Scholarships

When examining the barriers faced by many Māori students to participate in tertiary education there are reports (Jefferies, 1997), statistics and anecdotal evidence which point to financial difficulty as a major hurdle to overcome. The increasing uptake of the student loan system by Māori students is indicative of the fact that many Māori students need financial support in order to be educated at a tertiary level. For many Māori students the Student Loan Scheme provides the financial backing necessary to participate in tertiary education. According to Jefferies, "while cost is still a major barrier, Māori have seen the Student Loan Scheme as an opportunity for them to gain a qualification they could otherwise not afford to contemplate" (1997, p. 61).

Finance as a factor influencing indigenous student participation is reported in international literature (Bourke et al, Walker, Andrews, Thomason & Thurber). Internationally, responses to improving the participation and completion of low income status groups or disadvantaged groups are varied. The Higher Education Contribution Scheme (HECS) in Australia is one example to be examined. The underlying basis of HECS is described as "the capacity to defer payment of the contribution ensures that no potential student should be disadvantaged in their access to higher education if unable to meet the cost of their contribution at the time of enrolment" (Andrews, 1999, p.7).

Students who qualify under HECS are granted partially subsidised tertiary fees. They can elect to pay their contribution up-front each year before they begin study, or they can defer payment to a later date. This payment is then collected through the taxation system, ie, they are taxed at a higher rate once they earn over a certain threshold. According to Andrews (1999) three quarters of students defer payment.

An analysis of HECS by Andrews in 1999 concluded that HECS has not significantly altered the number of enrolments of students from low socio-economic groups, nor has it discouraged students. Finally, the effects of HECS are dependent more on the debt adversity of individuals and that the primary reason underlying low participation of low socio-economic status students is also related to the value an individual places on education rather than financial considerations (p.25).

Whilst the implementation of HECS model in Aotearoa may relieve the immediate financial burden of some Māori students, it is unknown whether the replacement of one type of financial loan system with another will provide long term advantages for Māori students. Rather, it seems, it may be of more both immediate and long-term value to the Māori student for providers or organisations to provide up-front resourcing in the form of scholarships covering living costs, course-related costs and tuition fees.

Case study: Vice-Chancellors Bursary Award Scheme, Massey University.

Delivering education to some 3,469 Māori students in 2000, Massey University is currently the largest provider of tertiary education to Māori students (Ministry of Education). National research and Massey University recruitment data indicated that very few students from low decile secondary schools were entering tertiary education. Ministry of Education statistics (2000) also reveal that proportionately higher

percentages of Māori and Pasifika students attend the lowest decile schools as compared to high decile schools. To increase the participation at Massey University of students of low socio-economic status and Māori and Pasifika students, the University developed the Vice-Chancellor's Bursary Award scheme in 1999.

The purpose of the scheme is two-fold with a clear emphasis on participation and completion:

• to enhance, encourage and support entry to university study for students from low decile schools and under-resourced families with limited previous history of participation in university degree study, including increased participation by Māori and Pasifika in university degree study, and
• to enhance the capacity of the university to provide the necessary learning support and positive teaching/learning experiences to maximise academic performance and programme completion by students undertaking university study.

The institution takes a school-university partnership approach to support long term positive outcomes for the school, for the provider, and most importantly, for the student. An emphasis on life-long learning and career advancement through study also extends to the whānau and communities of the student.

The partnership with the schools has reciprocal value. Schools delight in the fostering of students in preparation for tertiary education and the University develops better understandings of student-centred teaching and learning. It is envisaged that partnerships are long term to allow opportunity for both institutions to strategise the academic achievement of students.

School communities are targeted based on the following criteria:

• they are a decile 1 or 2 school
• their enrolment numbers are at least 400 students
• enrolment figures are stable
• that they present a high discrepancy between the percentage of Form 3 entrants who complete School Certificate and Form 3 entrants who complete Bursary
• they show strong leadership and evidence of positive school development
• they are situated within one of Massey University's recruitment areas.

