into bridging and other courses (e.g., recruitment). No designated recruitment officer in Indigenous centre.

» If whole of university approach get proper traction and is taken seriously the Engagement unit staff will be freed up to concentrate on the core business of recruitment and retention/support. It will also force the Faculties to properly consider their role in attracting, supporting and retaining xxxx students.

» Faculties are more aware of what they can do and are able to provide services themselves instead of pushing everything back to us because it’s “an Indigenous issue”

» The role of the centre will remain providing the pastoral services where needed. Schools aim to be employing more Indigenous staff ( especially where specialisa-tion subjects are being taught) The change in the role of the centre now allows and mandates staff to be more community focused and engaged and not tied to the University centre.

» A lot has been done thanks to the tireless work of our Indigenous Support Unit and others alike - if a whole-of- university approach were taken that impact would be able to expand exponentially throughout the university to benefiting Indigenous Students to the point that they are exceeding and excelling in their undergraduate studies, but also have very clear pathway to access post-graduate studies.

» Students will feel that the university is serious in providing them with a level playing field.

» All of the above responses of “positive impact” are selected from the premise that WoU is done appropriately, I am not confident that this will widely be the case in universities across Australia.

» They will be sent out into the foreign environment to sink or swim. Lecturers will apply irrelevant standards which have no cultural understanding basis. Distance from home and family, and pressing issues around academic performance, access to attendance, rent, money, and food - the entirety of student points of anxiety will be exacerbated and they will leave feeling that they have failed.

» If correctly implemented, there should be more of a sense of belonging

» Students don’t know who to go to for what and many of the pastoral care services that don’t fit a particular item such as ITAS are no longer being done

» there seems to be a back lash (dare I say it, blacklash!!) against our students

needing our own services and the move is to lump us in with the “other problem-atic students”

» If Indigenous students do not have a good experience of caring and individual tuition then they will become disheartened and leave. They will return to com-munity and the university will have a negative name because it didn’t care for the individual well and other Indigenous community members will not enrol in the tertiary sector.

» post grad students are funnelled into the Indigenous unit and outcomes are poor, mainstream staff are not given the opportunity of being supervisors

» One person cannot handle all Admission and Special entry enquiries and still give the support they were giving previously

» Student room and immediate access to staff

» I believe with the raft of indigenous specialisation course available, student will be attracted to those courses where there are indigenous content being taught by indigenous lectures and tutors. Elders cohort ( many not only one)on campus in REAL roles and not tokenistic roles supporting indigenous staff, students and contributing to University debate on indigenous matters will be a great for students, staff and their respective communities. Currently we have student rep-resentation (TAFE, undergrad and post grad) at the xxxx meeting chaired by VC representative the xxxx. This committee has xxxx indigenous people from xxxx and two external indigenous reps and xxxx and xxxx non-Indigenous senior staff.

» As a Aboriginal staff member delivering Aboriginal programs there is already less engagement of other facilities who have Aboriginal students. I don’t see the students until there is a problem and I often do not even know the Aboriginal student has withdrawn or failed

» Personally I think it will improved outcomes considerably

» The embedding of Indigenous perspectives within the curriculum will act as a counter force to the assimilatory pull of professional degrees and the parallel assimilatory cadetships, graduate programs etc. that Indigenous students are being drawn into.

» In the current situation not be whole of university approach, staff have limited accountability or responsibility and despite the low enrolment numbers support staff are not servicing prospective students and a significant number of students have missed opportunities to gain entry - staff were not taking responsibility for alternative entry.

» Makes non-Indigenous staff more culturally competent & likely ongoing benefit for students

» I believe that a WoU approach makes it unlikely that a community of academic and professional staff emerge. Consequently, students are less aware of op-portunities and support.

» many faculties who do not teach Indigenous related topics, or have many Indig-enous students do not understand Aboriginal culture and community and the impact that things like sorry business can have on a student’s ability to attend class and complete the work. A greater awareness of Aboriginal cultures will assist in a more culturally sensitive university environment.

» Harder for students to negotiate entry and support in the university if everything is spread out across faculties and departments.

» If the student room is removed there will be a loss of community on campus and loss of students supporting students to stay

» Able to organise and see where support is needed.

» This is still unfolding - many difficult issue to navigate and areas that were “won” e.g. dedicated teaching spaces have now been mainstreamed - we are back searching for suitable spaces for teaching in this mode.



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» Pathways into university will be subsumed into mainstream prepatory programs, students will have to fend for themselves in a distinctly alienating environ-ment, low SES applicants will have no chance, particularly as our university is reinventing itself as delivering elitist education for those who are considered the “brightest & the best” i.e. those whose parents money glints brightest in the eyes of the university.

» Student support will be mainstreamed and there is no guarantee that non-Indigenous student support officers can/will have the necessary cultural knowledge to assist our students in an appropriate and respectful way.

» greater exposure to diverse range of views and support mechanisms; higher expectations of achievement; better role modelling; wider choices re: course/program selection

» this survey to vent and a distance feeling of acknowledging that this may con-tribute the ongoing HONEST discussions about the current stage of play

» - Re-location of support services away from areas where students feel comfort-able. Harder to access support services. - Loss of identity for students, loss of a place where they feel safe and supported

» It will depend on the commitment of the individual university

» I saw an Indigenous student fail an exam because the Indigenous Centre did not want to provide her with a $25.00 calculator.

» It could potentially scare off potential students and current students will not have the support they have now from Indigenous staff face-to-face assisting them with the smallest to the biggest problems. I feel it will be a very cold expe-rience that will lose students who need us to nurture them through their studies and also support them through personal issues they are facing at home.

