Iwi/Community Links

Community relationships of universities are described by Anderson et al (1998) as a relationship with the dominant community group. The construction of this community is often influenced by the elitist nature of the university. Preference is placed on communities with immediate location to the provider and with the economic and social roles that community plays within society.

Often, according to Anderson and colleagues, indigenous communities fall outside this highly elitist scope. This means that seldom do institutions establish relationships with the indigenous communities within their catchment area, nor do they advocate for a broader positioning of indigenous people within society.

Sometimes the commitment that tertiary providers are willing to make in terms of indigenous education is in conflict with the actual needs and aspirations of the indigenous communities themselves. For these reasons an increased importance is placed on community involvement to truly reflect the needs of indigenous communities.

"...the establishment and maintenance of strong community consultative mechanisms is considered to be an essential element in the process of providing programmes and student support for indigenous Australians" (Higher Education Council, 1997, p.22).

Further support for community involvement in education is offered by Wright (1998) who outlines the experience of Squamish Nations of British Columbia. The Squamish Nations have established a goal with Capilano College to provide better educational opportunities for First Nation students. An agreement between the two parties allows the Squamish Nations to maintain jurisdiction over their students. The College has accepted the principles of self-determination as defined by the Squamish Nations.

Squamish Nation leaders are actively involved in the programme to ensure community-based education. Monitoring of instruction and providing suggestions for improvements also ensures that the educational experience of students is appropriate.

According to Wright, success is a result of partnership between the two parties, providing First Nations students with access to programmes designed to help them succeed. Furthermore, "the College accepted the principle that it is not what Colleges can do for First Nations students, but what can happen when Colleges join with First Nations students and leaders to effect success" (Wright, 1998, p.91).

Within Aotearoa, various tertiary providers have developed programmes in consultation with and with the involvement of Mäori community groups including whänau, hapu, and iwi. Motivations for establishing Mäori community partnerships are sometimes related to fulfilling Treaty of Waitangi obligations, creating a niche market in a particular geographic region or simply the desire to increase accessibility to tertiary education. In any case, agreement must be reached about the benefits of such an arrangement and whether empowering Mäori communities through education is indeed a priority.

Case Study: Te Tapuae o Rehua; Ngai Tahu Development Corporation, The University of Otago, Lincoln University, Christchurch Polytechnic Institute of Technology, Christchurch College of Education.

The emergence of Ngäi Tahu as an iwi with increasing influence in education is a reality which some South Island tertiary institutions are now recognising and nurturing. The creation of Te Tapuae o Rëhua in 1998 sparked a partnership between Ngäi Tahu Development Corporation, Lincoln University, Christchurch Polytechnic Institute of Technology, and the Christchurch College of Education. More recently the University of Otago joined, with the aim of the partnership being to represent the interests of Ngäi Tahu and Mäori within tertiary education in the South Island.

According to the Mission Statement, Te Tapuae o Rëhua will facilitate the provision of high quality education opportunities to encourage scholarship, personal development and leadership by drawing on the collective skills and resources of the Partnership. Te Tapuae o Rëhua shall establish a reputation for excellence in the fields of mätauranga Mäori, te reo, Mäori education and in the professional and technical fields of industry to meet the needs of iwi, the region and nation.

Te Tapuae o Rëhua is run out of offices based in Christchurch. The organisation is lead by Dr Te Maire Tau as Chief Executive Officer and employs a Business Manager, Student Co-ordinator and Administration Support.

The Te Tapuae o Rëhua partnership is built on Treaty principles and the relationship is mutually beneficial to all. The organisation is structured as a limited liability company with charitable status. All partners contribute an equal amount to annual administration costs. Business risk is similarly spread, of particular importance to Ngäi Tahu. The Te Tapuae o Rëhua partnership is different from other iwi relationships with educational organisations. In many other situations iwi carry all costs and risks.

The Board of Directors includes one representative from each of the partners, generally the Chief Executive Officer of that partner organisation. The Board has two independent Directors, Sir Tipene O'Regan and Irihäpeti Ramsden.

Part of the Strategic Plan and Business Strategy of Te Tapuae o Rëhua is to increase participation and achievement rates of Mäori students at the tertiary level. To reach this goal, Te Tapuae o Rëhua is developing a number of strategies that include quality guidelines for providers, iwi audit procedures, environmental standards and advice on course content and development.

