Maori Student Support Centres

Most tertiary providers in Aotearoa have some form of a centralised student support service. The effectiveness of these general services in providing appropriate support for Māori students is not documented, although dependent on the location of the service, the demographics of the area and the dominant ethnic group it proposes to serve, the results may be favourable.

Voices from within providers advocating for a centralised support service specifically for Māori students are growing louder and gaining support. Well-known examples are being held up as the basis of argument for the establishment of a `one-stop-support-shop for Māori students' in tertiary providers.

Somerville (1999) provides an analysis of several models of learning support within tertiary providers and identifies that a key reality for many of the programmes and tutors is that Māori students are inexperienced in dividing their issues into specific `types'. Negative experiences carried through with the student, are often at the heart of these issues, which may take longer to address if the student is separating their personal, academic, social and spiritual wellbeing. The Māia programme at UNITEC is identified as a structure which works for Māori students because it does not require Māori students to identify and separate their needs, and then seek help in all the `right' places. Instead, the needs of the Māori student are addressed in one central space.

Additional national literature documenting specialised support services for Māori students is rare, possibly because of the small extent to which such support services are being provided. However, international literature (Lane, Walker, Anderson et al) documents support structures specifically for indigenous or minority groups which have developed quite extensively over the years.

According to Anderson et al (1998) most Australian universities now have some form of indigenous operational and student support facility as a result of equity policy and strategic planning. With the exception of one university, all have specialised Indigenous Australian Units that provide academic and personal support.

The Higher Education Council (1997) further describes these units as a voice for indigenous Australian students and staff and a focus for cultural and political change within the provider. Units are seen by indigenous Australian students and staff to be key focal points within the provider for the advocacy of indigenous Australian values and the development of a presence within the university (p.17).

The Aboriginal and Torres Strait Islander Support Unit at the University of South Australia is responsible for developing the most effective, best-practice range of procedures and strategies for supporting indigenous students as they enter higher education and make their way through to graduation (Lane, 1998, p.2).

Lane notes that an analysis of graduate numbers at the University of South Australia shows that the intervention of specific support mechanisms has increased the total stock of indigenous graduates by six to 10 times (1998, p.2). Lane further contends that the shift of control over indigenous matters to indigenous staff has been effective.

The Aboriginal and Torres Strait Islander Support Unit provides a range of support mechanisms including bridging courses to aid preparation for tertiary study, the home-base system (monitoring of student progress through a specific staff member), off-campus study centres, employment advice and counselling, school and community liaison, and resources and facilities (Lane, 1998).

At the very least, the establishment of a specialised support service for Māori students should provide an effective service which is culturally appropriate to address academic and personal issues and where the identity of the student is supported and valued in a kaupapa Māori setting. The marginalisation of Māori students in the wider monocultural tertiary environment is widely documented (Morrison, Foster, Lilly) which ultimately leads to a compromisation of identity for Māori students (Durie, 1995). The potential for success is then limited for that Māori student and remedied only by increased cultural, academic and personal support provided through a specialised support service for Māori students.

Case Study: Maia - Maori Development Centre, UNITEC Institute of Technology

UNITEC is renowned amongst many Māori students and staff at tertiary providers for its provision of a one-stop-support-shop for Māori students. In many respects UNITEC leads the way in terms of specifically addressing the academic, cultural and personal needs of its Māori students, supported through the Māia - Mäori Development Centre.

The establishment of Māia grew from a number of issues for Māori students at UNITEC including:

• poor academic preparation
• poor cultural preparation
• an essentially non-Maori dominated environment
• loneliness and isolation
• whānau responsibility
• lack of availability of academic support from the provider and whānau
• low socio-economic backgrounds
• teaching and learning methods
• identity
• a lack of space to simply be Māori.

The idea of Māia was driven by Māori staff and students and was first discussed in 1997 following a UNITEC funded visit by two staff members to investigate models established in two Australian universities. Here it was discovered that similar support models had increased the participation rates and success of Aboriginal students.

Although the concept was agreed to in principle by UNITEC senior management, the issue of funding slowed progress. Despite presentation of the idea and piloting suggestions to several Government Departments and officials, and a growing momentum of support, the funding responsibility was eventually taken up by UNITEC with the assistance of a small grant from Te Puni Kōkiri's Rangatiratanga Fund. The Social Policy Branch of Te Puni Kōkiri also entered into an evaluation contract with Māia.

Initial establishment costs were restricted to the funding of a part-time Head of Centre and a full time Administrator, and a space provided by UNITEC adjacent to other student services. Further resources were provided through a relocation of positions within the institution. Māia was opened in September of 1998 with its first full year of operation in 1999.

Māia is a separate, focused and holistic facility. It combines all student support services into a `one-stop- shop' which is responsive to the specific academic and cultural needs of Māori students.

