Interrogating relationships between student support initiatives and Indigenous student progression

Indigenous students are enrolling in university degrees at historically high rates; however, they are not necessarily completing their qualifications, signalling an enrolment-completion gap. To interrogate this issue, we will collate pre-existing data sets, from two Western Australian universities, to determine relationships between institutional support and Indigenous student progression. Data from targeted Indigenous, and broader university, student support initiatives will be analysed, including the impact of an innovative multi-disciplinary enabling subject for Indigenous students, focused on the hidden curriculum. Additionally, we consider the impact of transitioning support fully online on Indigenous student progression, through comparison of data collected pre- and post-COVID-19.