A university-wide approach to embedding an Indigenous graduate attribute

Sectorial and scholarly calls to universities for the inclusion of Indigenous perspectives in curricula are underpinned by international social justice priorities and the need to produce graduates capable of advancing these goals. Institutional challenges to the successful achievement of this agenda include a shortage of Indigenous staff, insufficient resourcing and resources, varying levels of leadership commitment and insufficient training for non-Indigenous staff. Using a case example from an Australian university, we illustrate how a comprehensive institution-wide strategy to implement an Indigenous graduate attribute underpinned by policy, process, governance and leadership commitment has achieved significant success in the face of the above challenges. We propose our model as an adaptable framework – to achieve similar outcomes.