Space, place, and pathways: How a First Nations student centre supports diverse transitions into university

James Beaufils; Rebecca Taylor; Daniel Edwards

doi:10.55146/ajie.v55i1.2069

Authors

James Beaufils Jumbunna Institute of Higher Education, University of Technology Sydney
Rebecca Taylor Australian Council for Educational Research
Daniel Edwards Australian Council for Educational Research and the University of Melbourne.

DOI:

https://doi.org/10.55146/ajie.v55i1.2069

Keywords:

First Nations, Indigenous students, higher education equity, transitions, student success, belonging, enabling programs, student support centres

Abstract

First Nations students’ transitions into university are frequently treated as linear and uniform, despite diversity across language groups, communities and life trajectories. This study examines how a dedicated First Nations student centre in a metropolitan Australian university supports students across the “university lifespan”: imagining university, application and enrolment, first year and ongoing study. The paper draws on literature, administrative completion data, and interviews with 16 First Nations students and 8 staff. Thematic analysis identified three interlocking mechanisms through which the Centre strengthened success: pathway translation, place-based belonging, and wraparound scaffolding across academic, housing/financial and wellbeing domains, especially during the first weeks of semester. Students described the Centre as their primary access point to university systems, enabling programs, tutoring, accommodation supports and health services. Findings indicate that improving First Nations participation and completion requires not only expanded entry pathways but sustained investment in culturally safe infrastructures that hold students through transition pressure points and support diverse, non-linear journeys.

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Author Biographies

James Beaufils, Jumbunna Institute of Higher Education, University of Technology Sydney

Dr James Beaufils is an Associate Professor (Law and Justice) at University of Technology Sydney (UTS) in the Jumbunna Institute. A Mulwaree Gundungurra and Kanaky scholar, his research focuses on child protection, justice, criminology and education. His work examines First Nations experiences of out-of-home care, youth justice, incarceration and Indigenous governance.

Rebecca Taylor, Australian Council for Educational Research

Dr Rebecca Taylor is a Senior Research Fellow at the Australian Council for Educational Research (ACER) in the Tertiary and Professional Education Research Program. Her work focuses on large-scale survey, assessment and evaluation projects in Australia and internationally, including higher education, professional education, GP registrar training, university engagement and international tertiary systems.

Daniel Edwards, Australian Council for Educational Research and the University of Melbourne.

Dr Daniel Edwards is Head of ACER’s Education, Research, Policy and Development Division. His work spans educational measurement, higher education policy, student achievement, pathways, assessment, graduate outcomes and social stratification. He has been a member of the Australian Government's Equity in Higher Education Panel (2018-2021), a member of the ACER Board (2017-2022) and is a Senior Honorary Fellow at the Centre for the Study of Higher Education at the University of Melbourne.

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