Whilst the service is particularly orientated towards Māori students, Māia welcomes all students who wish to use the Centre under kaupapa Māori guidelines.

The support services offered at Māia can be placed under three headings:

Academic support:

• study skills
• maths and calculations support
• academic resource area
• assistance with Assessment of Prior Learning (APL) applications
• tutors are available on a one-to-one basis
• group workshop sessions
• networking with Faculty.

Cultural support:

• conversational te reo Māori sessions
• Treaty of Waitangi workshops
• social space for students.

Pastoral guidance:

• information and assistance with scholarships
• assistance with student loan and allowance applications
• personal counselling
• assistance with accommodation
• budgeting advice
• liaison with whānau
• exit interviews.

Additionally, Māia supports Māori community development through the promotion of educational opportunities to schools, iwi and Māori communities, and through liaison with faculties to increase Māori participation.

Currently Māia employs a range of staff in the following positions:

• Head of Centre
• Academic Learning Support
• Māori Liaison and Community Development Officer
• Student Support
• Cultural Component Co-ordinator
• Academic Learning Support.

Māia refers all counselling matters to Student Services but is planning to employ a Māori Counsellor within the Māia Centre.

Māia is located next door to Student Services and the Department of Work & Income on-site office. This is ideal for Māia staff because of ease of access to these two services. Often Māia staff will personally accompany students to meet with other service staff or faculty staff to ensure a level of comfort and confidence is reached for the student. In many cases Māori students may feel unsure or whakamā about certain issues and will require additional support and guidance.

Māia acts as a great bridge for Māori students between faculties, Student Services, the Department of Work & Income, Māori communities and whānau, Mäori staff and other Māori students. The establishment of Māia has also strengthened relationships with Māori staff, creating a mass of creative energy contributing to a proactive, Māori-face to the institution. A new culture is emerging within UNITEC, brought about as a result of acceptance of cultural difference and a type of ownership of the provider by Māori students.

Part of the success of Māia is indicated through recognition outside of UNITEC, in Māori student and staff communities, and amongst other tertiary providers. However, a report in 1999 (Morrison, Te Ahuru, Nathan, Pelling, Ah-loo & Hawke) evaluated the success of Māia in terms of its objectives and aims.

The level of student use of Māia was measured through the completion of student request forms at each visit. Details such as the nature of the visit and time spent were recorded and added to after each visit.

The report shows that 773 students utilised Māia's services in 1999. 243 of these students visited Māia on a one-to-one basis; 214 were full-time students; 29 were part-time; and 29 were prospective students not enrolled at UNITEC. The figure of 243 students represents 41% of the total number of full-time Māori students (521) and 5% of the part-time students (599).

The remainder of the 773 students who utilised Māia were participating in small workshops and just dropping in. A total of 2,931 contact hours were recorded for Māia in 1999.

The report also shows:

• financial support was requested by students more than other support
• academic support was delivered more than other support in terms of contact hours
• the majority of students utilising Māia came from the Faculty of Arts and Social Sciences
• a higher number of females used Māia than males
• the age bracket utilising Māia the most was 15-20 years.

Retention and success evaluations show that of the 214 full-time students who utilised Māia:

• 64% successfully completed more than half of their course of study in 1999 and re-enrolled in 2000
• 12% successfully completed their programme of study and graduated.

The low number of students who did not complete their programme of study, or failed, did so as a result of circumstances beyond the control of the student and of Māia including employment, serious financial difficulties, serious personal difficulties, and serious health difficulties.

The report measured levels of Māori Liaison and Community Development and showed growth in partnerships between iwi, Māori organisations and schools with a high percentage of Māori students. Relationships with Ngāti Whātua Rūnanga continued with the co-ordination of the Rangatahi Māia programme. A careers evening was facilitated by Māia staff at Orākei Marae and Māia administered the UNITEC Ngāti Whätua ki Orākei scholarship programme.

Māia hosted a hui for 20 Private Training Establishments to establish a pathway for students to enter UNITEC. The development of a partnership programme between the School of Nursing and Te Whanau o Waipareira Trust was supported by Māia.

A pilot programme was delivered by Māia staff in the second semester of 1999. A series of workshops was delivered to Māori students in six targeted secondary schools revealing outstanding feedback from participants.

Māia participated in several school liaison programmes. Student careers days involving students from several secondary schools were hosted by Māia. For the first time Māia staff facilitated a Māori focused open day involving secondary schools, students from PTE's and the community.

Staff development was also measured and it was reported that they continued to upskill and upgrade their qualifications. Two staff members had completed degrees whilst another two continued their studies. Māia staff participated in a conference at the University of Auckland in terms of organisation and presentation of papers. One staff member presented at the World Indigenous Peoples Education Conference and another staff member received a UNITEC Service Award in 1999.

