The confidence-competence paradox: Examining leadership capability in Indigenous higher education contexts

Peter Anderson; Carla Tapia Parada; Thu Pham

doi:10.55146/ajie.v55i1.1967

Authors

Peter Anderson University of New England https://orcid.org/0000-0003-2491-4205
Carla Tapia Parada Griffith University https://orcid.org/0000-0002-8604-8157
Thu Pham Australian Indigenous Governance Institute https://orcid.org/0000-0003-4661-8749

DOI:

https://doi.org/10.55146/ajie.v55i1.1967

Keywords:

Indigenous, early career researcher, challenges and successes, career development, Indigenous futurism, complexity theory

Abstract

This study examines a critical phenomenon in Australian higher education: the disconnect between university leaders’ self-reported confidence and experience in Indigenous contexts. Drawing on data from a national survey and in-depth interviews with 41 university executives, we identify a confidence-competence paradox in which leaders express high confidence in engaging with Indigenous peoples and communities despite limited direct experience. In this study, competence is operationalised through self-reported experience in Indigenous higher education and leadership in Indigenous contexts, rather than through external assessment, enabling examination of the gap between leaders’ confidence and their own acknowledged experience levels. We employed a mixed-method approach, utilising the Senior Leadership Capability Model (SLCM) to investigate the level of confidence and competence of executive university leaders in supporting Indigenous success. While only 22% of participants reported being very experienced in Indigenous higher education, 72% expressed confidence in Indigenous engagement. The model addresses the unrealistic expectations often placed on small numbers of Indigenous leaders who are frequently under-resourced and solely responsible for Indigenous outcomes across institutions. This paper explores the implications of the confidence-competence disconnect for leadership development, cultural competency training and sustainable institutional change.

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Author Biographies

Peter Anderson, University of New England

Professor Peter Anderson, an Indigenous academic, serves as Pro Vice-Chancellor Indigenous at the University of New England. He is committed to transforming Indigenous education from access to success through evidence-based change. His research spans Indigenous education, curriculum and pedagogy, grounded in Indigenous rights-based approaches (IRBA/IRBM), epistemic sovereignty, ethical engagement and Indigenous data sovereignty.

Carla Tapia Parada, Griffith University

Dr Carla Tapia Parada is an early career researcher at Griffith University’s Institute for Educational Research and a school teacher in Queensland. The high quality of her doctoral dissertation granted her multiple awards including a Special Commendation for the Ray Debus Award in 2024 by the Australian Association for Educational Research (AARE). Carla’s research focuses on the sociology of education, teachers’ experiences, educational policies, critical pedagogies, social justice and decolonising methodologies. She has a particular interest in social justice and how structural issues affect marginalised communities, including Indigenous groups and women.

Thu Pham, Australian Indigenous Governance Institute

Dr Thu Pham is a researcher at the Australian Indigenous Governance Institute (AIGI) with expertise in senior leadership and its role in driving quality improvement at the university level. Her research focuses on advancing Indigenous student success, particularly through how university leaders can effectively support Indigenous students to enhance their experiences and outcomes. Dr Pham is a quantitative research specialist, and has a strong track record in Indigenous education research, including examining the social determinants that influence higher education outcomes for Indigenous students. She also led the development and validation of the Higher Education Success Factor (HESF) model—a practical tool for measuring the impact of social determinants on student completion in Australian universities.

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