The 'Within' Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University

Hill, B; Tulloch, M; Mlcek, S; Lewis, M

The 'Within' Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University

Hill, B Tulloch, M Mlcek, S Lewis, M

Permalink

Publisher:: The University of Queensland
Publication Type:: Journal Article
Citation:: Australian Journal of Indigenous Education, 2020, 49, (1), pp. 14-22
Issue Date:: 2020-08-01

Closed Access

	Filename	Description	Size
	The_‘Within’_Journey_Assessme.pdf	Published version	204.61 kB	Adobe PDF	View/Open

Copyright Clearance Process

Recently Added
In Progress
Closed Access

This item is closed access and not available.

Full metadata record

Field	Value	Language
dc.contributor.author	Hill, B
dc.contributor.author	Tulloch, M
dc.contributor.author	Mlcek, S
dc.contributor.author	Lewis, M https://orcid.org/0000-0003-2415-148X
dc.date.accessioned	2022-10-30T19:11:26Z
dc.date.available	2022-10-30T19:11:26Z
dc.date.issued	2020-08-01
dc.identifier.citation	Australian Journal of Indigenous Education, 2020, 49, (1), pp. 14-22
dc.identifier.issn	1326-0111
dc.identifier.issn	2049-7784
dc.identifier.uri	http://hdl.handle.net/10453/162944
dc.description.abstract	This paper explores the impact of self-reflective processes of staff at Charles Sturt University (CSU) while undertaking an online Indigenous Cultural Competency Program (ICCP). The ICCP was designed for completion by all university staff to enhance their knowledge and understanding of Indigenous cultures, histories and contemporary realities. Staff were requirement to complete and submit answers to an online quiz, and a written reflection on their learning. This paper reflects on the responses of 64 volunteers and indicates large positive shifts are self-reported knowledge and understanding. The reflective texts of staff provide a rich source of information on the 'journey within'. In-depth thematic analysis (Braun Clarke, 2006) identified three key themes: evaluation, the mapped learning journey and the personal learning journey. The participant feedback, not only pointed to the cognitive, attitudinal and emotional impact of the content and pedagogical approach of the programme, but also identified barriers and issues for programmes aimed at complex change in a contested space. Our programme assessment relied on self-reported individual perception that surfaced hidden assumptions about Indigenous cultural competency (Kumas-Taņ Beagan, Loppie, MacLeod, Frank, 2007). We acknowledge in the longer term a range of comprehensive outcome measures are needed.
dc.language	en
dc.publisher	The University of Queensland
dc.relation.ispartof	Australian Journal of Indigenous Education
dc.relation.isbasedon	10.1017/jie.2018.12
dc.rights	info:eu-repo/semantics/closedAccess
dc.subject	1301 Education Systems, 1303 Specialist Studies in Education, 1608 Sociology
dc.title	The 'Within' Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University
dc.type	Journal Article
utslib.citation.volume	49
utslib.for	1301 Education Systems
utslib.for	1303 Specialist Studies in Education
utslib.for	1608 Sociology
pubs.organisational-group	/University of Technology Sydney
pubs.organisational-group	/University of Technology Sydney/DVC (Teaching and Learning)
utslib.copyright.status	closed_access	*
dc.date.updated	2022-10-30T19:11:25Z
pubs.issue	1
pubs.publication-status	Published
pubs.volume	49
utslib.citation.issue	1

Abstract:

This paper explores the impact of self-reflective processes of staff at Charles Sturt University (CSU) while undertaking an online Indigenous Cultural Competency Program (ICCP). The ICCP was designed for completion by all university staff to enhance their knowledge and understanding of Indigenous cultures, histories and contemporary realities. Staff were requirement to complete and submit answers to an online quiz, and a written reflection on their learning. This paper reflects on the responses of 64 volunteers and indicates large positive shifts are self-reported knowledge and understanding. The reflective texts of staff provide a rich source of information on the 'journey within'. In-depth thematic analysis (Braun Clarke, 2006) identified three key themes: evaluation, the mapped learning journey and the personal learning journey. The participant feedback, not only pointed to the cognitive, attitudinal and emotional impact of the content and pedagogical approach of the programme, but also identified barriers and issues for programmes aimed at complex change in a contested space. Our programme assessment relied on self-reported individual perception that surfaced hidden assumptions about Indigenous cultural competency (Kumas-Taņ Beagan, Loppie, MacLeod, Frank, 2007). We acknowledge in the longer term a range of comprehensive outcome measures are needed.

Please use this identifier to cite or link to this item:

http://hdl.handle.net/10453/162944