Exploring Indigenous Undergraduate Students’ ‘University Place’ Attachment

While access to university for Indigenous Australians has been the focus of much research, there is only a small body of research about the factors that support persistence throughout their university experience. The role of the university environment (or ‘place’) is underresearched yet a recurrent factor in the literature. ‘Third places’ possess special significance leading to enhanced engagement. Third place attachment results from the accumulation of positive service experiences. A case study approach comprising two universities collected exploratory, qualitative data via focus groups with 17 Indigenous undergraduate students finding that third place attachment was characterised by a) transformation of self, b) sense of community, c) being or becoming authentic self and professional self; and d) engagement with teaching staff. In addition to addressing a gap in the literature, these findings offer meaningful insights for universities that can be used to cultivate a ‘place’ that enhances the engagement of Indigenous Australians