Indigenous standpoint and university corporate identity: transforming an organizational culture

Abstract

Purpose

Australian Universities have struggled to achieve higher education outcomes for Indigenous students. Rates of retention, attrition and withdrawal characterize the Indigenous higher education participation profile. An emerging Indigenous leadership within the academy provides universities with access to Indigenous standpoints. This chapter promotes the necessity of Indigenous standpoints if universities are to achieve transformation in Indigenous higher education outcomes.

Social and practical implications

The opportunities available to Indigenous Australians to enjoy a quality of life commensurate to non-Indigenous Australians are hampered by disproportionate rates of poor health, education and employment. A higher education qualification positions Indigenous people to access sustainable employment. Improving rates of Indigenous retention, decreasing attrition and increasing the number of graduates can transform current Indigenous experiences of disadvantage. Accessing Indigenous standpoints is integral to universities achieving these results.

Originality/value of chapter

While the concept of Indigenous standpoints has been proposed by other Indigenous scholars, these discussions have not contextualized the operations of this standpoint specifically within the milieu of university administration, management and governance. The intrinsic value of Indigenous standpoints has not gained traction within university executive management and is not readily understood in strategic planning or academic corporate cultures.

Citation

Larkin, S. (2013), "Indigenous standpoint and university corporate identity: transforming an organizational culture", Seeding Success in Indigenous Australian Higher Education (Diversity in Higher Education, Vol. 14), Emerald Group Publishing Limited, Leeds, pp. 227-250. https://doi.org/10.1108/S1479-3644(2013)0000014010