Globally Recognised for Indigenous Leadership - Indigenous Leadership Strategy - Charles Darwin ...
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Globally Recognised for Indigenous Leadership
Indigenous Leadership Strategy
2019-2021
Introduction and Background
Introduction
Charles Darwin University (CDU) has a long history in leading, developing and delivering innovation in learning, teaching,
student support, research and engagement with Indigenous students and communities. The purpose of the Indigenous
Leadership Strategy (ILS) is to continue this tradition by guiding CDU in a nationally significant approach to Aboriginal and
Torres Strait Islander higher education. The ILS aims to provide a whole of university approach that focusses on Indigenous
specific strategies aligned with the five strategic pillars of CDU’s Strategic Plan (2015-2025) – a provider of transformative
skills and learning; globally recognised for Indigenous leadership; a critically engaged university of the region; a truly
international university and a successful research intensive university. All major portfolios of the university will be invited to
implement Indigenous specific strategies and develop performance indicators to measure achievements. The Office of the Pro
Vice-Chancellor Indigenous Leadership (OPVCIL) will undertake a leadership role in the implementation of many strategies
and will provide oversight, guidance and advice over strategies that are the auspice of other functional areas of the university.
Nominations from staff to become ILS champions and ambassadors will be called upon to form working groups to collaborate
with the Indigenous Leadership Team of OPVCIL.
In adopting a whole of university approach the Indigenous Leadership Strategy is consistent with the recommendations
of the Report of the Review of Higher Education Access and Outcomes for Aboriginal and Torres Strait Islander People by
the Department of Education and Training (The Behrendt Report 2012). The ILS ensures CDU is pro-active in responding to
Universities Australia (UA) Indigenous Strategy 2017-2020. Confirming the whole of university approach advocated by UA, the
ILS is a plan grounded in university-wide collegiality, collaboration and dialogue. Indigenous people employed at CDU within
the OPVCIL and elsewhere will provide critical skills, expertise and experience necessary to progress the ILS. Recognising
that their commitment and dedication alone will not be enough; the ILS requires non-Indigenous staff to engage with and take
responsibility for Indigenous focused activity. The success of the ILS is highly dependent on non-Indigenous staff, supported
by Indigenous colleagues, recognising that creating post-secondary educational opportunities for Aboriginal and Torres Strait
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 1
Islander people is everyone’s business. CDU operates in the unique context of the Northern Territory where the Aboriginal
and Torres Strait Islander population approximates 30% and is growing rapidly. In this context a commitment to Indigenous
education that is long-term and strategic is an imperative for CDU. The ability of CDU to remain a relevant and dynamic force
in post-secondary education in a society where Indigenous people will continue to exert increasing influence in the spheres of
culture, politics, business and the arts; positions the ILS as a critical document that will shape the long term-success of CDU
in ways that are significant. The ILS aims to build on past CDU commitments to Indigenous education by progressing further
the task of shifting organisational culture and the perception that Indigenous focussed activities are marginal and non-
essential activities of an Australian based university. The ILS reaffirms the strategic commitment of CDU outlined in Connect,
Discover, Grow to position the educational needs and aspirations of Aboriginal and Torres Strait Islander people as core
business of the University. The success of the ILS rests in a whole of university approach that recognises Indigenous focussed
education activity as both everyone’s business and core business of the CDU.
The ILS provides CDU with a roadmap to enhance the effectiveness of existing activities in support of Aboriginal and Torres
Strait Islander people in post-secondary education. The Strategy contains two new initiatives that will further consolidate
the advancement of Indigenous leadership at CDU. These new initiatives, the Indigenous Leadership Academy (ILA) and the
Centre for Indigenous Research and Innovation (CIRI) will require new resourcing commitments to be made if they are to be
established. In the current funding environment, CDU recognises that the ILA and the CIRI will require external support to be
implemented to both the scale envisaged in the ILS; and that is necessary to achieve the strategic aspiration of CDU to be a
globally recognised leader in the support of Indigenous Leadership. CDU is therefore committed to working with Aboriginal
communities and their representative organisations, Australian government, non-government sector organisations, and
philanthropic foundations to ensure these exciting new initiatives become a reality.
Office of the Pro Vice-Chancellor for Indigenous Leadership
The Office was established in 2009 when Australia’s first Pro Vice-Chancellor for Indigenous Leadership was appointed to
the newly-established position. OPVCIL aims to provide leadership to the University to achieve its goal of becoming globally
recognised for Indigenous leadership in education (Strategic Plan 2015-2025). CDU’s commitment to this goal includes
developing innovative programs, informed by local and national agendas to improve Indigenous participation; create and
2 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership
maintain culturally-enriched and culturally-safe environments for Indigenous students; learn in partnership with Indigenous
students, staff and community and increase our Indigenous staffing profile. Participation in corporate governance across
the University and a commitment to facilitating a whole-of-university approach to advancing Indigenous education outcomes
and corporate cultural competencies are key responsibilities of the OPVCIL. The incorporation of Indigenous perspectives
and knowledge into University’s core business is central to the goal of being the University of first choice for Indigenous
and non-Indigenous students and staff. OPVCIL plays a role in providing advice and advocacy services to both academic and
professional staff around working with Indigenous students, communities and organisations.
