This report presents the findings of an investigation into the processes, the data, the key issues, the pathways, the enablers, the constraints and the opportunities regarding the transition of Aboriginal and Torres Strait Islander students into higher education. Through an examination of qualitative and quantitative evidence, the report explores the nuances, dimensions and different perspectives of what constitutes successful transition to higher education from a range of Indigenous community contexts and diverse university settings.
The accompanying literature review for this project examined relevant research, policy and programs in peer-reviewed, non-peer-reviewed and grey literature relating to the transitioning of Aboriginal and Torres Strait Islander students into higher education, including case studies of promising practice models nationally and internationally.
The research was commissioned and supported by the Australian Government through the Office of Learning and Teaching (OLT). The project involved researchers from the Nulungu Research Institute and The University of Notre Dame Australia, from Southern Cross University and the Bachelor Institute of Indigenous Tertiary Education (BIITE). It was completed under the expert leadership and guidance of Professor Lyn Henderson-Yates, Professor Marguerite Maher and Professor Patrick Dodson.