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This article explains Presentation Feedback as a potential Indigenous methodology realised during a research study. Presentation Feedback methodology involves a three-step method and is considered complementary to other methodologies such as Indigenous women's standpoint theory and shared epistemology and is explained in this article as culture-specific, adding to the existing knowledge in the field of Indigenous ways of knowing. The Presentation Feedback methodology emerging from the research study helped the Indigenous researcher to utilise an Indigenous lens for more effective communication in the presentation of research concepts and themes at different stages of the research process. The researcher used the feedback from Indigenous audience members to reflect on concepts in and progression of the research. The impact was positive and helped the project gain momentum through Indigenous community support.

This article contributes a novel perspective on the common vulnerabilities of the Indigenous and international student experiences at higher education institutions in Australia. Through a review of 88 publications in the leading journals we show that the majority of these articles focus on international students rather than Indigenous students. This literature treats Indigenous and international students as separate categories, although they share the campus and common vulnerabilities that have intensified in the post-Covid and post-AI university. While the vulnerabilities of each group in isolation may be considered minor, that serious challenges effect more than one group of students underscores the urgent changes required in the higher education system. We argue that understanding the commonalities of Indigenous and international student experiences could help universities develop more effective support strategies and programs. This research provides valuable insights about the assumptions of Western higher education that must be communicated to students to minimize the culture shock as they navigate the higher education space. [ABSTRACT FROM AUTHOR]

This article critically examines definitions of policy 'success' in the context of historical Indigenous higher education policy in the Northern Territory (NT), Australia. We begin by summarising applications of the often-used but arbitrary, rarely-critiqued terms 'policy success' and 'what works'. The paper chronologically articulates what 'policy success' has looked like in the context of historical Northern Territory higher education, based on a critical analysis of policy documents. We then apply Critical Race Theory and Indigenous research theories to highlight the power processes that are attached to representation of policy issues, creation of policy goals, and ultimately definitions of 'success'. We also consider the role of ethical principles in framing conceptions about what constitutes a worthy policy goal. We suggest expansion and resourcing of formalised Indigenous governance mechanisms is needed to create more productive dialogue about Indigenous higher education policy goals and, ultimately, discussions around what 'works'.