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dc.contributor.authorHutchings, Kate
dc.contributor.authorBainbridge, Roxanne
dc.contributor.authorBodle, Kerry
dc.contributor.authorMiller, Adrian
dc.date.accessioned2019-05-29T13:14:05Z
dc.date.available2019-05-29T13:14:05Z
dc.date.issued2019
dc.identifier.issn0361-0365
dc.identifier.doi10.1007/s11162-018-9511-5
dc.identifier.urihttp://hdl.handle.net/10072/382435
dc.description.abstractExpanding the Aboriginal and Torres Strait Islander Australian (hereafter respectfully Indigenous) talent pool to undertake valuable roles in business, health, education, academia, government, policy development and community development is critical for addressing current disparities between Indigenous and other Australians. Parity of access and engagement with education plays a key role in facilitating participation in these roles but has not yet been attained. This article provides an initial systematic review of literature on the state of the evidence regarding access/attraction, retention and completions for Indigenous Higher Degree Research (HDR) students. This article identifies the quantity (number examined), nature (e.g. focus of study), quality (peer reviewed and evidence of methodological rigour) and characteristics (e.g. publication type, authorship) of the limited publications. Using specific search strings (words or phrases of relevance to the topic), a systematic review methodology was employed to search nine databases and grey (non-peer reviewed) literature from 1995 to 2015. The resultant 12 publications were mined with quality assessed and a predetermined framework used to extract and synthesise the characteristics from individual publications. This research contributes to existing literature about Indigenous Peoples in HDR programs internationally in identifying significant cultural and institutional barriers and highlighting institutional enablers which can contribute to attraction, retention and completion. Building on the prior limited research reported in the review, the article highlights the need for further research and provides an initial agenda of directions for universities and government to redress the disparity in entry and completion of Indigenous Peoples in HDR programs.
dc.description.peerreviewedYes
dc.languageEnglish
dc.publisherSpringer Netherlands
dc.publisher.placeUnited States
dc.relation.ispartofpagefrom1
dc.relation.ispartofpageto28
dc.relation.ispartofjournalResearch in Higher Education
dc.subject.fieldofresearchAboriginal and Torres Strait Islander Education
dc.subject.fieldofresearchBusiness and Management not elsewhere classified
dc.subject.fieldofresearchEducation Systems
dc.subject.fieldofresearchcode130301
dc.subject.fieldofresearchcode150399
dc.subject.fieldofresearchcode1301
dc.subject.keywordsAttraction
dc.subject.keywordsCompletion
dc.subject.keywordsHDR
dc.subject.keywordsIndigenous
dc.subject.keywordsRetention
dc.subject.keywordsSystematic literature review
dc.titleDeterminants of Attraction, Retention and Completion for Aboriginal and Torres Strait Islander Higher Degree Research Students: A Systematic Review to Inform Future Research Directions
dc.typeJournal article
dc.type.descriptionC1 - Articles
dc.type.codeC - Journal Articles
gro.facultyGriffith Business School, Dept of Employment Relations and Human Resources
gro.rights.copyright© 2018. Research in Higher Education. This is the author-manuscript version of this paper. Reproduced in accordance with the copyright policy of the publisher, Springer Science+Business Media, LLC, part of Springer Nature 2018. Please refer to the journal's website for access to the definitive, published version.
gro.hasfulltextFull Text
gro.griffith.authorBodle, Kerry A.
gro.griffith.authorHutchings, Kate
gro.griffith.authorMiller, Adrian


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