» The approach has reduced the negative impact of nepotism and cronyism.

» Many indigenous students require the cultural safety that a specific indigenous unit provides to enable them to transition to mainstream academic units (facul-ties etc.) This is similar for new indigenous academic staff; they require a cultural space to retreat at certain times. Mainstream units fail dismally in providing that kind of support.

» Increased number of Indigenous staff and students would be very good. Letting potential students seeing more staff and students in other areas than Indigenous Education Units is very positive as it may attract more students (& staff) as they see that other Indigenous people are there

» Students who come from backgrounds of lower OP’s will not have the strong support & advocacy that they currently have in this institution. As a result they will be exposed to higher levels of attrition.

» They would feel that they are able to come into the office more and feel a sense of belonging oven though they do but more.

» Support unit may cease to exist students see the units as safe environments to study in.

» xxxx offers a unique program through the institute the difference delivery is the reason why we have students come here, that is our strength, The Institute is 26 years old and still growing strong.

» Indigenous students will benefit from having access to all university funding as well as specific Indigenous funding which supports additional services such as ITAS.

» less enrolments as less xxxx staff to encourage and or market Higher Education to the Indigenous Sector

» Specialised recruitment pathways, specific academic advice and pastoral care will be compromised.

» When other Indigenous people here that our university is providing Indigenous

students a positive and supportive environment they will feel confident and as-sured to take up study at our university. Including having a recognised space for Indigenous students, staff and community to meet such as a dedicated building that is planned, designed, and built with our communities input e.g. The xxxx

» Pathways will be heavily impacted

» If the uni had a ‘whole-of uni approach’ then the students would know that regardless of where they are they will receive the same positive encouragement and support services regardless of which campus they attend, particularly if the program of study they are undertaking is split between campus’

» I believe it will lead to a non-specialised and thus ineffectual approach to student recruitment and curriculum delivery, the loss of culturally safe student support mechanisms and the inability of staff (professional/academic) to meet the needs of individual students due to a lack of personal familiarity.

» It adds to what is available. It does not take away. In my university other areas have been made to ‘step up’ and the Indigenous centre is working more across the university and with other areas in more collaborative ways. It is like market-ing realise they need to include marketing to Indigenous students, scholarships are more focused, even the Alumni Office is looking at the influence Indigenous Alumni could have as local heroes! It is having positive impacts and not taken away or devalued the Indigenous Centre. We are seen as contributing to the university in a much positive way and not just seen as the Indigenous support centre who ‘only supports Indigenous students’.

» I’m not sure I don’t work with students

» At the moment the Indigenous student centre offers the students somewhere to come together, it offers student services they would not otherwise be able to ac-cess. It acts as a student hub from which students can develop strong networks and where mentoring can take place easily.

RECOMMENDATIONS 1. That the Federal Government does not repeal, subsume or com-

bine any of the current suite of Indigenous higher education pro-gram funds into mainstream student support program funding; particularly under the guise of a whole-of-university approach to Indigenous student support.

2. That universities acknowledge and adopt a ‘whole-of-communi-ty’ perspective when seeking to implement a whole-of-university approach. As part of this concept, university management must work with all stakeholders and view community, students and staff not as individual silos, but as a single community. What impacts upon one community member, will undoubtedly impact upon another.

3. That universities, who are seeking to implement a whole-of-university approach for Indigenous student support, convene at the earliest opportunity a high level advisory committee with membership comprising all stakeholders or their representatives.

4. That the Federal Government Department with responsibility for Indigenous Higher Education, implement an immediate informa-tion dissemination and awareness campaign for community, students and staff, providing detail on all recommendations from the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander Peoples, in particular Recom-mendation 10.

5. That university management open and maintain appropriate, respectful and effective lines of communication with all stakeholders to a whole-of-university approach. This approach will al-low for community, students and staff to have meaningful input and ownership throughout the process.

6. That Universities maintain specified Indigenous and mainstream funding lines that pertain to Indigenous and non-Indigenous stu-dent support, within the control of Indigenous Education Units/Centres and the equivalent mainstream University Student Sup-port equivalence. This will ensure appropriate lines of accounta-bility and acquittal, whilst adhering to the funding requirements detailed in the goals of the National Aboriginal and Torres Strait Islander Education Policy (AEP) .

7. That University management and the Union work with Aborigi-nal and Torres Strait Islander Academic and General/Professional staff to minimise negative impact on workloads, morale, work/life and responsibility to Community, and discuss possible op-tions for security of employment, career progression and profes-sional development. Ideally this should occur prior, during and after implementation of a whole-of-university approach.

8. That University management work to assist Aboriginal and Torres Strait Islander students to minimise any negative impact on ac-cess to appropriate study environments, pastoral and academic support service. Universities should also ensure that students are aware of all current support to allow students to attend to Family, Cultural, Community and employment responsibilities.

REFERENCES2011, Australian Bureau of Statistics (ABS), Census Data: http://www.abs.gov.au/

2012, Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People: Final Report: http://www.innovation.gov.au/HIGHEREDU-CATION/INDIGENOUSHIGHEREDUCATION/REVIEWOFINDIGENOUSHIGHEREDUCATION/Pages/default.aspx

2012, NTEU National Council Motion C2_a: Mainstreaming Agenda_Australian Universities

2013, Depart of Innovation, Higher Education Staffing Statistics Data: http://www.innovation.gov.au/highereducation/HigherEducationStatistics/StatisticsPublica-tions/Pages/default.aspx

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