Making a difference: The role of the Māori administrator in Universities

Te Kaharoa ◽  
2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Tania Smith
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
World View ◽  
Academic Staff ◽  
Aotearoa New Zealand ◽  
Making A Difference ◽  
European Values ◽  
The Government ◽  
The University

The Tertiary Education Strategy 2010 – 2015 in Aotearoa/New Zealand states that the Government aims to ‘increase the number of Māori students achieving at the higher level’ (Tertiary Education Commission 2010, p10). For this to be achieved universities need to play their part in assisting Māori students to progress beyond the undergraduate degree and into postgraduate study. Universities take their origins from western European values, ideals and world view which are reflected in the curriculum, management systems and processes.  It is predicated that by 2020 over half the tertiary student population will be Māori due to a youthful Māori population (Department of Labour, 2008). This will be a challenge for universities.  Therefore, the role of a Māori administrator within the university system becomes critical in being able to provide useful insight to the university on how to retain Māori students in this changing environment. This paper draws on my Master of Philosophy research.  It will critically examine the role Māori administrator’s play in the recruitment and retention of Māori students in universities in Aotearoa/New Zealand including culturally specific pastoral care, accurate course advice, information on degree requirements, appropriate learning pathways for students and supporting academic staff to track student progress through to completion. These additional responsibilities, often unrecognised by the university, demonstrates the important role a Māori administrator can make in retaining Māori students in the academy. 

Cogs in the Wheel: Academic Trade Unionism, Government, and the Crisis in Tertiary Education in Nigeria

2002 ◽  
Vol 45 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Edlyne Anugwom
Keyword(s):  
Tertiary Education ◽  
Academic Staff ◽  
Economic Adjustment ◽  
University System ◽  
Trade Unionism ◽  
Military Regimes ◽  
Subsequent Decrease ◽  
The Government ◽  
The University

Abstract:This article examines the role of academic unionism in the perennial crisis bedeviling the university system in Nigeria. It is the contention here that contrary to officially sponsored opinion, the crisis can be linked to external factors, especially the government's handling of industrial disputes. The crisis in the system, which started in the early 1990s, can be seen as the direct off-shoot of the macro-economic adjustment programs foisted on the country and the subsequent decrease in government funding of the education sector. Nevertheless, the repressive practices of past military regimes have contributed immensely to the crisis, as have the frequent strikes of the the Academic Staff Union of Nigerian Universities (ASUU). The articles suggests that the crisis can be tackled only with an amelioration of the fundamental problems confronting the system—ranging from underfunding and poor working conditions to excessive government meddling in university governance—and a rethinking of strategies by both the government and ASUU.

‘Opening the door’: An authentic approach to decolonizing arts education in Aotearoa/New Zealand

2021 ◽  
Vol 20 (1) ◽  
pp. 65-82 ◽  
Author(s):  
Luke Feast ◽  
Christina Vogels
Keyword(s):  
New Zealand ◽  
Focus Group ◽  
Arts Education ◽  
Tertiary Education ◽  
World View ◽  
Academic Staff ◽  
Learning Activity ◽  
Collaborative Practices ◽  
Aotearoa New Zealand ◽  
Educative Experiences

Educators in universities in Aotearoa/New Zealand have the responsibility to ‘live and model’ the principles of Te Tiriti o Waitangi. However, tertiary education has often treated the principles in an inauthentic way. There are few courses in art, design and communication in New Zealand that integrate the principles authentically. This article showcases features of a course – Mahitahi | Collaborative Practices – that engages with Te Tiriti principles by teaching collaboration from te ao Māori (the Māori world). Our findings draw from a focus group we conducted with academic staff who taught into a pilot iteration of the course. Three central themes emerged from the focus group relating to the issue of decolonizing arts education. First, that regardless of the educators’ intentions to design a course that privileges te ao Māori, the features of Aotearoa/New Zealand’s colonial reality are still present. Second, the students’ primary learning activity was principled reflection, where they successfully engaged with te ao Māori in an authentic way. Third, students’ connection to te ao Māori was jeopardized by designing part of the assessment that took on a Pākehā (non-Māori) world-view. Consequently, students may have missed the opportunity to engage more fully with educative experiences relating to lifelong learning. We argue that to maintain an authentic connection to te ao Māori, the curriculum should be consistently designed around principles embedded in Te Tiriti o Waitangi.

Health(y) education: A critical analysis of the role of public health regulation in and on tertiary education in Aotearoa New Zealand

2021 ◽  
pp. 147821032199501
Author(s):  
Susan Shaw ◽  
Keith Tudor
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Critical Analysis ◽  
Tertiary Education ◽  
Power Dynamics ◽  
Policy And Practice ◽  
Educational Design ◽  
Aotearoa New Zealand ◽  
Public Health Regulation

This article offers a critical analysis of the role of public health regulation on tertiary education in Aotearoa New Zealand and, specifically, the requirements and processes of Responsible Authorities under the Health Practitioners Competence Assurance Act for the accreditation and monitoring of educational institutions and their curricula (degrees, courses of studies, or programmes). It identifies and discusses a number of issues concerned with the requirements of such accreditation and monitoring, including, administrative requirements and costs, structural requirements, and the implications for educational design. Concerns with the processes of these procedures, namely the lack of educational expertise on the part of the Responsible Authorities, and certain manifested power dynamics are also highlighted. Finally, the article draws conclusions for changing policy and practice.

