AB  - Calls for Australian universities to embed Indigenous content into curriculum are more than a decade old yet this work remains largely incomplete. Institutional commitments made at senior level to achieve these outcomes can lack direction, guidance, and support at the coalface. Using a critical reflection methodology this paper outlines the approach undertaken by a group of Indigenous and non-Indigenous academics to embed a contextualised Indigenous graduate attribute into a traditional undergraduate business degree with multiple majors. The results indicate that collaborative approaches based on relationships and trust and supported with clear guidelines and processes can achieve positive outcomes. A focus on professional capabilities can enhance non-Indigenous staff confidence to teach this content and allay concerns about misappropriation of Indigenous Knowledges.
AU  - Attree, K
AU  - Gainsford, A
AU  - Sainty, R
AU  - Bajada, C
AU  - Manton, D
CY  - Online
DA  - 2024/01/15
EP  - 805
JO  - 36th ANZAM Conference: Changing management values and practices for a sustainable future
PB  - ANZAM
PY  - 2024/01/15
SP  - 790
TI  - From compliance to collaboration: critically reflecting on the process of embedding an Indigenous Graduate Attribute in an undergraduate business program.
Y1  - 2024/01/15
Y2  - 2026/07/16
ER  -