Exploring the Journey of Aboriginal and Torres Strait Islander Students at TAFE Gippsland
Nomat partnered with TAFE Gippsland to explore the journey of Aboriginal and Torres Strait Islander students. The work centred on cultural sensitivity, collaboration and respect, guided by the Circular Indigenous Market Research framework.
Exploring the Journey of Aboriginal and Torres Strait Islander Students at TAFE Gippsland
Nomat partnered with TAFE Gippsland to explore the journey of Aboriginal and Torres Strait Islander students. The work centred on cultural sensitivity, collaboration and respect, guided by the Circular Indigenous Market Research framework.
Exploring the Journey of Aboriginal and Torres Strait Islander Students at TAFE Gippsland
Nomat partnered with TAFE Gippsland to explore the journey of Aboriginal and Torres Strait Islander students. The work centred on cultural sensitivity, collaboration and respect, guided by the Circular Indigenous Market Research framework.
Background
In partnership with TAFE Gippsland, Nomat worked closely with the Koorie Unit team to explore the experiences of Aboriginal and Torres Strait Islander students across the organisation. The project recognised the importance of cultural sensitivity, respect and inclusivity and was grounded in collaboration with key Aboriginal and Torres Strait Islander stakeholders.
Acknowledgements
We acknowledge the Traditional Owners of the Land, the Gunaikurnai Country, on which this research was conducted, and pay our respects to Elders past, present and emerging.
Special thanks to:
The TAFE Gippsland Koorie Unit team, for their generosity and trust.
Joanne Wilson, for guidance on the Acknowledgement of Country and cultural context.
TAFE Gippsland Koorie Unit students Molly Ward and Clarissa Cook, whose artwork was purchased with permission and featured in the project outputs.
Background
In partnership with TAFE Gippsland, Nomat worked closely with the Koorie Unit team to explore the experiences of Aboriginal and Torres Strait Islander students across the organisation. The project recognised the importance of cultural sensitivity, respect and inclusivity and was grounded in collaboration with key Aboriginal and Torres Strait Islander stakeholders.
Acknowledgements
We acknowledge the Traditional Owners of the Land, the Gunaikurnai Country, on which this research was conducted, and pay our respects to Elders past, present and emerging.
Special thanks to:
The TAFE Gippsland Koorie Unit team, for their generosity and trust.
Joanne Wilson, for guidance on the Acknowledgement of Country and cultural context.
TAFE Gippsland Koorie Unit students Molly Ward and Clarissa Cook, whose artwork was purchased with permission and featured in the project outputs.
Background
In partnership with TAFE Gippsland, Nomat worked closely with the Koorie Unit team to explore the experiences of Aboriginal and Torres Strait Islander students across the organisation. The project recognised the importance of cultural sensitivity, respect and inclusivity and was grounded in collaboration with key Aboriginal and Torres Strait Islander stakeholders.
Acknowledgements
We acknowledge the Traditional Owners of the Land, the Gunaikurnai Country, on which this research was conducted, and pay our respects to Elders past, present and emerging.
Special thanks to:
The TAFE Gippsland Koorie Unit team, for their generosity and trust.
Joanne Wilson, for guidance on the Acknowledgement of Country and cultural context.
TAFE Gippsland Koorie Unit students Molly Ward and Clarissa Cook, whose artwork was purchased with permission and featured in the project outputs.
What we did
At the outset of the project, Nomat partnered closely with the TAFE Gippsland Koorie Unit team and engaged with local Koorie support agencies. The Koorie Unit team supports over 650 Aboriginal and Torres Strait Islander students across 13 campuses, providing pastoral and educational support. They work tirelessly to assist students in their community, often well beyond the standard 9-to-5 workday. Recognising that we are non-Aboriginal and Torres Strait Islander researchers, our approach was grounded in humility and respect. Rather than directing the process, we focused on listening, amplifying community voices and ensuring Aboriginal and Torres Strait Islander perspectives were at the centre of the work.