A Saturated Time: Three Festivals in Poland, 2007

2008 ◽  
Vol 24 (4) ◽  
pp. 307-321
Author(s):  
Murray Edmond
Keyword(s):  
New Zealand ◽  
Associate Professor ◽  
Contemporary Theatre ◽  
Avant Garde ◽  
Aotearoa New Zealand ◽  
Theatre Company ◽  
Street Performance ◽  
The University ◽  
Special Time

What different kinds of festival are to be found on the ever-expanding international circuit? What companies are invited or gatecrash the events? What is the role of festivals and festival-going in a global theatrical economy? In this article Murray Edmond describes three festivals which he attended in Poland in the summer of 2007 – the exemplary Malta Festival, held in Poznan; the Warsaw Festival of Street Performance; and the Brave Festival (‘Against Cultural Exile’) in Wroclaw – and through an analysis of specific events and productions suggests ways of distinguishing and assessing their aims, success, and role in what Barthes called the ‘special time’ which festivals have occupied since the Ancient Greeks dedicated such an occasion to Dionysus. Murray Edmond is Associate Professor of Drama at the University of Auckland, New Zealand. His recent publications include Noh Business (Berkeley: Atelos Press, 2005), a study, via essay, diary, and five short plays, of the influence of Noh theatre on the Western avant-garde, and articles in Contemporary Theatre Review (2006), Australasian Drama Studies (April 2007), and Performing Aotearoa: New Zealand Theatre and Drama in an Age of Transition (2007). He works professionally as a dramaturge, notably for Indian Ink Theatre Company, and has also published ten volumes of poetry, of which the most recent is Fool Moon (Auckland: Auckland University Press, 2004).

scholarly journals An old story, a new voice: Tertiary education in the Bay of Plenty region

2019 ◽  
Vol 24 (1) ◽  
pp. 79-92
Author(s):  
Diana Amundsen
Keyword(s):  
New Zealand ◽  
Graduate Students ◽  
Cultural Context ◽  
Tertiary Education ◽  
Doctoral Research ◽  
Aotearoa New Zealand ◽  
The Face ◽  
Institute Of Technology ◽  
The University ◽  
Region Information

In this article, I first critique neoliberal effects on the Aotearoa New Zealand tertiary education sector and then provide a close-up look at tertiary education in the Bay of Plenty region. Information is based on aspects of my doctoral research which was located across three tertiary education organisations comprising the Bay of Plenty Tertiary Education Partnership: The University of Waikato, Toi Ohomai Institute of Technology and, Te Whare Wānanga o Awanuiārangi.  The findings of this research examine connections across the partnership, delving into relevant aspects of universities, polytechnics and wānanga. I evaluate the historical, geographical, political and socio-cultural context of all three institutions. Lastly, I discuss campus connections between the partnership organisations. The emerging picture reveals an old story of expansion and growth with a new voice of tension between collaboration and competition in the face of a neoliberal education context. This article offers timely implications for contemporary and future University of Waikato campus connections and may appeal to academics, graduate students, policymakers and the general public.  

scholarly journals Ko te Tika, ko te Pono, ko te Aroha: Exploring Māori values in the university

Te Kaharoa ◽  
2021 ◽  
Vol 17 (1) ◽  
Author(s):  
Georgina Stewart ◽  
Valance Smith ◽  
Piki Diamond ◽  
Nova Paul ◽  
Robert Hogg
Keyword(s):  
New Zealand ◽  
Academic Freedom ◽  
Lived Experience ◽  
Academic Staff ◽  
Social Institutions ◽  
The Political ◽  
Aotearoa New Zealand ◽  
University Of Technology ◽  
Kaupapa Māori ◽  
The University

This research is offered as a koha (contribution) to the ongoing debates within the university where all co-authors work as academic staff, Auckland University of Technology (AUT) in Auckland, Aotearoa New Zealand. We set out to critically investigate three key Māori words, tika, pono, aroha, and the results of their adoption as ‘university values’ by AUT. In the sections below, we synopsise and synthesise scholarly literature from a critical Māori perspective, informed by collective lived experience, including our experiences of being Māori academics, working at AUT. This research offers an internal critique of our employer university and is therefore an exercise in academic freedom and a form of activist research, as is consistent with the political nature of Kaupapa Māori approaches. While this article restricts itself to one university, the conundrum of using Māori knowledge in educational and other contemporary social institutions is topical across the nation. The key question we investigate is: Are these three words, tika, pono, aroha, being used by AUT in ways consistent with their Māori meanings?

Navigating the secondary-tertiary education border: refugee-background students in Southern Aotearoa New Zealand

2021 ◽  
pp. 1-26
Author(s):  
Vivienne Anderson ◽  
Sayedali Mostolizadeh ◽  
Jo Oranje ◽  
Amber Fraser-Smith ◽  
Emma Crampton
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Aotearoa New Zealand

Locking down behavioural compliance: The role of emotion and emotion regulation in breaches of COVID-19 mitigation measures in Aotearoa New Zealand

2021 ◽  
pp. 135910532110299
Author(s):  
Terise Broodryk ◽  
Kealagh Robinson
Keyword(s):  
Public Health ◽  
Young Adults ◽  
New Zealand ◽  
Health Behaviours ◽  
Mitigation Measures ◽  
Aotearoa New Zealand ◽  
High Knowledge ◽  
The Cost ◽  
Insight Into

Although anxiety and worry can motivate engagement with COVID-19 preventative behaviours, people may cognitively reframe these unpleasant emotions, restoring wellbeing at the cost of public health behaviours. New Zealand young adults ( n = 278) experiencing nationwide COVID-19 lockdown reported their worry, anxiety, reappraisal and lockdown compliance. Despite high knowledge of lockdown policies, 92.5% of participants reported one or more policy breaches ( M  = 2.74, SD = 1.86). Counter to predictions, no relationships were found between anxiety or worry with reappraisal or lockdown breaches. Findings highlight the importance of targeting young adults in promoting lockdown compliance and offer further insight into the role of emotion during a pandemic.

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