Policy and University Governance
The OPVCIL has a strategic focus, being responsible for the monitoring, analysis and implementation of policies and programs
relating to Indigenous tertiary education outcomes at CDU. Senior Indigenous staff participate in relevant projects and
support the Pro Vice-Chancellor and the University to achieve the outcomes of the Strategic Plan and other related policies
and initiatives within CDU. OPVCIL provides leadership in various University forums through the provision of high-level
analyses of progress against the University’s strategic directions for Indigenous tertiary education. These analyses are drawn
from relevant data to identify evidence-based approaches to improving Indigenous higher education and VET outcomes. The
OPVCIL also collaborates with external stakeholders through various partnerships and MOUs designed for mutually beneficial
Indigenous education and wellbeing outcomes.
Office of Indigenous Student Services (OISS)
The OISS provides a comprehensive range of services and support to assist Indigenous students in their VET and HE aspirations.
Consisting of two discrete areas – the Indigenous Grants Team provides specialist advice, expertise and support on all
supplementary funding programs and projects including (but not limited to): Tutorial Support, Away From Base and any applicable
scholarships, bursaries and targeted funding. Secondly, the Academic Support Team provides a range of tailored guidance,
support and mentoring to VET and HE students along their educational journey. In collaboration with a wide range of internal and
external stakeholders, OISS assists students to successfully navigate the University environment successfully, and we streamline
Indigenous student access to a diverse range of services, systems and support available to all VET and HE students.
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 3
Culturally relevant Marketing and Activities
A priority at OPVCIL is increasing our level of engagement with staff, students and the wider community. To this end, we deliver and or
coordinate with the CDU Office of Marketing a schedule of events throughout the year to demonstrate our commitment to celebrating
Indigenous academic achievement and commemorating the anniversaries of significant Indigenous struggles and victories.
OPVCIL is strengthening community engagement, through culturally relevant events that allow people to interact, value and
respect Indigenous peoples, cultures, histories and our contributions to Australian society. Key events at CDU include the
annual Vincent Lingiari Memorial Lecture, Reconciliation Week, NAIDOC Week, Indigenous valedictory celebrations, local
and regional festivals and events that celebrate Indigenous culture, family, education, and wellbeing.
Indigenous Leadership Research and Evaluation Network (ILREN)
ILREN undertakes high-quality research and evaluation activities relevant to contemporary practice and policy issues
impacting the livelihoods and wellbeing of Indigenous people. ILREN is comprised of both Indigenous and non-Indigenous
researchers working collaboratively. The research and evaluation work undertaken is guided by appropriate methodologies
to incorporate Indigenous knowledges and viewpoints. The philosophy of ILREN is to use a strengths-based approach to
research and evaluation in a wide array of Indigenous settings. We are particularly committed to generating an evidence-
base that can be practically and strategically applied to a range of program, service delivery and policy contexts. ILREN is
committed to completing high-quality research and evaluation work in partnership with a range of key stakeholders. This
includes community stakeholders, internal partners, researchers, other research institutions, government, non-government
and private industry. ILREN is also committed to building Indigenous research and evaluation capacity in a range of settings. It
is envisaged that ILREN will merge into a new Indigenous research centre detailed below.
4 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership
New Initiatives
Over the operating period of this Strategy, two key initiatives will be explored as viable long-term activities. Entrepreneurial
and strategic development opportunities will be core to both initiatives. These new initiatives are contingent on working
closely with all senior executive and operational offices of the University.
1) The Indigenous Leadership Academy (ILA)
The aims of the Indigenous Leadership Academy (CDU ILA) will be to:
- Engage Indigenous leaders with CDU’s Strategic Plan and the Indigenous Leadership Strategy;
- Recognise and celebrate the legacy of Indigenous leaders and their impact;
- Develop sustainable and ongoing relationships with Indigenous leaders and their organisations;
- Identify and develop the next generation of Indigenous leaders through mentorship, capacity building and resilience
training.
Membership will be drawn from former staff in leadership roles, former students in leadership roles and former Vice
Chancellor’s Indigenous Advisory Committee members. The CDU ILA will also recognise and celebrate posthumous
leadership achievements by Indigenous leaders.
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 5
2) Centre for Indigenous Research and Innovation (CIRI)
The second key initiative to be explored is the development of a Centre for Indigenous Research and Innovation (CIRI)
comprising:
- a dedicated Indigenous HDR student support office that focuses on the proven cohort model approach to consider,
design and implement a comprehensive training and professional development program for students;
- two high-impact research hubs generating new knowledges and perspectives with regards to the task of rebuilding
the Indigenous social and economic profile of Northern Australia and to act as brokering points for both internal and
external research and development activities; and
- an innovation centre focussing on providing solutions to real-world issues affecting Indigenous Australians by
providing key services to assist people in turning their original ideas, concepts and inventions into systems, processes,
businesses and products for the benefit of Indigenous and other Australians.
Operational Plans
To achieve the outcomes of the ILS, a number of operational plans will need to be developed and implemented. Some will
be driven from the Office of the Pro Vice-Chancellor Indigenous Leadership (OPVCIL) and others will be co-developed in
conjunction with other sections of the University.
