scholarly journals Rethinking Māori academic development in New Zealand universities

2021 ◽  
Author(s):  
◽  
Meegan Hall
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Interpretative Phenomenological Analysis ◽  
Academic Staff ◽  
Academic Development ◽  
Four Dimensions ◽  
Development Framework ◽  
Kaupapa Māori ◽  
Cultural Interface ◽  
Development Literature

<p>Indigenous scholars have called for a rethinking of the cultural interface of Indigenous people within the academy. For Māori academics, their culture often has a significant impact on their work, career goals and academic development requirements, yet the academic development literature is largely silent on the needs of Māori academics. Thus, the views of Māori academics could be better reflected in the scholarship and practice of academic developers. This thesis explores the realities of Māori academic staff in New Zealand universities. It presents a literature review about the experiences and preferences of Māori and other Indigenous academics. It also shares three case studies involving seven participants from two different New Zealand universities. The interviews for the case studies were conducted in accordance with kaupapa Māori methodology and using interpretative phenomenological analysis. In addition, this thesis proposes an integrated framework for conceptualising and delivering culturally relevant academic development to Māori academics. Entitled Te Kōtuinga Mātauranga: A Māori Academic Development Framework, it highlights four dimensions that emerged from the case studies and literature as key to Māori academic development: tuakiritanga (identity), pūkengatanga (skills and knowledge), whanaungatanga (relationships) and tikanga (values and practices). It also reflects the holistic nature of Māori academic work and the demand for individual and collective academic development opportunities. The visual portrayal of the framework draws on the traditional Māori weaving style of tāniko. The woven motif serves as a metaphor for both the interconnectedness of the Māori academic development framework and the importance of understanding academic development from an Indigenous viewpoint. Ultimately, this thesis calls for a rethinking of how academic development can be theorised and delivered to centre the cultural aspirations, preferences and practices of Māori academics, and encourages academic developers to be more inclusive in their practice.</p>

scholarly journals Rethinking Māori academic development in New Zealand universities

2021 ◽  
Author(s):  
◽  
Meegan Hall
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Interpretative Phenomenological Analysis ◽  
Academic Staff ◽  
Academic Development ◽  
Four Dimensions ◽  
Development Framework ◽  
Kaupapa Māori ◽  
Cultural Interface ◽  
Development Literature

<p>Indigenous scholars have called for a rethinking of the cultural interface of Indigenous people within the academy. For Māori academics, their culture often has a significant impact on their work, career goals and academic development requirements, yet the academic development literature is largely silent on the needs of Māori academics. Thus, the views of Māori academics could be better reflected in the scholarship and practice of academic developers. This thesis explores the realities of Māori academic staff in New Zealand universities. It presents a literature review about the experiences and preferences of Māori and other Indigenous academics. It also shares three case studies involving seven participants from two different New Zealand universities. The interviews for the case studies were conducted in accordance with kaupapa Māori methodology and using interpretative phenomenological analysis. In addition, this thesis proposes an integrated framework for conceptualising and delivering culturally relevant academic development to Māori academics. Entitled Te Kōtuinga Mātauranga: A Māori Academic Development Framework, it highlights four dimensions that emerged from the case studies and literature as key to Māori academic development: tuakiritanga (identity), pūkengatanga (skills and knowledge), whanaungatanga (relationships) and tikanga (values and practices). It also reflects the holistic nature of Māori academic work and the demand for individual and collective academic development opportunities. The visual portrayal of the framework draws on the traditional Māori weaving style of tāniko. The woven motif serves as a metaphor for both the interconnectedness of the Māori academic development framework and the importance of understanding academic development from an Indigenous viewpoint. Ultimately, this thesis calls for a rethinking of how academic development can be theorised and delivered to centre the cultural aspirations, preferences and practices of Māori academics, and encourages academic developers to be more inclusive in their practice.</p>

scholarly journals Māori women leading local sustainable food systems

2018 ◽  
Vol 14 (2) ◽  
pp. 147-155
Author(s):  
Karyn Stein ◽  
Miranda Mirosa ◽  
Lynette Carter
Keyword(s):  
New Zealand ◽  
Cultural Values ◽  
Case Studies ◽  
Food Systems ◽  
Food System ◽  
Community Gardens ◽  
Sustainable Food ◽  
Security Issues ◽  
The North ◽  
Kaupapa Māori

The article explores how Māori women in Aotearoa (New Zealand) are defining their own food system and the values of the women at the heart of their community food initiatives. Using a blend of participatory and kaupapa Māori (Māori principles) research methodologies, the study took place over the course of 3 years, involving four women or case studies who manage community food initiatives, with three located in the North Island and one in the South Island of New Zealand. The article discusses the benefits of community gardens and farms, noting how they are counteracting food poverty through promoting access to local food while bringing more attention to the essential role that Indigenous women play in addressing food security issues. The case studies exemplify how Māori women are leading the way within their own whānau (families) and communities, promoting local solutions to global food issues, solutions based on their own knowledge and Māori cultural values.

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?

