Author Identifier
Melissa Fong-Emmerson: https://orcid.org/0000-0003-0775-9768
Date of Award
2026
Keywords
Higher education, social marketing, consumer behaviour, consumer decision-making, Indigenous students, university, marketing
Document Type
Thesis - ECU Access Only
Publisher
Edith Cowan University
Degree Name
Doctor of Philosophy
School
School of Business and Law
First Supervisor
Claire Lambert
Second Supervisor
Braden Hill
Third Supervisor
Marie Ryan
Abstract
This research explores how Aboriginal and Torres Strait Islander students navigate the journey to higher education. This research brings together three interconnected studies on decision-making processes, the role of socialisation agents and the impact of university marketing and communication on Indigenous students’ engagement and participation in higher education. Across all studies, the findings reveal the critical role of trusted relationships, encouragement (sparks), and the evaluation of core institutional attributes, while highlighting the frequent disconnect between institutional marketing and Indigenous students’ lived experiences.
A three-phase narrative inquiry approach was employed, incorporating autobiographical accounts, yarning sessions and one-on-one interviews with Indigenous students from two Western Australian universities. Grounded in Indigenous knowledges and worldviews, this participatory methodology provided deep, nuanced insights into students’ educational journeys from a consumer behaviour lens. Analysis identified five key themes shaping their pathways: Ecosystem of Connection, challenging Societal Expectations and Harnessing Untapped Potential, Determination to Pursue and Embrace Passions, Authentic Representation and Inclusive Engagement, and Expanding Access and Opportunity. These themes highlight the connection between personal agency, self determination, socialisation agents and institutional structures. This research extends consumer decision-making and socialisation theories by introducing an adapted decision-making framework aligned with students’ lived experiences and worldviews. Findings show that information searches are often minimal, with students relying heavily on trusted reference groups for guidance. “Sparks” from influential figures in their life and community help normalise higher education as an achievable goal, while the choice of institution is assessed through a set of attributes that are culturally shaped and prioritise belonging, representation and accessibility.
The third study on marketing and communication reveals persistent gaps in how universities engage with Indigenous audiences. Students described existing materials as generic, difficult to navigate, and lacking authentic Indigenous voices. This disconnect reduces cultural resonance and fails to reflect the diverse identities, aspirations and lived experiences of Indigenous students. Participants called for genuine representation, inclusive messaging, and creative, culturally informed approaches that move beyond one-size-fits-all marketing.
By integrating these three studies, this research offers both theoretical and practical contributions. It advances understanding of how Indigenous students’ higher education decisions are shaped by socialisation agents, decision-making processes, and institutional marketing and communication. It proposes culturally responsive strategies aligned with the Universities Australia Indigenous Strategy (2022) and the Australian Universities Accord (O’Kane, 2024), emphasising the need to amplify Indigenous voices and knowledge systems through upstream, midstream, and downstream marketing. This strength-based, Indigenous-collaborated and guided research challenges deficit narratives and offers practical strategies to improve access and participation, contributing to a more inclusive marketing and higher education landscape where Indigenous students’ stories, aspirations, and knowledge systems are central.
Access Note
Access to this thesis is embargoed until 14th April 2030
Recommended Citation
Fong-Emmerson, M. (2026). Indigenous student voices on their journey to higher education and the reframing of university marketing. Edith Cowan University. https://doi.org/10.25958/r5sy-0n71