Student evaluations revealed:

• almost all students who evaluated learning support at Māia recorded that their understanding, practical application and test results were better after receiving learning support
• 99% satisfaction with learning support
• 93% satisfaction with pastoral care
• 89% satisfaction with cultural support.

(Morrison et al, 1999)

Furthermore, staff evaluations revealed that 61.5 % of staff who provided feedback found the level of service at Māia outstanding. I7% of the staff who provided feedback did not know about Māia.

In conclusion, the report finds that in 1999 Māia achieved its key objectives with a reasonable percentage of Māori students. The report is now used as a benchmark from which to measure improvements in following years. Already some of the recommendations made in the report are being implemented in 2001.

The success of Māia is attributed to a number of factors. The staff at Māia are caring, generous individuals with a genuine desire to help Māori students achieve. The kaupapa Māori base of the Māia Centre recognises and values te reo and tikanga Māori. The environment of Māia strengthens the idea of being Māori, whatever that means to the student. Māia provides essential academic and cultural support that is specific to the needs of Māori students. The support of John Webster, CEO of UNITEC, has been significant and in 2001 this has been complemented by the appointment of a full-time senior position, Director of Student Retention and Success.

Perhaps the most practical way to measure the success of Māia is through the comments of students who have in some way benefited from the availability of Māia in terms of their academic, cultural and personal development:

Take time to listen to my needs and help me achieve at my highest potential.

Encouragement, support, a sense of belonging.

Moral support helped me to finish. I really needed the prayers we had, eased my problems. The tutor is very kind. A lovely person. A lovely mum. She saved my life. Thank you. Thank you Māia.

(Morrison et al, 1999)

Case Study: Maori Centre, University of Otago

Otago University serves a Māori student base which spans a number of tribal affiliations from both the North and South Islands of Aotearoa. Two-thirds of the Māori student population come from the North Island and one-third are predominantly affiliated to Ngāi Tahu. Located in the midst of Ngāi Tahu, Otago University has signed a Memorandum of Understanding with Te Rūnanga o Ngāi Tahu to develop strategies for educational development.

The diversity of the Māori student population, coupled with the geographic distance from the greater proportion of the Māori population base, poses issues for Māori students that need to be addressed in a culturally appropriate environment.

In 1987, the first Māori Liaison Officer position was created to increase the number of Māori enrolments, particularly in medicine, law and dentistry. Three years previous there were only around 100 Māori enrolments.

The idea of a Māori Centre started amongst Māori staff and students, the Assistant Vice-Chancellor (Humanities) and the Registrar of that time. At the same time, the Government made a decision to allocate equity funds to each university as a result of the Watts Report to the New Zealand Vice Chancellor's Committee.

The University Grants Committee reported "there is much that the universities can do to improve both the rate of participation (of certain groups in society) and that of success, eg, by provision of special programmes of a bridging nature or otherwise, by counselling and tutoring, by provision of amenities, [and] by outreach initiatives" (1989).

At Otago University several applications were received and senior management decided the majority of the equity grant should be channelled into a Māori-focused initiative. As a result the Māori Centre was established in 1989. The majority of the grant funded the Centre with a proportion allocated to the Māori Liaison Officer position and the remainder absorbed by capital costs, operating costs and salaries.

The establishment of such a centre was based on two factors. First, Māori students needed a support mechanism easily identifiable as Māori. Secondly, a space was needed within the University to accommodate the interests of the Māori community. The rationale behind the Centre was the provision of a space where Māori staff, students and the community could discuss issues independently of the academic bureaucracy.

Later the campus kohanga reo, Araiteuru Te Kohanga Reo, was invited to become part of the Centre establishing itself as the first university situated (but not chartered) kohanga reo. The salary of the kaiako (teachers) was also subsidised by the equity grant.

Since its inception, the Māori Centre has developed into a specialised support service for all students of Māori descent.

The Maori Centre Mission Statement is as follows:

He waka whakāiro mātauranga hei aki, hei tautoko, hei kōkiri, hei kawe i te hunga e whai tohu mātauranga i raro i te whakaruruhautanga o Ngai Täua.

The Māori Centre aims to recruit, support, retain and provide for the needs of Māori students with an emphasis on encouragement of participation, academic excellence and higher learning within a culturally appropriate environment

The Māori Centre offers support for academic, cultural and social needs right from pre-enrolment. This support continues through to graduation. Based on kaupapa Māori guidelines the Māori Centre offers support to Māori students that is undeniably Māori and provides a safe haven for Māori students, wherever they come from, and whatever they are studying.