These include:
OPVCIL Driven Co-Developed
>> Cultural Competency Framework >> Indigenous Employment Strategy
>> Indigenous Learning and Teaching Plan >> International Indigenous Education Plan
>> Northern Australian Sustainable Development
Plan
6 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership
Guiding Principles
These principles have been designed to help guide the implementation of the ILS:
1. Recognition of the importance Indigenous participation, scholarship and knowledges in tertiary education for all
Australians;
2. Understanding of the histories and experiences that Indigenous Australians bring to tertiary learning;
3. Respect for Indigenous cultures, languages, histories and spiritual connectedness with land and people and its
influence on tertiary education;
4. Commitment to addressing social justice.
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 7
Strategic Executive Summary 2019 – 2021
GLOBALLY RECOGNISED FOR INDIGENOUS LEADERSHIP
PERFORMANCE METRICS
Indigenous Leadership at CDU in 2017 Indigenous Leadership at CDU in 2021
VET Indigenous Students VET Indigenous Students
>> ›3000 Indigenous VET Course Enrolments >> Indigenous students represent 30% of all VET course
>> 65% Unit Completion enrolments at CDU
>> 65% Course Completion Rate >> 80% Unit Completion Rate
>> 65% Success Rate >> 80% Course Completion Rate
HE Undergraduate Indigenous Students >> 70% Success Rate
>> 176 Commencing Students HE Undergraduate Indigenous Students
>> 28% admitted from VET, 15% by Enabling and >> 220 Commencing Students
11% from School >> 28% admitted from VET, 15% by Enabling and 11%
>> 62.7% Success Rate from School
>> 67.1% Course Retention Rate >> 74% Success Rate
>> 15% of students completed within 4 years, 23% within >> 70% Course Retention Rate
6 years and 32% in 9 years. >> 17% of students completed within 4 years, 24% within
HE Postgraduate Coursework Indigenous Students 6 years and 33% in 9 years.
>> 15 Commencing Students HE Postgraduate Coursework Indigenous Students
>> 71.9% Success Rate >> 45 Commencing Students
>> 56% Course Retention Rate >> 75% Success Rate
>> 25% of students completed within 4 years, 30% within >> 60% Course Retention Rate
6 years. >> 26% of students completed within 4 years, 31% within
HE Research Students 6 years.
>> 5 Commencing Students HE Research Students
>> 2 HDR completions >> 10 Commencing Students
>> 30% completion within 4 years
8 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipGLOBALLY RECOGNISED FOR INDIGENOUS LEADERSHIP
STRATEGIC OVERVIEW
Strategic Pillar Strategic Priority Indigenous Leadership Pillar Initiatives
1. 1.1. Expand student access to CDU 1.1.1. Develop and promote a pathway for Indigenous
education programs students to transition from VET, pre-tertiary programs
A provider of and schools to higher education courses at CDU to
transformative increase overall Indigenous enrolments
skills and learning
1.2. Enhance teaching quality, the 1.2.1. Finalise and implement the Indigenous Learning and
student learning experience and Teaching Plan to increase enrolment, retention and
student success completion rates
1.2.2. Develop a student-centred support program to target
at-risk students, high achieving students and post-
graduate students
1.3. Deliver the skills and learning 1.3.1. Investigate industry demand and workforce needs to
our region needs align CDU’s course profile with Indigenous education
and training needs
1.3.2. Collaboratively work with Colleges to develop cultural
competency frameworks for curriculum development,
content and delivery
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 9Strategic Pillar Strategic Priority Indigenous Leadership Pillar Initiatives
2. 2.1. Realise our aspirations for 2.1.1. Identify, scope and define Indigenous leadership for
Indigenous leadership CDU
Globally
recognised for
Indigenous 2.2. Deliver improved outcomes 2.2.1. Continue to deliver and improve student support
leadership in teaching, research and activities to increase outcome in enrolment, retention
engagement and completions
2.2.2. Continue to collaborate across CDU to improve
outcomes for learning and teaching
2.3. Play a key role in the success of 2.3.1. Collaborate with CDU’s Colleges to strengthen
Indigenous Australians Indigenous leadership development through
innovative program delivery, high impact research and
sustainable engagement
10 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipStrategic Pillar Strategic Priority Indigenous Leadership Pillar Initiatives
3. 3.1. Meet the needs and 3.1.1. Engage with peak Indigenous organisations,
expectations of key stakeholders communities and government agencies to explore
A critically including alumni MOU’s / partnership agreements
engaged
university of the 3.1.2. Engage Indigenous alumni and other prominent
region leaders in exploring the establishment of an
Indigenous Leadership Academy
3.1.3. Contribute to the development of an Indigenous
Employment Strategy
3.2. Empower and equip staff 3.2.1. Support staff to increase their capacity to engage with
for successful engagement Indigenous organisations and communities to identify
outcomes and meet their educational needs, expectations and
economic aspirations
3.3. Serve regional needs with 3.3.1. Commit to developing relationships with Indigenous
flagship engagement activities communities to explore STEM education and research
opportunities
3.3.2. Investigate opportunities for sustainable development
through Indigenous-led initiatives
3.4. Further diversify income 3.4.1. Explore the concept of establishing an Indigenous
sources Leadership Foundation from diverse revenue streams
3.4.2. Commit to entrepreneurial activities to generate
revenue
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 11Strategic Pillar Strategic Priority Indigenous Leadership Pillar Initiatives
4. 4.1. Grow our international 4.1.1. Develop and deliver an international Indigenous
student base and enhance the cultural competency program
A truly international student experience
global university
4.2. Become more internationally 4.2.1. Embedding and immersing Indigenous experiences in
