Elements of Leading Practice


The report provides a framework of leading practice (Chapter 4) in the form of key elements of leading practice either currently being employed or recently initiated in Australian universities. Key aspects of this framework are:

No.IssueElements of Leading Practice
1.Early Indigenous student engagement
  • Targeted programs such as the More Aboriginal and Torres Strait Islander Teachers' Initiative (MATSITI) which seeks to increase the number of Indigenous teachers in schools
  • Strengths based approach to Indigenous student participation (Stronger Smarter Institute)
2.Outreach and aspirational programs
  • Early testing and positive experiences of university through summer schools and winter schools
  • Specialist outreach information sessions and awareness raising programs that define pathways early
  • Dedicated outreach programs underpinned by industry and philanthropic support
  • Changing community perceptions to assist the likelihood of university participation
3.Targeted student and community outreach programs
  • Recognising and valuing the role and assets of Aboriginal and Torres Strait Islander communities in integrated practical and symbolic ways to strengthen community ownership and involvement
  • Engaging with Aboriginal and Torres Strait Islander communities to create transition pathways
  • Adopting a holistic approach to community engagement
  • Creating high profile centres that support Indigenous students and community engagement
4.Preparedness pathways and enabling programs
  • Aspirational programs linked to community and student outreach
  • Indigenous youth based mentoring programs (e.g AIME)
  • Merit based programs that support and enhance the skills sets of talented students (Aurora)
5.Targeted student case management and skills development
  • Dedicated skills assessment, programs of support and skills development and monitoring of progress
  • Employment of a dedicated student case management team
  • Early intervention and development of an academic skills base
6.Mentors and tutorial assistance
  • Development of a dedicated student enabling and support unit within IEUs
  • Continued engagement with programs such as AIME and The Aspiration Initiative
  • Providing ITAS to all Indigenous students in the first year of study
  • Involving elders and community leaders to foster community and family support
7.Blended delivery for remote student access
  • Development of dual sector outreach
  • Blended delivery models providing consistent and successful pathways
  • Programs that identify knowledge strengths for regional and remote students
  • Additional programs within VET and dual sector institutions that specifically target university readiness
  • Assisted travel and accommodation
8.Finances and employment pathways
  • Targeted philanthropic and non-government scholarships that enable Indigenous women who are primary carers appropriate resources that enable flexible solutions to parenting responsibilities
  • Targeted student support for relocating Indigenous students either through mainstream commercial accommodation and other services or through dedicated community college places
  • Linkage with the growing range of Indigenous scholarships and cadetship programs
9.Life cycle approach
  • Development of student pathways to employment through cadetships and commercial partnerships
10.Policy contexts and strategies
  • Evidence based programs that engage Indigenous knowledges
  • Implementation of regularly reviewed Indigenous Education Strategies
11.Governance – Whole of University approach
  • Development of dedicated Indigenous Education Strategies
  • Development of integrated governance
  • Targeted Key Performance Indicators
12.Indigenous Education Unit foundations
  • Building on the foundations of IEUs to develop strategies
  • Transforming governance to include senior Indigenous representation in governance
13.The value and role of Indigenous Knowledge Centres
  • Development of IEUs into Indigenous Knowledge Centres
  • Development of business models for the transition of IEUs
14.Cross cultural competency
  • Develop targeted programs of cultural competency
  • Provide opportunities for continued cultural competency