Currently the Māori Centre offers the following services:

Liaison and Advice:

• advocacy and referrals
• scholarships and grants
• departmental support
• finances and budgeting
• health and welfare services
• iwi networks

Tutorials and Seminars:

• academic assistance offered with supplementary tutorials
• departmental seminars and hui
• exam preparation
• peer study groups
• study skills
• tutorial rooms available on request.

Resources such as library services, lecture notes, exam papers, overhead projectors, photocopying and dictaphones are also provided by the Māori Centre for study use. It is important to note that the Māori Centre caters for the specific needs of the individual Māori student. If required, mentors can be arranged under a tuakana/teina approach where an older student is assigned to a younger student to provide help and support in their study area.

Social events are also important to ensure whakawhanaungatanga (strengthening of relationships) and at the centre of this is the celebration of Māori student achievement. Before each faculty graduation ceremony, the Māori Centre organises a hui whakatau for Māori graduands and their whānau. At this formal hui Māori students are celebrated and are given the chance to speak about their achievements.

Working in partnership with Te Röpu Māori (the Otago University Māori Students Association), the Māori Centre builds relationships with Māori students which are long lasting and genuine and which span across the campus in an effort to bring together Māori students from all parts of the University.

The Māori Centre produces an annual report to Student Support Services which outlines contact hours, numbers of tutorials, hui and celebrations, and staffing matters. The Annual Report for 2000 shows that performance in terms of first contact was only half of that achieved in 1999. The main reason for this significant decrease was the unavailability of staff at the beginning of the academic year, a crucial time to establish first contact.

Amount of time spent with Māori students regarding scholarships had increased significantly in 2000. The end result was that of the 163 tertiary students receiving Health Funding Authority Māori Health Scholarships, 40% were Māori students from Otago University.

In 2000 there was an increase in requests for academic assistance but a number of factors influenced a decrease in tutorial use by Māori students. First, the Tutorial Co-ordinator was appointed at a later stage of the year meaning that tutorials were not up and running until late April. Consequently, letters sent out to students notifying them of academic assistance also went out later than usual. Furthermore, a lack of appropriate space meant availability of tutorials was unstable.

An increase in the number of mature Māori students utilising the Māori Centre has meant a particular focus on provision of one-to-one tutorials to cater for the needs of mature students which are significantly different to those of students coming directly from secondary school.

Increasing numbers of Māori graduands and whānau attending the pre-graduation hui whakatau meant a larger venue was sought for the 2000 celebrations and an indication was made that an even bigger venue would have to be provided for the 2001 celebrations. The number of Māori graduands in 2000 was higher than in 1999. Furthermore, the number of Māori graduands attending the hui whakatau was higher than the proportion which attended in 1999.

Perhaps the most significant event of 2000 was the appointment of a permanent manager of the Māori Centre. Staffing levels have fluctuated and the Centre operated under one staff member up until 1996. The Centre is moving towards stabilising staffing levels to prevent work overload for staff and to ensure that the Centre is meeting the demands of Māori students.

Currently the Māori Centre employs:

• a Manager
• an Office Administrator
• a Tutorial Co-ordinator
• a Māori Liaison Officer.

Recently the Centre has been extended to include counselling services under the establishment of a Māori Counsellor position. However, an increase in staff and the relocation of the Māori Liaison Officer within the premises of the Māori Centre means space is at a premium and tutorials are now delivered outside of the Māori Centre.

The possible relocation of the Māori Counsellor and the Māori Liaison Officer to another section of the University will free up space once again, but may well result in the marginalisation and fragmentation of the services of the Māori Centre, to the detriment of Māori students and the Centre itself.

The success of the Māori Centre is measured in a holistic manner. The Centre focuses on the development of the individual student. In choosing to study at Otago University, many Māori students have geographically located themselves away from their communities, their iwi, hapu and whānau. The Centre acknowledges this is one major factor for withdrawal from study. Students often find that the benefits of tertiary study are incomparable to feelings of loneliness, homesickness and isolation.

The role of the Māori Centre is to help students combat these sorts of feelings, to create a network of Māori students to support each other and to set Māori students on the right track. If the Māori Centre sees that in a year or even a few months that individual Māori students are beginning to feel better, to be confident enough to work within the University setting and are making good progress, then success has been achieved. Countless phone calls and communications of appreciation from Māori students and their families is often testimony in itself.

To ensure an effective service meets the needs of Māori students, support at senior management levels is critical. Often recognition that stems from the top, of the value and need for such a Centre filters down to the University community at large.

Following establishment costs subsidised by the equity grants, the University has picked up the continuous funding responsibility. However, past history and issues identified through the annual reports reveal an extensive commitment to the Māori Centre is needed.

Fundamental to the success of the Māori Centre are the dedicated staff who, for many Māori students, provide a home away from home.

The people at the Māori Centre do an amazing job helping students with tutorials, advice and being a friendly face

(Student Opinion Survey, 1999).