Success for all: Creating minority and indigenous student success in degree-level studies in a post-European context.

Author(s):

Te Oti RakenaDr AiriniGillian Reynolds Reynolds Elana Taipapaki Curtis

Conference:

ECER 2009

Network:

22. Research in Higher Education

Format:

Paper

Session Information

22 SES 06 C, Widening Participation in Higher Education (Part 2)

Paper Session Continued from 22 SES 05 C

Time:

2009-09-29

10:30-12:00

Room:

HG; HS 29

Chair:

Lesley Andres

Contribution

The European education context has shaped teaching and learning in New Zealand higher education. While evidence has been gathered about lecture-based learning little is known about non-lecture teaching activities that complement traditional en masse teaching & the impact this traditionally European Education system has on indigenous and minority student success. The Success for All project commenced in 2007 in three Faculties and one organisation-wide programme in a University of more than 35,000 students. Researchers and educator-researchers have worked together over two years to better understand teaching and learning in non-lecture contexts, and to utilize evidence to enhance their practices and successful outcomes for Māori (indigenous people of New Zealand) and Pasifika peoples (people of Pacific nation heritage in New Zealand). Based on extensive interviews with Māori and Pasifika students (using the critical incident technique), the project investigated the teaching practices in selected non-lecture contexts (such as foundation education, academic support, studio/ performance teaching and careers education services) that helped or hindered success in preparing for or completing degree-level study. This paper reports on phase 2, the design and implementation of interventions created from the practices identified by the students as contributing to their success, phase 3, tracking the impact of the interventions by interviewing new students entering the university and finally it discusses the creation of a quality assured tertiary teaching toolkit to aid professional development and organization planning in a post-European education context based on the research findings.

Method

The project consists of two phases: the production of critical incidents narratives; and a professional development intervention based on the analysis and interpretation of the narratives. The two phases will be undertaken in four ‘initiatives’ (one each in the Faculty of Education, Faculty of Medical and Health Sciences, National Institute of Creative Arts and Industries, and the Careers Centre). The Critical Incident Technique is an established form of narrative inquiry which will be used to reveal and chronicle the lived experience of indigenous and minority students preparing for or completing degree-level studies. Students will be 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’ will be collaboratively grouped into categories which can guide the co-construction of a professional development intervention to improve teaching and learning practices.

Expected Outcomes

The Success for All project research findings reveal the strengths and weaknesses of current pedagogical practice within their contexts specifically and more generally. This project will contribute to the reduction of inequalities through building a robust evidence base to improve practice and reduce disparity for marginalized peoples in a European educational tertiary context. A key task for this project is to explore the relevance of this information to all aspects of teaching in university education and necessary changes. In addition to enhancing professional practice through creation of a Quality Tertiary Teaching Toolkit (QTTe) and associated professional development, there may be a role for this information in decision-making about resourcing at an organizational level and in national education policy development.

References

Airini., Brooker, B. (1999). Quality teacher education: What helps or hinders learning in teacher education. Paper presented to the Pacific Circle Consortium Annual Conference, Hawai’i, USA. Airini, & Sauni, P. (2004). Bring only the most beautiful: Towards excellence in adult education pedagogy. In AERC/ CASAE Joint Conference: Conference proceedings. University of Victoria, Canada. Alipia, T., Gill, T., Seaborne, T. Tuafuti, P. Airini., Jesson, J. (2005). Ia Sua le Áva ae Toto le Áta: Stories from the Heart: What helps Pasifika students succeed in initial teacher education. Auckland, New Zealand: University of Auckland, Faculty of Education. Alton-Lee, A. (2007). It’s time for a new learning agenda in policy, research and practice in education: Making a bigger difference in desired educational outcomes for diverse learners through collaborative culture of inquiry and development. Paper presented to the Pacific Circle Consortium conference. Hawai’i, USA. Bishop, R. (1998). Freeing ourselves from neo-colonial domination in research: a Māori approach to creating knowledge. Qualitative Studies in Education. 11, (2), 199-219. Bishop, R. & Glynn, T (1999). Culture counts: Changing power relations in education. Palmerston North: Dunmore Press. Bishop, R., Berryman, M., Tiakiwai, S., Richardson, C. (2003). Te Kotahitanga: The Experiences of Year 9 and 10 Māori Students in Mainstream Classrooms. Hamilton: University of Waikato. Bright, J. E. H., Pryor, R. G. L., Wilkenfeld, S., & Earl, J. (2005). The role of social context and serendipitous events in career decision making. International Journal for Educational and Vocational Guidance, 5, 19-36. Curtis, E. (2007). Kaupapa Māori Research Presentation to the Success for All training symposium. University of Auckland. Flanagan, J. (1954). The critical incident technique. Psychological Bulletin, 51: 327-358. Health Research Council. (2004). Guidelines for Pacific health research. Wellington, New Zealand: Health Research Council of New Zealand. hooks, B. (2003). Teaching community: A pedagogy of hope. NY: Routledge. IRI, Institute of Indigenous Research and Te Rōpū Rangahau Hauora a Eru Pōmare (2000). Māori Research Development. Kaupapa Māori Principles and Practices: A literature review. Auckland, New Zealand: Te Puni Kokiri. McCormick, R. (1994). The facilitation of healing for the First Nations people of British Columbia. Unpublished doctoral dissertation, University of British Columbia, Vancouver, British Columbia, Canada. Ministry of Education. (2002). Pasifika education research guidelines. Wellington, New Zealand: Ministry of Education.

Author Information

Te Oti Rakena

University of Auckland

National Institute of Creative Arts and Industries

Auckland

162

Dr Airini

University of Auckland, New Zealand

Gillian Reynolds Reynolds

University of Auckland, New Zealand

Elana Taipapaki Curtis

University of Auckland, New Zealand

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