Associated with the above is the acknowledgement that Mäori students face many barriers when considering tertiary study. Te Tapuae o Rëhua is working at several different levels to address this issue.

First, it has developed a scholarship booklet aimed at informing Mäori students about how and where to access financial support from all over Aotearoa. This booklet includes details on iwi, organisation and institution based scholarships. A plan for the future is for this information to be freely accessible over the internet.

In addition to the booklet, Te Tapuae o Rëhua has targeted study awards and grants for Ngäi Tahu and Mäori students. Two types of study awards are available for those students who wish to undertake a targeted course of study within any of the partner institutions.

The first type of award is a limited number available to first year Mäori students or current 2000 award winners. The study awards range from $1,000 to full fees.

Secondly, Te Tapuae o Rëhua offers a number of Rangatahi Mäia placements which are available for first year Mäori students only. These awards cover all course fees and other associated costs.

Priority for funding assistance is given to Mäori students who wish to enrol in targeted courses of study and these generally relate to iwi developmental requirements, areas where further Mäori capacity is required or those which will lead to high quality employment outcomes.

To be eligible for an award Mäori students are required to:

• meet entry criteria for their chosen course of study
• be of Mäori descent and registered as a New Zealand Mäori at the chosen provider
• be registered as a full-time student
• be committed to iwi development
• be committed to the advancement of the South Island Mäori community.

Successful applicants for the awards receive:

• a financial award associated with the programme which they are enrolled in. Awards are paid directly to the institution, thus decreasing the loan amount required to pay fees
• help with other course-related expenses
• the opportunity to participate in a variety of Te Tapuae o Rëhua Wänanga run in 2001
• academic, pastoral and cultural support to be provided by the Course Co-ordinator.

To date in 2001, Te Tapuae o Rëhua has allocated awards to approximately 80 students and is hoping to support a further 30 to 50 students later in the year. Funding for the awards comes from the Te Tapuae o Rëhua partners, Skill NZ and community organisations. In the next five to ten years Te Tapuae o Rëhua hopes to develop an awards programme where all Mäori studying within its partner institutions will receive their education free of charge.

In considering the issue of access to education, Te Tapuae o Rëhua has identified that Mäori students require many different support systems or programmes as they enter tertiary education. These students fall into two main groups.

First, there are what Te Tapuae o Rëhua refer to as "early decision makers", and this is generally made up of those Mäori students who have planned for a long period to participate in some form of higher education. These Mäori students tend to be quite focused on their educational needs, are endowed with survival and academic skills, and they generally participate easily and successfully at the tertiary level.

The second group, those who are the primary focus of Te Tapuae o Rëhua, are the "late decision-makers". This includes adults who have been away from school for a long period and who now recognise the value of a tertiary education yet lack the knowledge, academic and survival skills necessary to survive in a tertiary environment. This group also includes school leavers who do not have the secondary school qualifications to enter into high level tertiary studies. Te Tapuae o Rëhua is concerned that in Te Waipounamu (the South Island) over the academic years 1997 - 1999, approximately 66% of all Mäori school leavers left without the academic qualifications to enter into high level academic programmes.

In consideration of this group, Te Tapuae o Rëhua supports the following initiatives to not only ease the transition into tertiary education but also to increase retention rates for students once enrolled:

• bridging and foundation programmes at Christchurch Polytechnic Institute of Technology and the University of Otago. Through these courses, students are prepared for the culture and style of teaching at the tertiary level and to improve their academic levels before embarking on higher courses of interest
• the provision of student co-ordinators appointed in all partner institutions to provide pastoral and cultural care for Te Tapuae o Rëhua award recipients
• the development of the Te Tapuae o Rëhua Quality Guidelines for institutions
• the development of a Te Tapuae o Rëhua audit framework
• the appointment of key Mäori academic staff throughout the partner institutions
• the provision and delivery of Te Reo Mäori programmes to secondary school students
• Tu Mai Rangatahi Tahi (Senior Secondary School Mäori Student Leadership Hui) held at Lincoln University
• Te Tapuae o Rëhua Cultural Wänanga.

Support of the Mäori community is linked to the success of Mäori students. Te Tapuae o Rëhua has established links with schools, whänau and community groups, rünanga and government departments.

