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

Research output: Contribution to journalArticle

7 Downloads (Pure)

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.

Original languageEnglish
Pages (from-to)1-9
Number of pages9
JournalAustralian Journal of Indigenous Education
DOIs
Publication statusE-pub ahead of print - 14 Sep 2018

Fingerprint

training program
staff
learning
quiz
source of information
university
history
evaluation

Cite this

@article{2dd23541b1fd4bd9b82aec25bee07b98,
title = "The 'Within' Journey: Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University",
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.",
keywords = "Indigenous cultural competence training, Indigenous studies, programme assessment, staff development",
author = "Barbara Hill and Marian Tulloch and Susan Mlcek and Melinda Lewis",
year = "2018",
month = "9",
day = "14",
doi = "10.1017/jie.2018.12",
language = "English",
pages = "1--9",
journal = "Australian Journal of Indigenous Education",
issn = "1326-0111",
publisher = "Cambridge University Press",

}

TY - JOUR

T1 - The 'Within' Journey

T2 - Assessment of the Online Indigenous Australian Cultural Competence Training Programme at Charles Sturt University

AU - Hill, Barbara

AU - Tulloch, Marian

AU - Mlcek, Susan

AU - Lewis, Melinda

PY - 2018/9/14

Y1 - 2018/9/14

N2 - 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.

AB - 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.

KW - Indigenous cultural competence training

KW - Indigenous studies

KW - programme assessment

KW - staff development

UR - http://www.scopus.com/inward/record.url?scp=85053723921&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=85053723921&partnerID=8YFLogxK

U2 - 10.1017/jie.2018.12

DO - 10.1017/jie.2018.12

M3 - Article

AN - SCOPUS:85053723921

SP - 1

EP - 9

JO - Australian Journal of Indigenous Education

JF - Australian Journal of Indigenous Education

SN - 1326-0111

ER -