What we did
At the outset of the project, Nomat partnered closely with the TAFE Gippsland Koorie Unit team and engaged with local Koorie support agencies. The Koorie Unit team supports over 650 Aboriginal and Torres Strait Islander students across 13 campuses, providing pastoral and educational support. They work tirelessly to assist students in their community, often well beyond the standard 9-to-5 workday. Recognising that we are non-Aboriginal and Torres Strait Islander researchers, our approach was grounded in humility and respect. Rather than directing the process, we focused on listening, amplifying community voices and ensuring Aboriginal and Torres Strait Islander perspectives were at the centre of the work.
What we did
At the outset of the project, Nomat partnered closely with the TAFE Gippsland Koorie Unit team and engaged with local Koorie support agencies. The Koorie Unit team supports over 650 Aboriginal and Torres Strait Islander students across 13 campuses, providing pastoral and educational support. They work tirelessly to assist students in their community, often well beyond the standard 9-to-5 workday. Recognising that we are non-Aboriginal and Torres Strait Islander researchers, our approach was grounded in humility and respect. Rather than directing the process, we focused on listening, amplifying community voices and ensuring Aboriginal and Torres Strait Islander perspectives were at the centre of the work.
Co-design of research plan and questions
Our approach was informed by the Circular Indigenous Market Research (CIMR) framework, which emphasises collaboration, self-determination, and ethical engagement aligned with the AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research (2020). This circular model supported a process of co-design, active listening and shared interpretation of findings to ensure that the research truly reflected the voices and priorities of Aboriginal and Torres Strait Islander communities.
From the beginning, the research plan was co-designed with Aboriginal and Torres Strait Islander stakeholders. Together, we explored who should be included in the research and how to shape the lines of inquiry in ways that reflected community priorities. By engaging in this collaborative design process, the research questions became not just a tool for investigation, but a reflection of collective priorities and perspectives that the community felt ownership over.
Co-design of research plan and questions
Our approach was informed by the Circular Indigenous Market Research (CIMR) framework, which emphasises collaboration, self-determination, and ethical engagement aligned with the AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research (2020). This circular model supported a process of co-design, active listening and shared interpretation of findings to ensure that the research truly reflected the voices and priorities of Aboriginal and Torres Strait Islander communities.
From the beginning, the research plan was co-designed with Aboriginal and Torres Strait Islander stakeholders. Together, we explored who should be included in the research and how to shape the lines of inquiry in ways that reflected community priorities. By engaging in this collaborative design process, the research questions became not just a tool for investigation, but a reflection of collective priorities and perspectives that the community felt ownership over.
Co-design of research plan and questions
Our approach was informed by the Circular Indigenous Market Research (CIMR) framework, which emphasises collaboration, self-determination, and ethical engagement aligned with the AIATSIS Code of Ethics for Aboriginal and Torres Strait Islander Research (2020). This circular model supported a process of co-design, active listening and shared interpretation of findings to ensure that the research truly reflected the voices and priorities of Aboriginal and Torres Strait Islander communities.
From the beginning, the research plan was co-designed with Aboriginal and Torres Strait Islander stakeholders. Together, we explored who should be included in the research and how to shape the lines of inquiry in ways that reflected community priorities. By engaging in this collaborative design process, the research questions became not just a tool for investigation, but a reflection of collective priorities and perspectives that the community felt ownership over.
Culturally appropriate research methods
The research was conducted using the Circular Indigenous Market Research (CIMR) framework, which guided us toward culturally safe and inclusive practices. In particular, the use of yarning, a conversational storytelling method, allowed participants to share their experiences authentically, in a way that respected Aboriginal and Torres Strait Islander traditions of knowledge-sharing. In May 2025, we carried out one-on-one interviews with 19 participants, including 10 TAFE Gippsland staff and 9 students across both mainstream courses and Koorie Unit programs. This approach ensured that the process was both ethically sound and deeply respectful of cultural contexts.
