Drawing on data collected in a cross-disciplinary survey of early career academics (ECAs) in New Zealand, this article explores the factors influencing ECA conference attendance. Our conceptual framework uses conference attendance as the dependent variable and measures gender, ethnicity, family responsibilities and workload. Three key features affect conference attendance: demographic characteristics (background features and prior experiences that affect an academic's willingness and ability to attend), accessibility (constraints to attending, such as financing, family responsibilities, institutional support or teaching commitments) and purpose (the value placed on attending conferences by the individual, the institution, or the discipline). In particular, we identify differences for women, Indigenous people, and those born overseas with respect to their ability to navigate and their inclination to attend national and international conferences.… to build networks and get a profile as an international academic you need to travel. You need to be overseas because that's where all the contacts are. … that's been a real struggle for me as a NZ-based academic. The financial support from university at a general level is woefully inadequate in terms of the overseas conference and research leave. Law academic, woman, NZWithout being able to attend conferences, it's difficult to generate research and find out what the trends are within my discipline area. My experience has thus far been frustrating and for the first time in my professional career I feel that there are obstacles before me and that prejudice exists due to my gender. Education academic, woman, NZ
When the Māori goddess, Hinetitama, asked the Māori god, Tāne, who her father was, he replied, 'Uia ki ngā pou o t whare . . . Ask the posts of your house'. This traditional Māori (indigenous people of New Zealand) story implies a cultural teaching pedagogy that utilises the marae (a Māori building complex including a carved meeting house) as a learning and teaching tool. Marae complexes have slowly been embraced by tertiary education institutions throughout New Zealand since the early 1980s, as acknowledgement that they provide an authentic instructional space that enhances quality learning. This article considers the New Zealand university application of traditional marae-based teaching approaches and explores the transformative learning such cultural spaces can encourage. It shares how traditional Māori pedagogies are being modelled by contemporary Māori academics, and how the experiences of learning in a marae environment are perceived by their students.
There are many known factors that can help or hinder Indigenous students undertaking tertiary study, but little is known about how Māori students experience Māori studies courses specifically. Against the backdrop of low Māori student retention in universities and the short history of Māori studies as a field of study, this article shares findings from a thematic analysis of interviews with Māori students in Māori studies. It proposes a framework, Te Ara Mātauranga, which organises new findings about Māori cultural enclaves, aspirations, engagement, learning opportunities, and support. Ultimately, this article distinguishes the experiences of Māori students in Māori studies from previous generic research about Māori students in tertiary education and identifies a set of consequential challenges and opportunities.
<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>
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