Ms Susan Page


Position: Research Scholar
School and/or Centres: Centre for Aboriginal Economic Policy Research


Location: Room 2139, Copland Building #24


Bachelor of Arts (UNSW) Major in History/SociologyMaster of Health Professions Education (UNSW)

Researcher profile:

Susan is an Aboriginal academic whose research focuses on Aboriginal and Torres Strait Islander peoples’ experience of learning and academic work in higher education and student learning in Indigenous Studies. She if currently enrolled in a PhD program at Australian National University and is also Professor in the Centre for the Advancement of Indigenous Knowledges at the University of Technology Sydney, where she is collaborating on a university wide project to implement Indigenous Graduate Attributes across all university programs. Early in her career, Susan was awarded a university Excellence in Teaching award (University of Sydney). Susan’s recent Australian Research Council funded research (Trudgett, Page & Harrison) explored best practice for the supervision of Indigenous doctoral students. Other recent research includes, examining Indigenous student engagement in Australasian Universities (Page & Asmar), investigating Education curricula inclusive of Darug knowledge traditions (Harrison & Page) and examining the roles of Indigenous academics in Australian Universities (Asmar & Page). Susan is a Director and Deputy Chair of the National Aboriginal and Torres Strait Islander Higher Education Consortium (Aboriginal Corporation).

Thesis Title: Beyond Black and White: Exploring Threshold Concepts in first year Australian Indigenous Studies to enhance student learning and curriculum design

 Research interests:

  • Aboriginal and Torres Strait Islander Higher Education
  • Student learning in Indigenous Studies
  • Higher Education Teaching and Learning

Supervisory Panel

Dr Robert G. (Jerry) Schwab (Chair), Dr Margaret Kiley & Professor Jeannie Herbert (CSU)

Trudgett, M., Page, S. & Harrison, N. 'Brilliant minds: A snapshot of successful Indigenous Australian doctoral students.' Paper submitted to the Australian Journal of Indigenous Education on 28th September, 2015. Bodkin-Andrews, G., Harrison, N., Craven, R. Whittaker, A., Parker, P., Trudgett, M. & Page, S. (under review) Academic Motivation, Identity, and Aspirations for Aboriginal, non-Aboriginal, and Migrant Australian Students. School Psychology Quarterly.  Harrison, N., Trudgett, M. & Page, S. (2015) 'The dissertation examination: Identifying critical factors in the success of Indigenous Australian doctoral students.' Assessment & Evaluation in Higher Education, (ahead of print), 1-13.  Page, S. (2014). Exploring New Conceptualisations of Old Problems: Researching and Reorienting Teaching in Indigenous Studies to Transform Student Learning. The Australian Journal of Indigenous Education, 43(01), 21-30. Asmar, C., Page, S., & Radloff, A. (2015). Exploring anomalies in Indigenous student engagement: findings from a national Australian survey of undergraduates. Higher Education Research & Development, 34(1), 15-29. Harrison, N., Page, S. & Finneran, M. (2013) Generative methodology: an inquiry into how a university can acknowledge a commitment to its Aboriginal community, The Australian Educational Researcher, 40 (3), 339-351. Mercier, O., Asmar, C., & Page, S. (2012). An academic occupation: Mobilisation, sit-in, speaking out and confrontation in the experiences of Māori academics. Australian Journal of Indigenous Education, 40, 81-91.  Asmar, C. & Page, S. (2009). Sources of satisfaction and stress among Indigenous academic teachers: Findings from a national Australian study. Asia Pacific Journal of Education 29:3, 387 - 401.  Page, S. & Asmar, C. (2008) 'Beneath the teaching iceberg: Exposing the hidden support dimensions of Indigenous academic work.' Australian Journal of Indigenous Education, Vol 37S, pp. 109-117. Rose, D, Rose, M, Farrington, S & Page, S. (2008) Scaffolding academic literacy with Indigenous Health Sciences students: an evaluative study. Journal of English for Academic Purposes, Vol, 7, pp. 165-179. Farrington, S., Page, S.,& Daniel DiGregorio, K. (2001) 'The Things that Matter: Understanding The Factors That Affect The Participation And Retention Of Indigenous Students In The Cadigal Program at the Faculty Of Health Sciences, University of Sydney. Journal of the Australian and New Zealand Student Services Association, 18, October pp 40-55 Daniel DiGregorio, K., Farrington, S. & Page, S. 2000 'Listening to our Students: Understanding the factors that affect Aboriginal and Torres Strait Islander Students' academic success', Higher Education Research and Development 19(3) pp 297-309. Book Chapters Trudgett, M., Page, S., Bodkin-Andrews, G.  & Franklin, C. (proposal accepted by publishers, under preparation).Chapter 8: Another brick in the wall?  Parent perceptions of school experiences of Aboriginal and Torres Strait Islander children. In M. Walter, K. Martin & G. Bodkin-Andrews (Eds), Growing up Strong Children: Indigenous Perspectives on the Longitudinal Study of Indigenous Children. Pallgrave McMillan.   Page, S., Trudgett, M. & Harrison, N.  A Sociocultural Approach to Supporting Indigenous Australian Doctoral Student Success, in Macfarlane, A., Macfarlane, S. & Webber, W. (Eds.) Sociocultural discourses in education: Theory into practice, Christchurch, Canterbury University Press. (In Press).  Asmar, C., Mercier, O. Ripeka, & Page, S. (2009) 'You do it from your core': Priorities, perceptions and practices of research among Indigenous academics in Australian and New Zealand universities. In A. Brew & L. Lucas (Eds.), Academic Research and Researchers. McGraw Hill. Page, S, Farrington, S & Daniel-DiGregorio, K. (2007) The Student Experiences Study: Using research to transform curriculum for Indigenous health science students, Brew, A & Sachs, J (Eds) In The Transformed University: The Scholarship of Teaching and Learning in Practice, Sydney, Sydney University Press. Other Articles/Papers Trudgett, M., & Page, S. (2014). When the Anths come marching in. The Australian Journal of Anthropology, 25(3), 388-390. Asmar, C., Page, S., & Radloff, A. (2011). Dispelling myths: Indigenous student engagement with university. Australasian Survey of Student Engagement, Research Briefing Vol 10. Camberwell VIC: Australian Council for Educational Research.  Asmar, C & Page, S. (2009) Indigenous cultural competency in the post-Bradley era: who will do the work? Campus Review, 12 October.  

Updated:  18 December 2017/Responsible Officer:  Centre Director/Page Contact:  CASS Marketing & Communications