oriented learning and teaching for international students
4.3. Grow our transnational 4.3.1. Developing an international Indigenous students
commitment and capacity exchange, study abroad, study tours and visiting
building fellows program
5. 5.1. Strengthen our major research 5.1.1. Profile and promote CDU’s existing strengths in
foci Indigenous research
A successful
research
intensive 5.2. Strengthen industry 5.2.1. Develop an Industry Engagement Strategy with
university engagement and research Indigenous organisations and partners to align
impacts research priority areas
5.3. Improve the research support 5.3.1. Develop an Indigenous HDR Cohort support program
environment
12 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership1. Indigenous leadership Initiatives aligned to strategic pillar 1: A provider of transformative skills and learning
A PROVIDER OF TRANSFORMATIVE SKILLS Priority 1: Expand student access to CDU education programs
& LEARNING
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
1.1.1. • Developing and • A range of pathway • Increase commencing UG PVCIL, • Designated
disseminating pathways options available to numbers to 220 per year ProvostVP, staff
Develop and for Indigenous students to Indigenous students, to by 2021. DVCVPGSA, member
promote a transition through VET to enable fit for purpose • Increase number admitted DVCVPRRT, to lead and
pathway for HE courses solutions for a diverse on the basis of VET to 63 DVCVPO coordinate
Indigenous • Externally engaging cohort. by 2021. PVCVET, work
students to schools and communities • Indigenous student PVCSES,
transition • Increase number admitted PVCES, PVCHE,
to promote pathways to enrolments in HE Courses on the basis of Enabling to
from VET, VET and HE will increase.
pre-tertiary 69 by 2021.
• Identifying appropriate • Indigenous students will Deans of
programs • Increase number admitted Colleges
and schools fund sources to support be more successful in on the basis of Secondary
to higher the delivery of high-level HE courses because they Schools to 25 by 2021.
education VET courses designed are adequately prepared
courses specifically for Indigenous through appropriate
at CDU to students pathways. • Improve UG Indigenous
increase • Identifying and sourcing • Increase in the numbers student success rates to
overall funds to support the of Indigenous students 73% by 2021.
Indigenous development of alternative graduating with high level • Improve success rate
enrolments delivery platforms to VET qualifications of students admitted on
support high-level VET • Increase in the the basis of VET to 72%,
courses to Indigenous numbers of Indigenous Enabling to 62% and
students that will address students articulating Secondary School to 78%
thin market spreads with appropriate credit by 2025.
recognition to enable fast-
tracked completions of
undergraduate courses
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 13A PROVIDER OF TRANSFORMATIVE SKILLS Priority 1: Expand student access to CDU education programs
& LEARNING
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
1.1.1 • Formally negotiated • Improve UG Indigenous
articulation agreements student retention rates to
continued between relevant high 70% by 2021.
level VET courses and
Higher Education courses
• Improve UG Indigenous
• Explore Indigenous student course completion
language and training rate after 4 years to 17%
strategies to support by 2020, and 23% after 6
students to progress into years by 2021.
higher level qualifications
14 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipA PROVIDER OF TRANSFORMATIVE SKILLS Priority 2: Enhance teaching quality, the student learning experience and student success
& LEARNING
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
1.2.1. • Working with new Deans • The incorporation of • Improve UG Indigenous PVCIL, Provost- • Designated
of Colleges and Heads of learning and teaching student success rates to VP, DVCVPGSA, staff
Develop and School in VET to develop frameworks for content 73% by 2021. DVCVPRRT, member
implement and implement an delivery and development • Improve UG Indigenous DVCVPO • Establish-
the Indigenous Learning and in appropriate academic student retention rates to PVCVET, ment of a
Indigenous Teaching Plan and training areas. 70% by 2021. PVCSES, working
Learning and • Learning and teaching PVCES, PVCHE party from
Teaching Plan • Improve UG Indigenous
staff collaboratively student course completion academic
to increase developing and delivering and
enrolment, rate after 4 years to 17%
Indigenous content and by 2020, and 23% after 6 training
retention and curriculum aligned with depart-
completion years by 2021.
the Indigenous Learning ments
rates. and Teaching Plan
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 15A PROVIDER OF TRANSFORMATIVE SKILLS Priority 2: Enhance teaching quality, the student learning experience and student success
& LEARNING
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
1.2.2 • Working with Colleges • A high level of • Improve UG Indigenous PVCIL , PVCVET, • Designated
to develop a strategy communication, student success rates to PVCHE, PVCES, staff
Develop a to identify and engage engagement and action 73% by 2021. PVCES member
student- Indigenous students who between Colleges and VET • Improve UG Indigenous • Establish-
centred are at risk, to provide early Schools and OISS centred student retention rates to ment of a
support intervention, prevention on Indigenous student 70% by 2021. working
program to and support success party from
target at-risk • Identifying high achieving • Improve UG Indigenous
student course completion academic
students, high Indigenous students and train-
achieving rate after 4 years to 17%
to promote continuing by 2020, and 23% after 6 ing depart-
students and education and pathways to ments
post-graduate years by 2021.
employment
students • Improve PG Indigenous
• Identifying Indigenous student success rates to
post-graduate students to 75% by 2021.
develop tailored support
and to promote continuing • Improve PG Indigenous
education and pathways to student retention rates to
employment 60% by 2021.