Presently there are 10 North Island schools participating in the scheme through to 2005. Continuation or expansion of the scheme will be considered after that date. The student population of these 10 schools represents a majority of Māori and Pasifika students.

The schools currently involved are:

• Aotea College in Porirua
• Flaxmere College in Hastings
• Lytton High School in Gisborne
• Māngere College in Māngere, South Auckland
• Tangaroa College in Otara, South Auckland
• Otāhuhu College in Otāhuhu, South Auckland
• Bay of Islands College in Kawakawa, Northland
• Okaihau College in Okaihau, Northland
• Wairoa College on the East Coast
• Porirua College in Porirua.

There are two types of awards offered by Massey University. The first is a Vice-Chancellor Award presented in the form of a Certificate. This award is presented at the end of the year in recognition of 5th, 6th and 7th form students who demonstrate the academic and personal qualities required for university study.

Though the award has no financial value attached, it seeks to encourage students to stay on the right academic track and work towards the Vice-Chancellor's Bursary Award. The range of students is wide, as eligibility is not means tested. Forty-nine 5th form students from the three pilot schools (Aotea College, Flaxmere College and Lytton High School), of which 40% were Māori, received awards in 1999. This number increased to 73 in 2000 with both 5th and 6th form students receiving recognition.

The students recognised at the end of their 5th form year were funded by Massey University to attend a one-day Open Day accompanied by a family member. The visit to Massey begins with a pōwhiri the evening before and an overnight stay on the campus marae. Students participate in a campus tour, briefings on learning support and student services, and academic sessions according to their area of interest. This helps students focus on their aspirations and encourages them to perform throughout the academic year. In 2000 nearly all eligible students who were invited, following their awards in 5th form, participated in the visit during their 6th form year.

The Vice-Chancellor's Bursary Award is a scholarship awarded to selected 7th form students who have demonstrated continued academic achievement needed to gain university entrance to a Massey University under-graduate programme. Additionally, schools apply the scholarship criteria that students receiving these awards come from under-resourced families with limited background in tertiary education.

The scholarship has a flat monetary value of $3,100 for the first year. This value is deducted off the tuition fees of the student concerned upon attainment of university entrance and enrolment in their programme of choice at Massey University. Depending on the type of study undertaken and the level of tuition fees, this amount may comprise a partial or full payment of those fees. In addition to this, students receive a $500 cash grant to allow for initial study set-up costs including the purchase of course-related resources.

The Tindall Foundation has matched Massey University funding for scholarships for students from the three pilot schools. This arrangement is in place for a two-year period and guarantees that at least 12 students from each school will receive a scholarship. As the scheme was established three years ago, Massey University will see its first ever recipients of the Vice-Chancellor's Bursary Award on campus in 2002, with 18 students eligible for these scholarships. It is anticipated that a high percentage of the students receiving scholarships will be Māori, based on the demographics of the schools and proportions of Māori students receiving recognition to date.

Students who meet the award criteria are jointly selected by their school and Massey University. The success of the scheme is yet to be determined as the first set of scholarship recipients are only just beginning study. From the time the students set foot in Massey University they receive individual support to ensure they are retained. A possibility for 2002 is to provide a Liaison Officer within each school who is responsible for the scholarship recipients within that study area.

Massey University is evaluating the three pilot schools. Evaluations after the school visits and the open day will be used to measure performance and make improvements where needed. By the end of 2001 Massey University will have three years of data and information to work from.

Involvement of the business sector is welcomed by Massey University. Opus has agreed to sponsor students from Porirua College and Massey University is seeking further sponsorship for the schools involved in the scheme. It is envisaged that more businesses will invest in the development of communities through education by sponsoring schools so the number of scholarships increases.

Case Study: Community Partnerships Programme, Auckland University of Technology.

The Auckland University of Technology has a well-established approach to addressing issues of equity. The establishment of an Equity Development Division has led to the development of a university-wide Plan for Equity to primarily ensure that AUT meets its objectives of providing education that encompasses students from minority groups or students with a disability.