Culturally appropriate research methods
The research was conducted using the Circular Indigenous Market Research (CIMR) framework, which guided us toward culturally safe and inclusive practices. In particular, the use of yarning, a conversational storytelling method, allowed participants to share their experiences authentically, in a way that respected Aboriginal and Torres Strait Islander traditions of knowledge-sharing. In May 2025, we carried out one-on-one interviews with 19 participants, including 10 TAFE Gippsland staff and 9 students across both mainstream courses and Koorie Unit programs. This approach ensured that the process was both ethically sound and deeply respectful of cultural contexts.
Culturally appropriate research methods
The research was conducted using the Circular Indigenous Market Research (CIMR) framework, which guided us toward culturally safe and inclusive practices. In particular, the use of yarning, a conversational storytelling method, allowed participants to share their experiences authentically, in a way that respected Aboriginal and Torres Strait Islander traditions of knowledge-sharing. In May 2025, we carried out one-on-one interviews with 19 participants, including 10 TAFE Gippsland staff and 9 students across both mainstream courses and Koorie Unit programs. This approach ensured that the process was both ethically sound and deeply respectful of cultural contexts.
Shared interpretation and knowledge ownership
Rather than analysing the findings in isolation, we worked in partnership with the community to interpret the insights gathered. This collaborative process ensured that the interpretation was accurate, contextually grounded and collectively owned. Importantly, participants were invited to validate and expand upon the emerging story as it developed, ensuring that the findings remained aligned with their lived realities.
Shared interpretation and knowledge ownership
Rather than analysing the findings in isolation, we worked in partnership with the community to interpret the insights gathered. This collaborative process ensured that the interpretation was accurate, contextually grounded and collectively owned. Importantly, participants were invited to validate and expand upon the emerging story as it developed, ensuring that the findings remained aligned with their lived realities.
Shared interpretation and knowledge ownership
Rather than analysing the findings in isolation, we worked in partnership with the community to interpret the insights gathered. This collaborative process ensured that the interpretation was accurate, contextually grounded and collectively owned. Importantly, participants were invited to validate and expand upon the emerging story as it developed, ensuring that the findings remained aligned with their lived realities.
Journey map creation
The final stage of the project involved co-creating an artefact with the Koorie Unit that captured the voices and lived experiences of participants. This journey map served as more than just a record of research findings; it was designed as a shared resource that would remain accessible to community members and stakeholders well beyond the life of the project. By developing the journey map collaboratively, the process preserved Aboriginal and Torres Strait Islander ownership of the outcomes and ensured the insights were respected, valued, and embedded in a culturally appropriate way.
Collaborative presentation of insights
Alongside the creation of the journey map, the findings were presented back to the broader TAFE Gippsland teams. This presentation traced the experiences of Aboriginal and Torres Strait Islander students across key stages of their education, highlighting strengths, challenges and opportunities for improvement. By sharing the journey in this way, TAFE Gippsland was able to engage widely with the insights and identify practical actions to strengthen support for Aboriginal and Torres Strait Islander students.
Journey map creation
The final stage of the project involved co-creating an artefact with the Koorie Unit that captured the voices and lived experiences of participants. This journey map served as more than just a record of research findings; it was designed as a shared resource that would remain accessible to community members and stakeholders well beyond the life of the project. By developing the journey map collaboratively, the process preserved Aboriginal and Torres Strait Islander ownership of the outcomes and ensured the insights were respected, valued, and embedded in a culturally appropriate way.
Collaborative presentation of insights
Alongside the creation of the journey map, the findings were presented back to the broader TAFE Gippsland teams. This presentation traced the experiences of Aboriginal and Torres Strait Islander students across key stages of their education, highlighting strengths, challenges and opportunities for improvement. By sharing the journey in this way, TAFE Gippsland was able to engage widely with the insights and identify practical actions to strengthen support for Aboriginal and Torres Strait Islander students.
Journey map creation
The final stage of the project involved co-creating an artefact with the Koorie Unit that captured the voices and lived experiences of participants. This journey map served as more than just a record of research findings; it was designed as a shared resource that would remain accessible to community members and stakeholders well beyond the life of the project. By developing the journey map collaboratively, the process preserved Aboriginal and Torres Strait Islander ownership of the outcomes and ensured the insights were respected, valued, and embedded in a culturally appropriate way.