• Improve PG Indigenous
student course completion
rate after 4 years to 26%
by 2020, and 31% after 6
years by 2021.
16 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipA PROVIDER OF TRANSFORMATIVE SKILLS Priority 3: Deliver the skills and learning our region needs
& LEARNING
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
1.3.1. • Engagement with major • Development of an • The number of major PVCIL, PVCVET, • Designated
employers of Indigenous Indigenous and Industry employers of Indigenous PVCES, PVCSES staff
Investigate people in the Northern Engagement Plan people engaged with member
industry Territory and other CDU’s Strategic Plan • Establish-
demand and relevant agencies and • Measured through ment of a
workforce organisations qualitative case studies. working
needs to align • Engagement with the NT party
CDU’s course Government and the NT
profile with Industry Advisory Council
Indigenous to ensure Indigenous
education, industries and workforce
training needs are reflected in the
needs and Training Profile of the NT
economic
aspirations • Engage with regional
and remote communities
to identify local training
needs and associated
employment opportunities
on country.
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 17A PROVIDER OF TRANSFORMATIVE SKILLS Priority 3: Deliver the skills and learning our region needs
& LEARNING
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
1.3.2. • The development of a • Courses incorporating • Increasing the number of PVCIL , PVCVET, • Build into
cultural competency Indigenous content the courses and training PVCHE, PVCES, annual
Collabora- framework for curriculum • Academic and teaching programs with Indigenous PVCSES, Deans OPCVIL
tively work development, content and staff developing skills content of Colleges budget
with Colleges delivery in delivering Indigenous • Increased number of staff • Strategic
to develop • Staff professional content developing and delivering Bids
cultural development training Indigenous content. process
competency • Increase the numbers of
being core to this Indigenous academic and • Baseline measure not
frameworks framework
for curricu- teaching staff to develop available, metric to be
lum content and deliver this content developed when training
and delivery programs have been
developed.
• CDU being recognised
nationally and
internationally for
producing culturally
competent graduates,
and as a result positively
influencing the future
workforce and wider
community.
18 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership2. Globally Recognised for Indigenous Leadership
GLOBALLY RECOGNISED FOR INDIGENOUS Priority 1: Realise our aspirations for Indigenous leadership
LEADERSHIP
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
2.1.1. • Exploring the development • Establishing an • The number of members • VCP, PVCIL • Build into
of an Indigenous Indigenous Leadership • The number of successful annual
Identify, Leadership Academy Academy events and activities OPCVIL
scope and budget
define • Engagement activities
Indigenous with key Indigenous
leadership for organisations
CDU. • Increasing opportunities
for entrepreneurial and
strategic development
opportunities
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 19GLOBALLY RECOGNISED FOR INDIGENOUS Priority 2: Deliver improved outcomes in teaching, research and engagement
LEADERSHIP
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
2.2.1. • Developing a student- • A university-wide • See 1.2.2 PVCIL , • Continued
centred support strategy approach to Indigenous DVCVPRRT, support for
Continue (See 1.2.2) student support and PVCVET, OISS
to deliver success PVCHE, PVCES,
and improve PVCSES
student
support
activities
to increase
outcomes in
attraction,
retention,
progression
and
completions.
2.2.2. • Implementation of the • A university-wide • See 1.2.2 PVCIL , • Designated
Indigenous Learning approach to Indigenous DVCVPRRT, staff
Continue to and Teaching Plan learning and teaching PVCVET, member
collaborate in collaboration with PVCHE, PVCES, to lead and
across CDU Colleges (See 1.2.1) PVCSES coordinate
to improve work
outcomes for
learning and
teaching
20 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipGLOBALLY RECOGNISED FOR INDIGENOUS Priority 3: Play a key role in the success of Indigenous Australians
LEADERSHIP
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
2.3.1. • Exploring the development • Successfully attracting • The level of engagement PVCIL, • Designated
Collaborate of a Centre for Indigenous funding and investment and participation from DVCVPRRT, staff
with CDU’s Research and Innovation to establish a Centre for both internal and external PVCES, PVCHE, member
Colleges to (CIRI) Indigenous Research and stakeholders PVCSES, Deans • Establish-
strengthen Innovation to implement: • Increase research of Colleges ment of a
Indigenous • a dedicated Indigenous projects, outputs and working
leadership HDR student support research training party
development office that emphasises opportunities
through • Additional
the proven cohort model • Number of successful funding
innovative approach to consider,
program funding opportunities
design and implement
delivery, a comprehensive • Increase HDR enrolments
high impact training and professional to 10 by 2021.
