Whilst Indigenous Graduate Attributes – or the embedding Indigenous cultural competencies within broad graduate attributes – are becoming increasingly popular within some universities, it is essential that universities be held accountable for the realisation of such policies. Considering that Australian Indigenous Studies – an essential component of Indigenous Graduate Attributes – is a highly contested space where colonial and Indigenous knowledges collide, this article presents evidence from analyses, engaging with Indigenous Standpoints, aimed at evaluating critically the degree to which university subjects may contribute to the realisation of Indigenous Graduate Attributes. Results identify not only an array of psychometrically sound factors which measure Student Knowledges and Attitudes to Indigenous Issues as well as Applied Indigenous Learning, but also indicate that the embedding of Australian Indigenous Studies content may vary across disciplines. In addition, results show that the impact of such embedding on student attitudes also varies greatly according to discipline, with positive, negative, and contradicting results across disciplines. These findings strongly suggest that any commitment to embedding Indigenous Graduate Attributes must be monitored very carefully.

中文翻译：

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致力于嵌入土著研究的问责制：来自土著研究生属性评估工具的证据

虽然本土毕业生属性——或者将本土文化能力嵌入广泛的毕业生属性中——在一些大学中越来越受欢迎，但大学必须对实现这些政策负责。考虑到澳大利亚土著研究——土著研究生属性的一个重要组成部分——是一个充满争议的空间，殖民知识和土著知识发生冲突，本文提供了来自分析的证据，涉及土著立场，旨在批判性地评估大学学科可能做出贡献的程度实现土著研究生属性。结果不仅确定了一系列衡量学生对土著问题的知识和态度以及应用土著学习的心理测量学合理因素，而且还表明澳大利亚土著研究内容的嵌入可能因学科而异。此外，结果表明，这种嵌入对学生态度的影响也因学科而异，跨学科产生积极、消极和相互矛盾的结果。这些调查结果强烈表明，必须非常仔细地监测对嵌入土著毕业生属性的任何承诺。跨学科的积极、消极和矛盾的结果。这些调查结果强烈表明，必须非常仔细地监测对嵌入土著毕业生属性的任何承诺。跨学科的积极、消极和矛盾的结果。这些调查结果强烈表明，必须非常仔细地监测对嵌入土著毕业生属性的任何承诺。