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Emma Olssen is a Koori Aboriginal woman from the Wiradjuri Nation of New South Wales through her mother and grandparents, and a Middle-Eastern Australian through her father's lineage. Born in Muloobinba (Newcastle, NSW), she grew up in Winnam (Wynnum) on Quandamooka Country (Moreton Bay).

Emma has an extensive professional background in leadership, executive management, organisational change, and Indigenous engagement across diverse sectors. As an Indigenous researcher, her work is grounded in Indigenous methodologies and explores the experiences of Aboriginal and Torres Strait Islander employees across identified and non-identified roles.

Her research examines how organisational structures, workplace cultures, and employment practices shape Indigenous employees' experiences of inclusion, wellbeing, leadership, and career progression. Through qualitative yarning, her work challenges assumptions that representation alone leads to meaningful inclusion and highlights the organisational conditions that enable Aboriginal and Torres Strait Islander peoples to thrive in the workplace. Her research contributes to contemporary discussions on Indigenous employment, equity, and organisational transformation.

I am a Quandamooka researcher and educator whose work sits at the intersection of Indigenous education, culturally safe engagement, and Indigenous data governance. With more than twenty‑five years’ experience across schooling, VET and higher education, I focus on creating systems, policies, and learning environments that strengthen Indigenous participation, leadership, and workforce capability.

I am a Lecturer in Indigenous Education in the School of Education and was previously the Director for Indigenous Education in UQ’s Faculty of Health, Medicine and Behavioural Sciences. In these roles, I work closely with Aboriginal and Torres Strait Islander students, staff, and communities, and collaborate with academic, industry, and government partners to progress Indigenous‑led educational reform.

My research centres on Indigenous workforce pathways, retention, and accountability, informed by strengths‑based Indigenous methodologies. My PhD examined the sustainability of the Indigenous teacher workforce, and this work now extends through ARC and Teaching Innovation Grant projects focusing on Indigenous workforce data practices, governance, and culturally grounded policy design.

I welcome HDR students and collaborators who are interested in Indigenous education, workforce development, community‑led methodologies, and ethical approaches to Indigenous data. I am particularly interested in projects that partner with communities and contribute to practical, strengths‑focused change.

Leonie is proud of her traditional connections to the Djaku-nde people of North Burnett, Juru people in Bowen North Queensland and the Nuigi people of Mulgumpin (Moreton Island) with bloodline traces back to Tanna, Santo and Lifu Island's in Vanuatu. With over 30 years of experience in social work, Leonie is a nationally recognised leader in cultural safety, Indigenous engagement and community development. Leonie has extensive experience in across child protection, mental health and teritary education sectors. Her professional expereist encompasses policy development, legislative reform, and practice frameworks, with a strong emphasis on co-design, cultural mentoring and workforce development. She has lectured in Indigenous Health, Social Work, Mental Health and contributed to the development of culturally safe, student-centred curricula. Renowned for her authentic faciliation style, she empowers individuals and organisations to embed cultural safety and drive systemic change across government, non-government, and academic contexts.