Collaborative presentation of insights
Alongside the creation of the journey map, the findings were presented back to the broader TAFE Gippsland teams. This presentation traced the experiences of Aboriginal and Torres Strait Islander students across key stages of their education, highlighting strengths, challenges and opportunities for improvement. By sharing the journey in this way, TAFE Gippsland was able to engage widely with the insights and identify practical actions to strengthen support for Aboriginal and Torres Strait Islander students.
Journey map creation
The final stage of the project involved co-creating an artefact with the Koorie Unit that captured the voices and lived experiences of participants. This journey map served as more than just a record of research findings; it was designed as a shared resource that would remain accessible to community members and stakeholders well beyond the life of the project. By developing the journey map collaboratively, the process preserved Aboriginal and Torres Strait Islander ownership of the outcomes and ensured the insights were respected, valued, and embedded in a culturally appropriate way.
Collaborative presentation of insights
Alongside the creation of the journey map, the findings were presented back to the broader TAFE Gippsland teams. This presentation traced the experiences of Aboriginal and Torres Strait Islander students across key stages of their education, highlighting strengths, challenges and opportunities for improvement. By sharing the journey in this way, TAFE Gippsland was able to engage widely with the insights and identify practical actions to strengthen support for Aboriginal and Torres Strait Islander students.
Services provided by Nomat:
Yarning: Culturally safe engagement and co-designed research with Aboriginal and Torres Strait Islander communities.
Journey Mapping: Exploration of the student journey across TAFE Gippsland, focusing on challenges, strengths and opportunities.
Collaboration and Facilitation: Close partnership with the Koorie Unit team and other stakeholders throughout the lifecycle of the project.
Knowledge Transfer: Supporting capability uplift by embedding inclusive and culturally appropriate research practices.
Services provided by Nomat:
Yarning: Culturally safe engagement and co-designed research with Aboriginal and Torres Strait Islander communities.
Journey Mapping: Exploration of the student journey across TAFE Gippsland, focusing on challenges, strengths and opportunities.
Collaboration and Facilitation: Close partnership with the Koorie Unit team and other stakeholders throughout the lifecycle of the project.
Knowledge Transfer: Supporting capability uplift by embedding inclusive and culturally appropriate research practices.
Services provided by Nomat:
Yarning: Culturally safe engagement and co-designed research with Aboriginal and Torres Strait Islander communities.
Journey Mapping: Exploration of the student journey across TAFE Gippsland, focusing on challenges, strengths and opportunities.
Collaboration and Facilitation: Close partnership with the Koorie Unit team and other stakeholders throughout the lifecycle of the project.
Knowledge Transfer: Supporting capability uplift by embedding inclusive and culturally appropriate research practices.
Outcome
The project produced a detailed understanding of the student journey for Aboriginal and Torres Strait Islander students at TAFE Gippsland. Insights revealed key themes and opportunities for improvement at every stage of the student experience, from enrolment to completion.
The process not only deepened organisational understanding but also established a collaborative model of research that respected cultural values, prioritised community voices, and created lasting artefacts for ongoing use.
Outcome
The project produced a detailed understanding of the student journey for Aboriginal and Torres Strait Islander students at TAFE Gippsland. Insights revealed key themes and opportunities for improvement at every stage of the student experience, from enrolment to completion.
The process not only deepened organisational understanding but also established a collaborative model of research that respected cultural values, prioritised community voices, and created lasting artefacts for ongoing use.
Outcome
The project produced a detailed understanding of the student journey for Aboriginal and Torres Strait Islander students at TAFE Gippsland. Insights revealed key themes and opportunities for improvement at every stage of the student experience, from enrolment to completion.
The process not only deepened organisational understanding but also established a collaborative model of research that respected cultural values, prioritised community voices, and created lasting artefacts for ongoing use.
Interested to know more? Let’s Talk.
Interested to know more? Let’s Talk.
Interested to know more?
Let’s Talk.