Re-focusing of the initial scholarship structure has meant that the University now targets equity groups in recruitment to AUT. This responsibility lies with the University Relations Directorate. Recruitment of equity groups is followed through with scholarships under the Community Partnerships Programme.

The aim of the Community Partnerships Programme is to improve the overall access, participation, retention and success of core target equity groups: Māori; Pasifika; and people with a disability, to reflect their relative presence in the `appropriate' Auckland region.

AUT has built partner relationships with about 20 schools in the Auckland region. Students are selected by their schools according to the following criteria:

• they demonstrate a track record of success (academic, sporting, leadership) within the organisation or community
• they demonstrate the potential to succeed (have a good attitude to work and school, steady attendance and/or determination)
• they identify with one or more of the designated target groups: Māori; Pasifika; or people with a disability).

The important measure is that the potential student is assessed to have the capability to succeed at the chosen level of study, within the context of Community Partnership. The school is then committed to providing the students with career guidance, establishing a study and career pathway, and dedicated time with AUT recruitment or faculty staff.

The partnerships are also extended to private training establishments and organisations which, alongside schools, are selected according to the following criteria:

• they are able to provide optimal numbers of Community Partnership Strategy enrolments from decile one to four communities
• they are aligned with the Community Partnership Strategy philosophy and objectives
• they are able to align with societal and economic needs as they relate to a particular group (for example, the need to increase numbers of Pasifika health practitioners).

Tāmaki College is the first school that AUT began working with. Over the past year staff from the University Relations Directorate have been working together with the Principal, students and their families. Students are encouraged to aim towards tertiary education by staying in school and attaining good Bursary or higher school marks. Furthermore, they are advised that if they work hard enough they may receive a scholarship enabling them to study at AUT for a year without financial cost.

A group of 10 scholarship recipients from Tāmaki College, the lead pilot school in 2000, have already started their first year of study at AUT. A pōwhiri to welcome all new students and their whānau to AUT is held on the University marae. The students are studying in all areas of the institution.

A pool of $300,000 has been set aside to fund students from the selected schools so they can study in their particular course of interest at AUT. In 2002 this funding pool will increase to $500,000. Equity is a core business at AUT requiring core business responses, including appropriate financial and human resource commitments at corporate and faculty/divisional levels.

The actual value of the scholarship is a flat $3,456 which covers one full year tuition fees. Dependent on the initial success of the scholarship recipient, more funding may follow for subsequent years. It is envisaged that AUT will support the student right through to employment, if not financially in work and employment opportunities.

In 2000 approximately 85 scholarships were offered. Of the students who received scholarships, 45 were Māori students, 23 were Pasifika students and 22 were Māori and Pasifika students with a disability.

AUT takes a strong stance on supporting scholarship recipients once they begin study. Student Services takes a role in working with the student and their academic background. Often the scholarship recipients are at-risk students who are first generation university students with little or no family history of tertiary education.

Scholarship recipients are required to undertake the KEYS for Success programme as they begin their first year of study. This programme offers two streams: KEYS to academic success; and KEYS to study success. The aims of the programme are to equip students with the necessary skills for tertiary education, to increase their confidence and to introduce them to student learning services.

The reality for many equity group students coming straight from secondary schools is that they require additional skills such as basic English comprehension, study skills and communication skills. Many students have the potential to achieve academically but require guidance and a pathway to achievement.

AUT has also designated support people for each equity group: Māori; Pasifika; and people with a disability. Once a fortnight students are required to touch base with their liaison person to monitor progress and success of the student. It is envisaged that in the future each faculty will provide a support person to track student success and provide academic advice according to the student's course of study.

The success of the programme is not known yet as 2001 will be the first year of operation. However, several processes for measuring success have been identified. An annual audit will be carried out by an external auditor and reported to the Equity Development Division. This will include staff and student feedback. An initial report to the Executive will detail numbers of scholarship recipients and the percentage who successfully complete their first year of study.

It is envisaged that in the long-term the students themselves who are part of the programme will develop personally and receive a tertiary education qualification which will offer increased employment opportunities. Furthermore, their families and communities may benefit from the advantages of higher education.