ORCID Profile
0000-0003-2491-4205
Current Organisation
Griffith University
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Studies of Aboriginal and Torres Strait Islander Society | Aboriginal and Torres Strait Islander Health | Other Studies in Human Society | Aboriginal and Torres Strait Islander Law
Aboriginal and Torres Strait Islander Health - Determinants of Health | Aboriginal and Torres Strait Islander Development and Welfare | Law Reform |
Publisher: Routledge
Date: 08-05-2018
Publisher: Informa UK Limited
Date: 02-10-2022
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Routledge
Date: 05-10-2020
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Nature Singapore
Date: 2019
Publisher: Springer Singapore
Date: 2018
Publisher: Routledge
Date: 05-10-2020
Publisher: Routledge
Date: 05-10-2020
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_7
Abstract: This chapter draws on our experience facilitating the National Indigenous Research and Knowledges Network (NIRAKN) capacity-building workshops. During these workshops, we continually heard what we refer to as “the three myths about what an Indigenous HDR student ought to be doing”. The three myths are that an Indigenous HDR student needs to be: (1) supervised by an Indigenous supervisor (2) using Indigenous research methodologies and (3) researching Indigenous issues. Following these workshops, we sought to understand the needs and experience of Indigenous higher degree by research (HDR) students and supervisors of Indigenous HDR students. Informing this chapter are group discussions, written responses and surveys conducted with Indigenous HDR students ( n = 66) and supervisor of Indigenous HDR students ( n = 33). In this chapter, we argue against these myths to demonstrate that discipline expertise and/or methodological expertise is the most important variable that determines how all HDR students are paired with supervisors. We also argue that it is harmful and racist to expect Indigenous HDR students to use a prescribed methodology that is race-based. And that, the assumption that Indigenous HDR students should be researching Indigenous matters rather than their own research interests is problematic.
Publisher: Routledge
Date: 05-10-2020
Publisher: Springer Nature Singapore
Date: 2019
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_8
Abstract: Throughout this book, we have shared our experiences of conducting capacity-building workshops and undertaking research about the needs and experiences of Indigenous HDR students in Australia. In total, we heard from 147 participants which included 113 Indigenous HDR students across Australia and 34 supervisors of Indigenous HDR students. The insights received from both Indigenous HDR students and supervisors revealed that there are still opportunities to improve the HDR experience for Indigenous students. Based on our findings, in this chapter, we expand on the recommendations outlined in the Moreton-Robinson et al.’s (Report on Indigenous success in higher degree by research. Prepared for the Australian Government, Department of Education and Training, 2020) report to include new data collected in 2020 from 32 Indigenous HDR students. We hope our recommendations, once acted upon, will have a positive impact on the success of Indigenous HDR students and that the insights shared by the Indigenous HDR candidates we heard from will have meaning and relevance for anyone pursuing a research degree.
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_5
Abstract: This chapter focuses on the needs and experiences of Indigenous higher degree by research (HDR) students in academia. The study employed qualitative research methods, including group discussions and in idual written responses ( n = 34) and an online survey ( n = 32). The participants were Indigenous HDR students from different disciplinary fields from across Australia who participated in this research during 2018 and 2020. Specifically, this research project explored the students’ needs and experiences during their candidature. We found that the role of supervisors in the students’ HDR journey impacted their sense of agency and their opportunities for mentorship and networking within their discipline. Indigenous HDR student specifically reported the need for: (1) quality supervision (2) mentoring opportunities and (3) access to research training. The reported needs bring the spotlight on how increasing retention rates of Indigenous HDR students might be possible.
Publisher: Routledge
Date: 05-10-2021
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_6
Abstract: Supervision is a significant influence in higher degree by research (HDR) students’ success. Quality supervision provided to Indigenous HDR students has recently attracted the interest of researchers. This chapter provides an overview of the needs and experiences of supervisors of Indigenous HDR students. We surveyed 33 supervisors to understand their needs and experiences when supervising Indigenous HDR candidates. The perceptions of quality supervision, the good practices and concerns of supervisors and professional development required in supervising Indigenous HDR students were brought to the supervisors who participated in our research. Our study found that it is the mental health and well-being of Indigenous HDR students that raises concerns for their supervisors, while racism is still prevalent. Keeping Indigenous HDR students motivated, being on track and supporting Indigenous HDR students physically, mentally and academically were other concerns found in this study. Specifically, what supervisors of Indigenous HDR students can provide and what they need to best support their students discloses their good practices and concerns in supervision.
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_3
Abstract: Since 2013, Indigenous higher degree by research (HDR) students have had an opportunity to participate in capacity-building workshops conducted by the National Indigenous Research and Knowledges Network (NIRAKN). The workshops included basic information about completing a research degree, including how to navigate academia, how to read and write critically and an introduction to Indigenous research methodologies. In this chapter, an overview of what NIRAKN set out to achieve and what has been accomplished is discussed. Evaluation forms completed by Indigenous HDR students ( n = 78) who attended capacity-building workshops were analysed to understand what students found to be beneficial when participating in NIRAKN events. Here, we share the findings and offer insights into ways higher education institutions can support Indigenous HDR students in the successful completion of their degrees.
