Resonating or Missing the Mark? Indigenous Students’ Perspectives on University Marketing Communications

Authors

DOI:

https://doi.org/10.63608/ssj.3872

Keywords:

Indigenous students, Aboriginal and Torres Strait Islander, Marketing and Communication, Transition, Higher Education

Abstract

This study explores the perspectives of Indigenous Australian students on the marketing and communication materials of higher education institutions, highlighting their crucial role in attracting Indigenous students and revealing a lack of authentic engagement with Indigenous voices. While outreach and enabling programs have boosted participation, a significant gap remains in research on marketing and communication strategies that resonate with Indigenous students. This is especially relevant in the context of the Universities Australia Indigenous Strategy 2022–25 and the Australian Universities Accord, which aim to enhance Indigenous participation. Drawing on three yarning sessions with 15 students, this research identifies a disconnect between institutional marketing and Indigenous students’ lived experiences. Key shortcomings include generic content, difficult-to-navigate information, and the exclusion of Indigenous perspectives. Students call for authentic representation, inclusive messaging that reflects their identities, aspirations, and lived experiences. The findings emphasise the need for culturally informed, creative communication and practical strategies beyond one-size-fits-all marketing.

 

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Author Biographies

Melissa Fong-Emmerson, Edith Cowan University Australia

Dr Melissa Fong-Emmerson is a marketing academic and trained secondary teacher whose research and teaching are grounded in over 15 years of professional marketing practice across corporate, government and not-for-profit sectors, leading integrated campaigns, stakeholder engagement and behaviour change initiatives at scale. Her research advances social marketing and consumer decision-making theory, with a particular focus on higher education equity, diversity and inclusion, and strength-based approaches to social justice and behaviour change. She weaves Aboriginal and Torres Strait Islander methodologies into marketing and social research, drawing on community-grounded frameworks that centre equity and self-determination. Her work aligns with the United Nations Sustainable Development Goals (SDG 4, SDG 8, SDG 10) and Australia's Closing the Gap targets in education, employment and economic participation. Melissa’s teaching integrates sustainability, digital capability and inclusive practice through industry-embedded curricula, and she leads cross-school initiatives to embed Aboriginal and Torres Strait Islander perspectives into curriculum and assessment in close partnership with institutional and community stakeholders. Her service extends to the ANZMAC Diversity, Equity and Inclusion Subcommittee, Program Co-Lead of Marketing that provides opportunity for all people in the Marketing for Social Impact Special Interest Group (MSI SIG) and the Marketing Management Journal Editorial Board. Her contributions to inclusive practice and learning innovation have been recognised through a National Award for University Teaching and multiple Vice-Chancellor's Staff Excellence Awards.

Claire Lambert, Edith Cowan University Australia

Associate Professor Claire Lambert is the Associate Dean of Teaching and Learning in the School of Business and Law at Edith Cowan University, Australia. Before transitioning into academia, Claire accumulated over 20 years of industry experience in marketing, sales, and management roles. Claire has extensive experience in teaching both undergraduate and postgraduate courses and has played a key role in curriculum development. She is committed to enhancing teaching and learning outcomes, continuously driving improvements in teaching practices and student experiences. Claire is recognised nationally for her leadership in higher education and her commitment to enhancing the student experience. Her research and scholarship focus on business education, curriculum innovation, authentic assessment, graduate employability and culturally responsive teaching. She has received two Australian Awards for University Teaching, multiple ECU Vice-Chancellor Awards, and is an Advance HE Senior Fellow. Claire continues to work collaboratively with industry, professional bodies and the higher education sector to develop innovative educational practices that improve student outcomes and strengthen graduate capability. Her exceptional contributions to student learning have earned her numerous accolades, including a National Award for University Teaching and several Vice Chancellor Staff Excellence Awards.

Braden Hill, Edith Cowan University Australia

Professor Braden Hill (he/him) is a Noongar (Wardandi) man from the south-west of Western Australia and Deputy Vice-Chancellor (Students and Education) at Edith Cowan University (ECU), where he leads a portfolio spanning teaching and learning, student experience, access and equity, student success, and graduate outcomes. A trained secondary teacher, Professor Hill brings both professional expertise and personal insight to conversations about educational access, pathways and opportunity. Having entered university through a non-ATAR pathway, he is a strong advocate for broadening participation and ensuring higher education remains accessible through diverse entry pathways. He has held several senior leadership roles at ECU, including Deputy Vice-Chancellor (Students, Equity and Indigenous), Pro-Vice-Chancellor (Equity and Indigenous), and Head of Kurongkurl Katitjin, ECU’s Centre for Indigenous Australian Education and Research. Prior to joining ECU, he was Director of Aboriginal Education, Equity and Inclusion at Murdoch University. Professor Hill is nationally recognised for his leadership in Indigenous and LGBTQIA+ research, and for his work advancing equity, inclusion and student success across higher education. 

Maria Ryan, Edith Cowan University Australia

Marie is an Associate Professor, and Associate Dean of Business Services, including the disciplines of Marketing, Entrepreneurship and Innovation, Hospitality and Tourism, Sport, Recreation and Event Management. Marie has been in teaching positions for over 20 years at ECU and other West Australian Universities. Prior to her academic career, Marie had a background in industry in marketing research as a provider of research and buyer for international organisations and federal government departments. Marie’s research interests broadly focus on topics including research methodologies, consumer behaviour, tourism (heritage, volunteer, niche), sense of place, student learning. Marie has considerable publications in international journals and presented papers at international and national conferences. Recent research projects include niche tourism, fee compliance, value in hospitality small businesses and food security.

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Published

04-09-2026

How to Cite

Fong-Emmerson, M., Lambert, C., Hill, B., & Ryan, M. (2026). Resonating or Missing the Mark? Indigenous Students’ Perspectives on University Marketing Communications. Student Success, 17(3), 144–156. https://doi.org/10.63608/ssj.3872

Issue

Vol. 17 No. 3 (2026): Student Success

Section

Articles

License

Copyright (c) 2026 Melissa Fong-Emmerson, Claire Lambert, Braden Hill, Maria Ryan

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors retain copyright and grant the Journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution International Licence (CC BY 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.