This two-year evidence-based project targets indigenous (Māori) student and minority (Pasifika) student success in degree-level tertiary education. The focus is on increasing rates of success by investigating the ways in which non-lecture teaching helps or hinders student learning and success in preparing for or completing degree-level studies. Good practice has been identified. One of the great challenges in higher education research is to establish links or causality between teaching practices and student learning outcomes. Of particular concern for this research project is understanding what teaching practices in non-lecture contexts (such as foundation education, academic support, studio/ performance teaching and careers education services) help or hinder Māori and Pasifika success in preparing for or completing degree-level study. This project has investigated this question, in four very different contexts for teaching and learning across three Faculties and one organisation-wide programme in a University of more than 35,000 students. All believe they utilize elements of quality practice in their teaching and educational practices; all are committed to increased indigenous and minority student success in degree-level studies. The project is designed so that researchers and educator-researchers work together over two years to better understand teaching and learning in non-lecture contexts, and to utilize evidence to enhance their practices. Success for All comprises four initiatives, namely: Faculty 1: This study explored teaching and learning practices in intensive academic support provided by specialists in academic support, with one or more Pasifika students; and mentoring in which there is a peer mentor working with one Pasifika student or a small group of Pasifika students. Faculty 2: This study investigated teaching and learning practices in foundation education focused on ensuring Māori and Pasifika student are successful within a pre-degree level qualification that prepares students for degree-level studies; and pastoral and academic support practices including peer support, tutoring and mentoring at both an individual and group level . Faculty 3: This study investigated how academic outcomes for Māori students and Pasifika students can be improved through enhanced teaching and learning in studio and performance settings. The Centre: This study examined ways in which careers education activities (e.g. workshops, one-to-one guidance, seminars and information services) might help or hinder Māori students and Pasifika students success in degree level studies. In total, the range of initiatives in this research provided a rare opportunity for in-depth teaching practice studies which will add substantially to the existing (and limited) knowledge on what is quality teaching in non-lecture based contexts. Importantly, the Success for All project provides evidence about quality teaching and learning in diverse university studies through: • identification of international good practice in non-lecture teaching and learning in tertiary settings; and • quality research on the nature of non-lecture teaching and learning practices that help or hinder indigenous and minority student success in preparing for or completing degree-level study. A unique feature of this project is the integration of indigenous (Kaupapa Māori Research) and minority (Pasifika Research) methodologies and methods which contest and expand mainstream approaches to research, teaching and learning in Higher Education. This collaborative research is undertaken by a multiethnic team comprising Maori, Pasifika and Pakeha/European researchers working with 120 particpants, and over 900 unique accounts of teaching incidents that students identify as having helped or hindered their success in degree-level studies. This paper describes categories of good practice derived from student narratives; and the influence on teaching and learning of lecturer professional development based on these categories.

• The Critical Incident Technique is an established form of narrative inquiry which was used to reveal and chronicle the lived experience of (in this project)Māori and Pasifika students preparing for or completing degree-level studies. Students from each of the ‘initiatives’ were asked to describe times when teaching and learning practices in non-lecture settings have helped (or hindered) their success in degree-level studies. In line with the Critical Incident Technique, the resultant student ‘stories’ were collaboratively grouped into categories which will be used in Phase 2 to guide the co-construction of a professional development intervention to improve teaching and learning practices. • ‘Kaupapa Māori Research’ (KMR) is now a well established academic discipline and research methodology (Smith 1999, IRI 2000). KMR in this study will locate Māori at the centre of enquiry; it has of necessity an understanding of the social and economic and political influences on Māori outcomes and is able to use a wide variety of research methods as tools. It is about understanding those power dynamics that create and maintain the unequal position of Māori in New Zealand society including the role that the education system plays in expanding or limiting Māori student success. • ‘Pasifika research’ is an evolving construct concerned with the empowerment of Pasifika peoples, and national well-being. This project increases understanding of principles and practices in collaborative Pasifika research undertaken by diverse researchers. The term `Pasifika peoples' contains considerable cultural and historical diversity which needs to be addressed in appropriate ways by researchers.

• What teaching practices in non-lecture contexts help or hinder indigenous (Māori) & minority (Pasifika) learning and success in degree-level study. • What ‘success’ means in pre-degree and degree-level study – from mainstream, indigenous, and minority group perspectives • What capabilities educators and educator-researchers in non-lecture progammes need to support Māori student and Pasifika student success. • How the findings of research into non-lecture teaching and learning for Māori and Pasifika degree-level students can be relevant to and communicated to a wider audience of higher education professionals, academics, and communities. • How diverse research methodlogies and methods (Kaupapa Māori Research and Pasifika Research) expand understandings of what 'quality research' means in higher education.