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E Tu Kahikatea, Stand Tall Kahikatea: Evaluation of One of the World's Largest Indigenous-Led Tertiary Education Providers, Te Wananga o Aotearoa
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| Presenter(s):
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| Andrea Knox, Counterbalance Research and Evaluation, andrea@counterbalance.co.nz
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| Shaun Akroyd, Akroyd Research and Evaluation, shaun.akroyd@clear.net.nz
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| Fraser Sloane, Sloane Walker Ltd, thesloanes@xtra.co.nz
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| Chantalle Ngapo, Te Wănanga o Aotearoa, chantalle.ngapo@twoa.ac.nz
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| Abstract:
Te Wananga o Aotearoa is a Maori(1)-led tertiary education institution that teaches in over 120 locations across New Zealand. With 36,695 students in 2009, Te Wananga o Aotearoa is New Zealand’s second largest tertiary education provider and is, to our knowledge, the largest indigenous-led tertiary education provider in the world. Te Wananga o Aotearoa educates both Maori and non-Maori, but is distinct from non-indigenous options in that its education is grounded in ahuatanga Maori (Maori world-view).
In this large scale project, we used a mixed-method approach to evaluate outcomes for students, families and communities associated with Te Wananga o Aotearoa. Of particular interest, we have explored logic modeling from a Maori perspective, used photovoice to explore student experiences, and used a modified success case method approach to assess student and family outcomes and to identify factors associated with outcomes.
(1) indigenous New Zealander
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Relevance, Relationship, and Reciprocity: Evaluating the Role of Non-Academic Factors in Improving Native Hawaiian Students’ College Retention
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| Presenter(s):
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| Anna Ah Sam, University of Hawaii, Manoa, annaf@hawaii.edu
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| Abstract:
The retention of Native Hawaiian college students is a significant challenge for colleges and universities in the State of Hawai'i. There are both academic and non-academic factors associated with improving their retention that have significant implications for designing and implementing effective retention programs that serve Native Hawaiian college students. In addition, when several of these factors are incorporated in the evaluation of such programs, a more holistic—and thereby more accurate—evaluation results. This paper will highlight the non-academic factors associated with successful retention programs and their evaluation. These include the relevance of culture in students’ social support network, the role of interpersonal relationships with peers and faculty, and the commitment to reciprocity and community involvement.
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