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Acknowledgement of country

Batchelor Institute would like to acknowledge and pay respect to the Aboriginal and Torres Strait Islander sovereign people of the lands on which our campuses are located. As we share our knowledge, teaching and learning and engage in research practices within this Institution and/or conduct business with a variety of external agencies and organisations, we must always pay respect to the sovereign status of our hosts. May their Ancestors always be remembered and honoured, their Elders listened to and respected, all members treated with dignity and fairness — in the present and well into the future.

We also acknowledge and pay respect to the knowledge embedded forever with our hosts, custodianship of country and the binding relationship they have with the land. Batchelor Institute extends this acknowledgment and expression of respect to all sovereign custodians — past, present and emerging. By expressing Acknowledgement of Country we encourage all to extend and practice respect to all First Nations people wherever their lands are located.

Please read this important information
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Language
Users are warned that there may be words and descriptions which may be culturally sensitive and which might not normally be used in certain public or community contexts. Terms and annotations, which reflect the author’s attitude or that of the period in which the item was written, may be considered inappropriate today in some circumstances.
Deceased persons
Users of the website should be aware that, in some Aboriginal and Torres Strait Islander Communities, seeing images of deceased persons in photographs, film and books or hearing them in recordings may cause sadness or distress and in some cases, offend against strongly held cultural prohibitions.
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Materials included in this website may be subject to access conditions imposed by Indigenous communities and/or depositors. Users are advised that access to some materials may be subject to these terms and conditions which the Institute is required to maintain
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Dr John Guenther
Home Researchers, Projects and Partnerships Dr John Guenther
Dr John Guenther
Research Leader, Education and Training

John Guenther is Research Leader, Education and Training. His research and evaluation work over the last 20 years has focused on education and related social issues in remote parts of the Northern Territory and Western Australia. His work informs First Nations social policy and practice by building an evidence base that promotes local community voices.

John is a Fellow of the Australian Evaluation Society, Editor in Chief of the Evaluation Journal of Australasia, Editor in Chief of the Australian and International Journal of Rural Education, board member of the Society for the Provision of Education in Rural Australia and a member of the Australian Association of Research in Education.

ORCID: https://orcid.org/0000-0002-0080-1698

ResearchGate: https://www.researchgate.net/profile/John-Guenther

Google Scholar: https://scholar.google.com.au/citations?hl=en

Examples of John’s work

Remote and regional Aboriginal student and family school engagement

2023-2024

An Australian Government funded research project designed to inform understanding of the dynamics or engagement and retention in remote schools of Western Australia and Northern Territory.

Collaborating with: Curtin University and University of Notre Dame

Website: https://www.remoteschoolengagement.au/

Game-Changers: Enablers of Indigenous University Student’s Success

2025-2029

This project aims to identify game-changers that enable Indigenous students to complete university capitalising upon research advances and a powerful synergy of Indigenous and empirical methods. The project will generate new knowledge about enablers of university completion, leveraging research-derived interventions, and Indigenous voice and agency. Expected outcomes include effective interventions, university completion and associated socio-economic benefits, and wellbeing. Benefits include identifying drivers of university completion, designing effective interventions, advancing data-driven Indigenous higher education policies and practices, promoting Indigenous socio-economic wellbeing, and building research capability and capacity.

Collaborating with: Australian Catholic University, Uni of Adelaide, Uni of Melbourne, CDU, Concordia University Canada, Wonnarua Nation Aboriginal Corporation

Evaluation of Nawarddeken Academy

2019-2022

An evaluation funded by Karrkad Kanjdji Trust to inform the strategic direction of the Nawarddeken Academy and its development at Kabulwarnamyo, Manmoyi and Mamadawerre.

Final report

Remote Aboriginal students’ high school retention and post-school pathways

2025-2028

An Australian Research Council funded research project which will find out what schools can do to keep students learning at school and support them transition into work or further study.

Collaborating with: Curtin University and Australian National University

Working paper

Evaluation of Schools Plus

2024-2026

A research and evaluation project funded by the Paul Ramsey Foundation which will assess school improvement and enablers and barriers to success through Schools Plus programs in 45 remote and very remote schools.

Collaborating with: Charles Sturt University

Evaluation of inDigiMOB

2018-2024

A series of three evaluations funded by the Telstra Foundation to assess the impact and development of First Nations Media Australia’s  digital inclusion initiatives in remote Northern Territory communities

Year 3 report

Evaluation of Suicide Story

2019-2020

An evaluation of ‘Suicide Story’, funded by the NT Government for the Mental Health Association of Central Australia for the Suicide Story Aboriginal Advisory Group.

Final report