Impact of Job Stress and Social Support on Job Satisfaction among Academic Staff

2016 ◽  
Vol 7 (1) ◽  
Author(s):  
Kumari Kumkum ◽  
R. N. Singh ◽  
Yogershi Rajpoot
Keyword(s):  
Social Support ◽  
Job Satisfaction ◽  
Job Stress ◽  
Positive Impact ◽  
Academic Staff ◽  
Two Dimensions ◽  
The Other ◽  
Human Beings ◽  
Negative Consequences ◽  
Four Dimensions

There may be so many negative consequences of stress for human beings and dissatisfaction among employees happens to be one of the major problems. It indicates negative feelings that individuals have regarding their jobs or its facets. On the other hand, social support is assumed to be mitigating the relationship between negative aspects of the work environment and job satisfaction. Job stress is said to be associated with job dissatisfaction as well as experience of strain. In view of the above, this study examined the role of job stress and social support in job satisfaction. The sample consisted of 30 school teachers from different school of Varanasi (U.P.). The job stress, job satisfaction and social support scales were administered on the participants. The responses of the participants were converted into scores for statistical analyses. The scores of participants on the scales were correlated. The findings revealed that job stress led to increased job satisfaction. It is against the proposed hypothesis and it appears as if the social support received by the participants is a factor behind it. Two of the four dimensions of social support were found to exert positive impact on job satisfaction but the other two dimensions were not found to be correlated with it. The findings are thoroughly discussed and interpreted.

Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori

2020 ◽  
pp. 1-9
Author(s):  
Darwin Horning ◽  
Beth Baumbrough
Keyword(s):  
New Zealand ◽  
Indigenous Knowledge ◽  
Affordable Housing ◽  
Sense Of Community ◽  
School System ◽  
Social Assistance ◽  
Self Determination ◽  
Education Programs ◽  
Government School ◽  
Kaupapa Māori

Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.

scholarly journals The role of science in setting water resource use limits: case studies from New Zealand

2014 ◽  
Vol 59 (3-4) ◽  
pp. 844-859 ◽  
Author(s):  
T.H. Snelder ◽  
H.L. Rouse ◽  
P.A. Franklin ◽  
D.J. Booker ◽  
N. Norton ◽  
...  
Keyword(s):  
New Zealand ◽  
Case Studies ◽  
Water Resource ◽  
Resource Use

Researcher development models and library research support

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Fathima Azra Fazal ◽  
Rupak Chakravarty
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Relevant Literature ◽  
Research Support ◽  
Content Type ◽  
Research Libraries ◽  
Development Models ◽  
Researcher Development ◽  
Development Framework ◽  
Library Research

Purpose This paper aims to discuss with an introductory narrative on the models and its role in the context of librarianship. Design/methodology/approach This paper explores the relationship between researcher development and library research support. The authors observed the interconnectedness of the two concepts and how this should be studied more with respect to librarianship. Five major higher education and researcher development–related models are examined to assess which would be more suited for library’s research support activities. Accordingly, Prof Linda Evans’ conceptual researcher development model, the Vitae Researcher Development Framework (RDF), the Research Skill Development Framework, Society of College, National and University Libraries Seven Pillars of Information Literacy model and Association of College and Research Libraries’ Standards for Libraries in Higher Education were reviewed. Review and examination of the frameworks, along with relevant literature on the topic, were examined. Findings The authors found that the Vitae RDF seemed most ideal, as it was comprehensive and detailed in presentation and could be used not just by the academic staff but also by librarians and researchers to their benefit. Research limitations/implications Further studies and thorough review of recent educational and library-related frameworks and models are required from the lens of library research support. Practical implications Application of frameworks needs to be actively adopted by librarians. Originality/value There are few studies that have examined researcher development and research support in librarianship in conjunction. The present study has aimed to bridge this gap.

Collaboration in research: weaving Kaupapa Māori and computer science

2021 ◽  
pp. 117718012110431
Author(s):  
Anna K Rolleston ◽  
Judy Bowen ◽  
Annika Hinze ◽  
Erina Korohina ◽  
Rangi Matamua
Keyword(s):  
New Zealand ◽  
Computer Science ◽  
Indigenous People ◽  
Design Process ◽  
Software Design ◽  
Integrated Process ◽  
Engineering Project ◽  
Aotearoa New Zealand ◽  
Treaty Of Waitangi ◽  
Kaupapa Māori

We describe a collaboration between Māori (Indigenous people of Aotearoa/New Zealand) and Tauiwi (non-Māori) researchers on a software engineering project. Te Tiriti o Waitangi (The Treaty of Waitangi) provides the basis for Māori to lead research that involves Māori as participants or intends to impact Māori outcomes. Through collaboration, an extension of the traditional four-step software design process was created, culminating in a nine-step integrated process that included Kaupapa Māori (Māori ideology) principles. The collaboration experience for both Māori and Tauiwi highlighted areas of misunderstanding within the research context based on differing worldviews and our ability to navigate and work through this. This article provides context, guiding principles, and recommended research processes where Māori and Tauiwi aim to collaborate.

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