As well as supporting Mäori students within tertiary institutions, Te Tapuae o Rëhua also offers valuable support to institutions themselves in the form of guidance and advice in the development and delivery of courses, and provision of resources.

In the future Te Tapuae o Rëhua sees enormous opportunities for expansion. The organisation is deciding which path to follow. However, for Te Tapuae o Rëhua there are a number of certainties. These include the expansion of the scholarships and grants portfolio, increasing the number of tertiary partners, post-graduate study and research and the development of and expansion into the realms of secondary schooling. For secondary schools this must include strategies to increase their awareness of Te Rünanga o Ngäi Tahu and their ability to increase Mäori student participation and achievement.

With increasing interest from the tertiary sector Te Tapuae o Rëhua is currently positioning itself to become the Mäori Education Authority for Te Waipounamu.

Case Study: Te Tohu Huanga Maori, University of Auckland

New Zealand's largest university, the University of Auckland, is strategising for Mäori development in all facets of the institution. Te Wänanga o Waipapa is a new development which bridges various parts of the provider and is the administrative structure of the University encompassing all Mäori institutions, programmes and degrees, staff and students within the University. At the core of the Wänanga is Te Puna Wänanga encompassing Mäori Education, Mäori Studies and a new Centre for Indigenous and Mäori Post-graduate Studies.

The University offers an internationally recognised research reputation. The International Research Institute for Mäori and Indigenous Education, James Henare Research Centre and Woolf Fisher Research Centre will link into the core of the Wänanga. Furthermore, the University Marae, Rünanga, Hineteiwaiwa Te Kohanga Reo, Mäori graduation, Ngä Tauira Mäori, Te Röpu Kapahaka o Waipapa and the professional development of Mäori staff will also be part of Te Wänanga o Waipapa.

It is envisaged that through linking Mäori programmes and degrees across the various schools and faculties, Mäori students will be able to combine world-class academic qualifications in their chosen fields with a deeper understanding of te reo and tikanga Mäori.

Auckland University has developed a unique programme within the Business School providing ongoing learning opportunities for Mäori with life and work experience. The Graduate Diploma in Business, Te Tohu Huanga Mäori - Mäori Development, is the only university business qualification specialising in Mäori business.

Established eight years ago, the Graduate Diploma was intended as an avenue for Mäori without the opportunity to enter into tertiary education. Entrance is based on acknowledgement of life and work experience. Many Mäori students who have enrolled in the programme have no secondary school qualifications and negative schooling experiences but a lifetime of experience in their chosen fields.

Entry is based on recognition of work/life experience, as well as tertiary education. Approximately 80% of students gained entrance into the programme through recognition of work and life experiences and not tertiary qualifications.

Each year there are some 900 students studying in the Executive Programme courses. From 1998-2000 an average of 60 students studied in each year in the Maori-focussed Diploma. Of these students 99% were Mäori students.

The papers offered in the course are:

• Mäori Society: History and Resources
• Mäori Business Development
• Accounting for Mäori Business
• Management of Mäori Organisations
• Strategic Planning in Mäori Development
• Marketing in the Mäori Context.

The Diploma is Mäori-focused to meet the business needs of the Maori community and illustrates how Mäori kaupapa and worldview are incorporated into business and economics, a sector traditionally dominated by non-Mäori.

The course objectives further illustrate a strong Mäori focus:

• identify the key elements of mätauranga and möhiotanga (Mäori worldview)
• identify the key aspects of tikanga and ritenga (values and customs) appropriate to organisational development, best management practice and economics
• understand the key themes in Mäori political and economic history since the encounter with the Päkehä-Western world
• understand the development of Mäori economic, political and social systems
• interpret Mäori systems and events using Mäori conceptual frameworks and worldview
• explore the relevance of Mäori philosophy and ethics to the contemporary world of business, economics, social policy and politics.

The course is 50% internally assessed and 50% examination. The programme runs for three semesters from February to December. Classes are held weekly on weekday evenings from 5.30 to 8.30pm, with some lectures held on Saturdays from 9am. Holding lectures outside of core business hours allows Mäori students to study without compromising other commitments such as work and whänau.

