SUCCESS FOR ALL: TEACHING FOR MĀORI AND PASIFIKA

STUDENT SUCCESS IN DEGREE-LEVEL STUDIES

Project Presenters: Dr Airini, Dr Elana Curtis, Dr Deidre Brown, Dr Te Oti Rakena, Fred Luatua, Gillian Reynolds, Angie Smith. The University of Auckland

(Correspondence: airini@auckland.ac.nz)

Project Team:

The University of Auckland:

-       Careers Centre: Fred Luatua, Gillian Reynolds, Angie Smith

-       Centre for Academic Development: Mona O’Shea, Matt Tarawa

-       Faculty of Education:        Dr Airini

-       Faculty of Medical and Health Sciences: Dr Elana Curtis, Tanya Savage, Sonia Townsend

-       National Institute of Creative Arts and Industries: Dr Deidre Brown, Dr Te Oti Rakena

Independent education consultants:

- Odie Johnson, Pale Sauni, To’aiga Su’a Huirua, Meryl Ulugia-Pua

PRESENTATION SUMMARY

What is it about? ‘Success’ in preparing for or completing degree-level study degree level studies is yet to be understood from the perspective of Māori and Pasifika learners. Without this we cannot be sure that our teaching approaches are delivering success for our students. ‘Success for All’ is a TLRI-funded University of Auckland multi-academic and service centre research project that is attempting to resolve these issues. The research is based on extensive interviews with Māori and Pasifika students (using the critical incident technique), teaching and other interventions in non-lecture settings based on the Phase 1 interview findings, Phase 2 interventions based on earlier findings, and Phase 3 interviews to evaluate the impact of the interventions.  

While evidence has been gathered about lecture-based learning in higher education, little is known about non-lecture teaching activities that complement traditional en masse teaching & their impact on Māori and Pasifika learners. Results from interviews with 92 Māori and Pasifika students are discussed, along with an analysis of more than 1500 stories of times Māori and Pasifika students say teaching in non-lecture settings has helped or hindered success in degree-level studies. A toolkit of promising practices for Quality Tertiary Teaching (the QTTe Toolkit) will be described, along with ‘signature pedagogies’ from the four contexts in which the research was situated – Medical and Health Sciences, Education, Creative Arts and Industries, and Careers Education.

Why is it important?

-       First study describing Maori and Pasifika experiences of teaching in non-lecture settings.

-       Describes ‘signature pedagogies’ in four university settings, and a nine-point set of promising practices common across multiple contexts of university settings.

-       Informs research methodology for the development and use of evidence for improving teaching and learning practices in universities : (a) agreed principles; (b) recording qualitative research; (c) deriving categories/ themes from interview data; (d ) how do you get trustworthy qualitative research?

-       Extends understanding of how to undertake Māori and Pasifika research: (a) clear methodologies and kaupapa; (b) agreed protocols (e.g. the ‘Give Way’ rule).

How the session will be run

This session will be a group presentation describing elements of the overall project and cases studies, drawing on student ‘voice’.

1.     Introduction of the project and motivation to undertake it.

2.     Project components:

-       Situating the research in the literature, research purpose and questions, research methodology (Kaupapa Maori research, Pasifika research, Critical Incidents), participation.

-       Findings: Signature pedagogies in four university teaching contexts; Quality Tertiary Teaching (QTTe) Toolkit of Promising Practices.

3.     Case studies from aspects of the four contexts.

4.     Discussion (sharing ideas and seeking comment):

-       research findings

-       research method

-       next steps.