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The Pasifika (Pacific Island) research methodology talanoa (conversation) has contemporary resonance beyond its local context. At the recent Bonn Climate Change Conference, for example, talanoa was adopted to spark international dialogue about our collective futures. But this and other recent instances raise the question as to whether and how talanoa can and should be applied in a non-Indigenous context -or, indeed, online. As a culturally diverse research team, we undertook a talanoa about our experience of researching historical literacy with Māori and Pasifika students through talanoa. Here we introduce what we learned from the literature about the nature of talanoa, its use as a methodology and its application in higher education, and reproduce our own recent online talanoa on the experience of learning to do talanoa together. Three key lessons emerged from our research conversation. Firstly, we learned that time is of the essence: researchers must carefully balance the need for the talanoa to run its natural course with the need not to overburden the participants. Secondly, we learned that where the researchers undertake the talanoa is less important than attending to the relationships (the vā) between the researchers and participants, and the researchers and participants themselves. And, finally, in keeping with what some Māori researchers and their allies have argued of Kaupapa Māori research methodology, we learned that indigenous methodologies like talanoa, when employed with care and in recognition of their emergence out of decolonial struggles for indigenous sovereignty and self-determination, can foster a fruitful intercultural research conversation.

University policies are increasingly developed with reference to students' learning experiences, with a focus on the concept of the 'student voice'. Yet the 'student voice' is difficult to define, and emphasis is often placed on numerical performance indicators. A diverse student population has wide-ranging educational experiences, which may not be easily captured within the broad categories provided by traditional survey tools, which can drown out the rich, varied and gradual processes of individual development. There is no single tool which can be used to measure students' experiences. This paper draws on findings from four narrative inquiry studies, carried out in the United Kingdom, Australia, South Africa and New Zealand, to illustrate how a narrative approach could be used to complement performance indicators. This provides a richer context for educators' understanding of students' experiences and for supporting and setting institutional agendas.

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