Publisher: Informa UK Limited
Date: 23-01-2022
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_4
Abstract: Indigenous higher degree by research (HDR) students navigating higher education institutions continue to face additional challenges that are not associated with the research degree they are pursuing. Racism continues to be identified as a barrier present in academic settings and society. The impact of racism may affect an in idual’s agency and their ability to acquire academic capital. Both agency and academic capital may also influence how an in idual is supported throughout their candidature and ultimately become a factor in the success of the HDR student’s research degree. In this chapter, we discuss the role of agency and academic capital among Indigenous HDR students and then connect our findings to how Indigenous HDR students ( n = 99) report that agency and/or how academic capital has influenced their experience in higher education. This chapter is also informed by insights from supervisors of Indigenous HDR students ( n = 33).
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_1
Abstract: This chapter provides an overview of the research conducted about the needs and experiences of Indigenous higher degree by research (HDR) students. We conducted multiple studies (six datasets in total) that included evaluation forms from capacity-building workshops, group discussions, written responses, online surveys to Indigenous HDR students ( n = 114) and supervisors of Indigenous HDR students ( n = 33) focusing on their needs and experiences and an evaluation survey of a national program. Of the six datasets, all but one are from Indigenous HDR students. All of these sources of data collected have helped to inform this book. We argue that Indigenous peoples are not the problem that need ‘fixing’ to increase HDR completions rates rather, the system needs addressing to better support Indigenous HDR students. This book is written to privilege the voices of the Indigenous HDR students who were involved in this research. Through the chapters, we will undo and/or dispel some misunderstandings that continue to persist in higher education institutions about what Indigenous HDR students need to succeed in the academy. We challenge these assumptions using the insights shared by Indigenous HDR students who told us about their needs and experiences in higher education. This chapter provides the background, states the aims of the book and the research question guiding this study and provides an overview of each chapter in this book. We have written this book for anyone interested in successful pathways for Indigenous HDR students.
Publisher: Springer Nature Singapore
Date: 2022
DOI: 10.1007/978-981-19-5178-7_2
Abstract: The number of Indigenous higher degree by research (HDR) students has increased steadily over the past decade. Support for Indigenous students from the Australian government, universities and Indigenous Support Units has been documented in Australian higher education. Unfortunately, a range of barriers continue to hinder Indigenous HDR students to completion in their research journey. Presented in this book chapter is the literature review of barriers, including lack of academic skill set and research skills to pursue a research degree program, lack of social and academic support for Indigenous HDR students, the student—supervisor relationship issues and challenges relating to health, family and community responsibilities. Simultaneously, our review identified current strategies and initiatives to retain Indigenous HDR students in their research degree programs and to support them to completion, highlighting the roles of the Indigenous Postgraduate Support Officer and the National Indigenous Research and Knowledges Network. This review, we suggest, should move further to analyse the effectiveness of current strategies and initiatives provided for Indigenous HDR students in detail to inform Indigenous students of the available support resources and how to access to these resources.
Publisher: Informa UK Limited
Date: 31-07-2023
DOI: 10.1080/08164622.2022.2102892
Abstract: Aboriginal and Torres Strait Islander Peoples have the right to the highest attainable standard of health and access to health services without discrimination. To uphold these rights, it is important that optometry students are educated in Aboriginal and Torres Strait Islander health and culturally safe practice. An Aboriginal and Torres Strait Islander health curriculum framework is now mandatory for optometry programs to implement. This study explores the experiences of those involved in implementing this framework and, from their perspectives, what is and is not working. Heads and educators involved in Aboriginal and Torres Strait Islander health curriculum at Australian optometry programs participated in a mixed-methods study. Information about pedagogy and contextual issues impacting curriculum implementation was collected through surveys and interviews. The design and analysis were underpinned by constructivist grounded theory. Most programs had at least partially implemented components of the curriculum framework. While partnerships were considered essential to success, this remains a work in progress. Authentic learning through clinical placement was considered a priority. Assessment was described as complex and not yet adequately addressed. Only 37% of educators felt fully prepared to teach and 6% to assess this curriculum. More workload allocation, funding and recruitment of Aboriginal and Torres Strait Islander staff and students through institutional commitment and leadership were perceived requirements. Further developing sustainable partnerships where there is reciprocity between optometry programs and Aboriginal and Torres Strait Islander educators and communities is critical to effectively implementing Aboriginal and Torres Strait Islander health curriculum. While clinical placement was considered an important learning experience, the type of experience and whether or not all students should attend require further consideration. Additionally, educators need support for professional development and sharing resources in this emerging field. This will contribute to improving culturally safe practice in optometry.
Publisher: Bloomsbury Publishing Plc
Date: 2017
Location: Australia
Start Date: 12-2012
End Date: 12-2022
Amount: $3,198,392.00
Funder: Australian Research Council
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