Abstract: This paper reports on a phenomenographic investigation into conceptions of learning for 15 Indigenous Australian university students over the three years of their degree courses. The ways in which they went about learning were also investigated along with the relationship between individual students’ ‟core‟ conceptions of learning and the ways in which they learnt.
Results indicated that their conceptions and ways of learning were similar in some respects to those found for other university students. However some students went about learning in ways that were incongruent with the core conception of learning they held. This can be regarded as dissonance between strategies and conceptions of learning. The implications of this for Indigenous Australian university students are discussed.