research and development program for • The number of
sustainable students; organisations, industry,
engagement government and
• two high-impact
Indigenous-led research community engaged with
hubs generating CIRI
new knowledges and • Measured through
perspectives with regards qualitative case studies.
to the task of rebuilding
the Indigenous social
and economic profile of
Northern Australia and to
act as brokering points for
both internal and external
research and development
activities; and
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 21GLOBALLY RECOGNISED FOR INDIGENOUS Priority 3: Play a key role in the success of Indigenous Australians
LEADERSHIP
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
2.3.1. • an innovation centre
focussing on providing
continued solutions to real
world issues affecting
Indigenous Australians
by providing key services
to assist people to turn
their original ideas,
concepts and inventions
into systems, processes,
businesses and products
for the benefit of
Indigenous and other
Australians.
22 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership3.Indigenous leadership Initiatives aligned to strategic pillar 3: A critically engaged university of the region
A CRITICALLY ENGAGED UNIVERSITY OF Priority 1: Meet the needs and expectations of key stakeholders including alumni
THE REGION
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
3.1.1. • Continuing to progress • Showcasing tangible • Meeting the number VCP, DVCVPG- • Designated
current MOU’s / outcomes (for example: of outcomes set within SA, PVCIL staff
Engage partnership agreements traineeships, cadetships, each MOU’s / partnership member
with peak with Indigenous employment) from agreement working
Indigenous organisations, current and future • Measured through across the
organisations, communities and MOU’s and partnership qualitative case studies university
commu- government agencies agreements with which demonstrate the
nities and • Review MOU’s / Indigenous organisations, value of the outcomes
government partnership agreements communities and generated by the MOU.
agencies with Indigenous government agencies
to explore organisations, • The promotion of mutually
MOU’s / communities and beneficial outcomes from
partnership government agencies to MOU’s / partnership
agreements determine the viability of agreements
relationship
• Exploring new MOU’s /
partnership agreements
with Indigenous
organisations,
communities and
government agencies
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 23A CRITICALLY ENGAGED UNIVERSITY OF Priority 1: Meet the needs and expectations of key stakeholders including alumni
THE REGION
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
3.1.2. • Developing an internal and • Indigenous alumni • The number of Indigenous DVCVPO, OPC, • Build into
external engagement plan and other prominent alumni and other PVCIL annual
Engage (See 2.1.1) leaders meaningfully prominent leaders OPCVIL
Indigenous • Contributing to the engaged and supporting meaningfully engaged budget
alumni and development of the the establishment of with CDU • OPC to
other Indigenous Employment Indigenous Leadership • Number of Professional take the
prominent Strategy Academy development opportunities lead on
leaders to • A CDU Indigenous undertaken by existing this
explore the Employment Strategy staff initiative
establish- by 2019 that recognises
ment of an current employment,
Indigenous Professional development • Increase in the numbers
Leadership opportunities and career of Aboriginal and Torres
Academy pathways for existing staff. Strait Islander peoples
employed across all
• A CDU Indigenous employment categories
Employment Strategy
3.1.3. that clearly articulates
CDU commitment to the • CDU being considered
Development recruitment, retention an employer of choice
of the and career development by Aboriginal and Torres
Indigenous aspirations of Aboriginal Strait Islander peoples.
Employment and Torres Strait Islander • Baseline measure not
Strategy peoples available, metric to be
developed when training
programs have been
developed.
24 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipA CRITICALLY ENGAGED UNIVERSITY OF Priority 2: Empower and equip staff for successful engagement outcomes
THE REGION
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
3.2.1. • Providing ongoing cultural • Staff competently • A select number of DVCVPO, OPC, • Designated
competency development engaging Indigenous Indigenous communities PVCHE, PVCES, staff
Support staff for all staff of CDU communities and and organisations that PVCVET, PVCIL member
to increase • Developing a sustainable organisations about will partner with CDU working
their cultural competency learning, teaching and to develop and deliver across the
capacity to framework with NT research in VET /HE cultural competency university
engage with Indigenous communities • Indigenous communities training. Measured by • IT support
Indigenous and organisations to and organisations qualitative case studies.
organisations • Develop a
co-develop and deliver engaging with staff about • An agreed financial model revenue
and commu- training (See 1.3.2) learning, teaching and for co-development
nities in order attribution
research in VET/HE and delivery of cultural case
to competency training with
identify and • CDU being renowned
nationally and Indigenous communities
meet their and organisations. Metric
educational internationally for having
a culturally competent to be developed when the
needs and program is implemented
expectations workforce, and as a result
positively influencing the • 50% of all staff completing
wider community of the cultural competency
Northern Territory and training within the life of
beyond this strategy (by 2020).
Baseline measure not
available, metric to be
developed when training
programs have been
developed.