The characteristics of Mäori students enrolled in the Graduate Diploma are unique. Many of the students are mature Mäori students, the average age of students is 35-37 years. Also, the students are predominantly Maori women. Many are parents or grandparents who receive additional support from children, spouses and whänau members. Many possess the maturity and dedication which only comes from life experience.

Because of these special characteristics finance is often an issue. The Diploma is an expensive investment costing $7,700. Should students qualify for the new Masters programme, they may spend a further $16,500 to graduate with their Masters in Management or Masters in Business Administration. On receiving such a qualification the earning potential for Mäori students increases significantly. However, this does not mask the immediate reality that most Mäori students finance their study through a student loan. As of yet no specific Mäori business scholarships are available.

The motivation for Mäori students to undertake this financial burden are various. Many see their study as an investment in themselves. For many, this is motivation enough to succeed and to set themselves up for a better future.

To address the educational background of each Mäori student, a high level of academic support and pastoral care is provided by Mäori staff. A support system establishes study groups in the second week of study. Mäori students are expected to stay within these same study groups throughout the two-year part-time study programme. Those who already have a tertiary qualification are invited to be mentors to others and often become the leaders in groups. A whänau collective contributes to the overall success of the group. Responsibilities are placed on each group member to contribute to group study as well as their own individual study. Problems are solved within study groups. Mäori students are encouraged to support each other.

Mäori students are encouraged to attend study skills workshops offered by the University before they begin, and during, their study. Experience has shown that Mäori students who do not complete a study skills workshop are not as successful as those who do. Whilst this is not yet built into the structure of the course, the course is flexible enough to cover academic skills as they arise.

Mäori and non-Maori teaching staff provide pastoral care outside of their job descriptions. Staff provide guidance to students, monitor grades, telephone students to keep them on task, encourage students to set goals and help them reach these goals.

The learning environment is filled with expectation. Classes are held in aesthetically pleasing venues with quality furniture, interiors and surroundings. This is important in raising the expectations of the Mäori students themselves, in motivating them to aspire to bigger and better things.

Four years ago the Business School Executive Programmes staff started to teach the Diploma off-campus in Te Taitokerau, Northland. It became the only full university course to be taught off-campus. The need arose when it was recognised that many Mäori students were travelling huge distances just to attend the course. One student had travelled from Kaitäia. Another had worked all day in Kawerau and then travelled to class. Others were living and studying in Auckland but came from the Northland region.

An outreach programme was established, taking the programme out to the communities in Whangarei, then Kaikohe, and finally a teaching base in Kawakawa, Bay of Islands. Often local Maori health provider organisations host the programme. University of Auckland lecturers now travel to Kawakawa each weekend to take classes from 10am to 4pm on a Saturday. Students drive from many small rural communities to study.

Overall, Mäori student retention and achievement is illustrated by the numbers of Mäori students who successfully complete the Graduate Diploma. Since 1993, 130 students have graduated with an average age of 37 years. Twenty of these students are now enrolled in Masters of Management and three are enrolled in the Masters of Business Administration programmes. A number of Diploma graduates have gained entry into degree courses in other universities.

Closely related to the Graduate Diploma programme, a unique Maori research unit was established in 1999 by the Business School, primarily to meet the research needs of Maori business and management. Dame Mira Szaszy, of Ngati Kuri, honoured the school by allowing the centre to be named after her, in recognition of her outstanding career of service and study. The Mira Szaszy Maori and Pasifika Business and Economic Research Unit is becoming a centre for graduates of the Diploma and Masters programmes.

The success of the Graduate Diploma programme is influenced by a number of factors. First, the Mäori students themselves are highly motivated and dedicated. They and their whanau have invested a large financial sum and expect a successful return which will contribute to a better life for themselves and their whänau.

Secondly, the University of Auckland Business School has responded to the needs of Maori business and management with a study programme that is both practical and academically of an international standard. The outreach aspect of the programme is very successful. Maori students have the option of quality tertiary study without having to leave their communities. Upon graduating, most have remained in their communities as leaders.

Thirdly, the level of support offered by dedicated Mäori and non-Maori staff is essential. Combined with student motivation and dedication, the level of Mäori student achievement is high. This achievement is taken back to the communities of that Mäori student. Mäori students become role models for their whänau and re-create an emphasis on education as empowerment and as a tool for empowering whänau and communities.