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 25A CRITICALLY ENGAGED UNIVERSITY OF Priority 3: Serve regional needs with flagship engagement activities
THE REGION
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
3.3.1. • Making STEM discussion • Developing a STEM • Increase in Indigenous PVCIL, • Designated
a core element in the specific pathway for students enrolling in DVCVPRRT, staff
Commit to development of an internal Indigenous students from STEM related fields IAS, PVCVET, member
developing and external engagement VET to HE (See 1.1.1) • Targeted increase in the PVCHE, PVCES, working
relationships plan (See 2.1.1) • Developing an Indigenous number of Indigenous Deans of across the
with • Exploring Indigenous STEM research agenda females attraction, Colleges university
Indigenous STEM research retention, progression
communities • Developing pathways on
opportunities as part of STEM for Indigenous high and completions of
to explore the internal and external STEM related fields and
STEM edu- school students through
engagement plan CDU STEM activities disciplines
cation and
research
opportunities
3.3.2. • Hosting regional • Development of a • Successful participation DVCVPRRT, • Designated
roundtables to discuss Northern Australia and outcomes from PVCES, IAS, staff
Investigate sustainable development sustainable Indigenous regional roundtables PVCVET, PVCIL, member
opportunities opportunities led by development plan in VET • The number of Indigenous Deans of working
for Indigenous organisations and HE organisations and Colleges across the
sustainable and communities as communities partnering university
development part of the internal and with CDU in sustainable • Build into
through external engagement plan Indigenous development annual
Indigenous (See 3.1.2) activities OPCVIL
-led initiatives • Defining three major budget
• Measured through
areas of sustainable qualitative case studies.
development that CDU can
partner with Indigenous
organisations and
communities
26 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipA CRITICALLY ENGAGED UNIVERSITY OF Priority 4: Further diversify income sources
THE REGION
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
3.4.1. • Exploring the feasibility of • Producing and presenting • VC and ELG providing VCP, PVCIL • Build into
establishing an Indigenous to the VC and ELG an feedback on how to annual
Explore the Leadership Foundation analysis of the feasibility progress with the OPCVIL
concept of of establishing an concept of an Indigenous budget
establishing Indigenous Leadership Leadership Foundation
an Indigenous Foundation
Leadership
Foundation
from diverse
revenue
streams
3.4.2. • Design a business • Producing and presenting • VC and ELG endorsing a VCP, DVCVPR- • Build into
development plan based to the VC and ELG a business development RT, PVCVPO, annual
Commit to revenue attribution business development plan that supports CDU’s PVCIL OPCVIL
entrepre- model to seek financial plan that supports CDU’s Indigenous Leadership budget
neurial opportunities that Indigenous Leadership Strategy • Strategic
activities to contribute to supporting Strategy Bids
generate CDU’s Indigenous Process
revenue Leadership Strategy
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 274. Indigenous leadership Initiatives aligned to strategic pillar 4: A truly international university
A TRULY INTERNATIONAL UNIVERSITY Priority 1: Grow our international student base and enhance the global student experience
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
4.1.1. • Partnering with global • Delivering cultural • The number of HE DVCVPGSA, • Funding
Develop and HE institutions to develop competency training institutions partnering PVCIL, OPC from the
deliver an and deliver a cultural to staff and students in cultural competency Strategic
international competency program (See who aspire to engage training with CDU Bids
Indigenous 1.3.2 and 3.2.1) international Indigenous • Development of cultural process
cultural education and research competency training
competency packages
program
• Metric to be developed
when program is
implemented.
28 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipA TRULY INTERNATIONAL UNIVERSITY Priority 2: Become more internationally oriented
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
4.2.1. • Developing a sustainable • The incorporation of • The number of students DVCVPGSA, • Funding
cultural competency cultural competency and scholars completing PVCHE, PVCES, from the
Embedding framework with NT training in the learning cultural competency PVCIL Strategic
and Indigenous communities experiences of training Bids
immersing and organisations to international students • Feedback from process
Indigenous co-develop and deliver • The delivery of cultural participants in the training
experiences training to international competency training to programs
in students and visiting visiting international
learning and scholars (See 1.3.2 and • Retention of international
scholars students undertaking
teaching for 3.2.1)
international post-graduate studies
students • Metric to be developed
when program is
implemented
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 29A TRULY INTERNATIONAL UNIVERSITY Priority 3: Grow our transnational commitment and capacity building
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
4.3.1. • Collaboratively working • Implementation of the • Number of Indigenous DVCVPGSA, • Build into
Developing an with the Office of the international Indigenous students both domestic PVCES, PVCIL annual
international DVCGSA to develop an education plan and international OPCVIL
Indigenous international Indigenous • Ensuring sustainable participating in the budget
students education plan relationships are international Indigenous • Seek
exchange, developed with education plan external
study abroad, international partners • Number of students financial
study tours to support the education completing a program of support
and visiting plan study internationally
fellows
program • A sustainable business • Number of partner
model is implemented institutions engaged
and supporting the
international Indigenous
education plan
• Metric to be developed
when program is
implemented
30 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership5. Indigenous leadership Initiatives aligned to strategic pillar 5: A successful research intensive university
A SUCCESSFUL RESEARCH INTENSIVE Priority 1: Strengthen our major research foci
UNIVERSITY
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
5.1.1. • Auditing successful • Promotion of key areas • The level of interest DVCVPRRT, • Designated
Indigenous research of research strengths and engagement from ORI, IAS, staff
Profile and activities in Indigenous research Indigenous organisations Marketing, member
promote • Showcasing internally and showcased in a public and communities Panning and working
CDU’s externally best practice awareness campaign • The level of internal and Performance, across the
existing models developed by CDU external interest IAS, PVCIL university
strengths in researchers in Indigenous • Seek
Indigenous • The level of media
research attention external
research funding
• Analysing research
outputs from CDU to
identify five key areas of
research strengths
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 31A SUCCESSFUL RESEARCH INTENSIVE Priority 2: Strengthen industry engagement and research impacts
UNIVERSITY
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
5.2.1. • Establishing the Centre • Developing collaborative • Successful grant funding DVCVPRRT, • Designated
for Indigenous Research research projects • Number of research ORI, IAS, PVCIL staff
Develop an and Innovation (See • Developing research students involved in the member
industry Background) training and capacity strategy working
engagement • Incorporating industry building opportunities across the
activities with • The number of Indigenous University
engagement activity into • Research outputs that organisations and
Indigenous the Internal and External • Seek
organisations are relevant and can be partners engaged in
Engagement Plan (See applied to industry needs research activities with external
and 2.1.1 i.e. as part of the funding
partners to • The establishment of CIRI CDU
Indigenous Leadership
align Academy) • Implementation of
research initiatives, programs
priority areas • Collaborating with or products based on
Indigenous organisations CDU research outputs
and partners to identify to improve outcomes for
key research priority areas Indigenous peoples.
32 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipA SUCCESSFUL RESEARCH INTENSIVE Priority 3: Improve the research support environment
UNIVERSITY
2019-2021 We will achieve this by… Our success will look like… We will be measured by… The To enable
Pillar implementation this initiative
Initiatives will be led by we will
and contributed need…
to by…
5.3.1. • Establishing the Centre • A program of research • Increase commencing DVCVPRRT, • Seek
Develop an for Indigenous Research and technical skills HDR enrolments to 10 in ORI, IAS, PVCIL external
Indigenous and Innovation that has a development 2021. funding
HDR Cohort dedicated Indigenous HDR • A program of personal • Increase completion rate
support student support officer resilience skills after 4 years to 30% by
program (Refer to 2.3.1) development 2021.
• Developing a cohort model • A program that promotes
approach to conceptualise, career goal setting
develop and implement
a comprehensive
training and professional
development program for
current and prospective
students
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 332019-2021 Implementation Overview
Indicate broad timing for initiative implementation by shading the timeline below
using the following key:
Planning Implementation
Completion / Milestone
Review
Achievement
Note: Individual initiatives will have more detailed timelines
as part of individual project plans. Milestones will be
adjusted according to approval timelines.
34 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership2017-2021 Q1 2020 Q2 2020 Q3 2020 Q4 2020 Q1 2021 Q2 2021 Q3 2021 Q4 2021
Pillar Initiatives
1.1.1
1.2.1
1.2.2
1.3.1
1.3.2
2.1.1
2.2.1
2.2.2
2.3.1
3.1.1
3.1.2
3.1.3
3.2.1
3.3.1
3.3.2
3.4.1
3.4.2
4.1.1
4.2.1
4.3.1
5.1.1
5.2.1
5.3.1
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 35Reasons to Believe
Skills – Teaching & Learning Indigenous Leadership International
Medical and nursing education CDU has a long track record of By providing a positive Indigenous
programs have developed Indigenous leading Indigenous education and experience, international students
curriculum and content frameworks research. This new Strategic Plan will gain a deeper understanding and
for over a decade. Other professional places a high focus on Indigenous respect for Australia’s First Nation
associations are also following this leadership by having a specific Peoples, through an Indigenous
example to accredit Indigenous content strategic pillar underpinning the plan. cultural competency framework.
as core to their professions. There has This provides CDU with a national International students will gain insight
been research undertaken to support strategic advantage over other tertiary into further education and research
this approach, confirming cultural education institutions. opportunities. International graduates
competence development leads to with a demonstrated understanding
improvements in technical skill levels, of Indigenous culture will be more
safety and quality of graduates. employable to Northern Territory
and interstate agencies – both in
government and private industry.
36 STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous LeadershipRegional Engagement Research Intensive
Geographically, CDU is situated in a There are significant research
region with the highest population opportunities with Indigenous
of Aboriginal people in Australia, communities in northern Australia.
with existing connections to country, CDU has existing and long-term
language, lore, culture, communities relationships with Indigenous
and organisations. Therefore, CDU communities that have produced
is strategically placed to engage significant research outcomes.
Indigenous people to significantly There are further opportunities to
contribute in significant ways support Indigenous communities
to national and regional tertiary through research translation and
education policy agenda. commercialisation of Indigenous
knowledges that can directly benefit
social, economic and intellectual
developments.
STRATEGIC PILLAR PLAN: Globally Recognised for Indigenous Leadership 37Charles Darwin University
Ellengowan Drive
Darwin, Northern Territory 0909
Australia
cdu.edu.au
CRICOS Provider No. 00300K (NT/VIC) | 03286A (NSW) | RTO Provider No. 0373 | Printed November 2018 | 59631 Uniprint 11/18
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