Indigenous and older adult higher education students: Challenging systemic and linear transitions for inclusion

Amundsen, Diana Leigh

doi:10.1016/j.ijedro.2022.100148

Cited by 5 publications

(5 citation statements)

References 16 publications

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“…This study gave voice to Māori nursing students who have a clear understanding of the educational practices that support their learning. Their experience and views reflect previous research which demonstrated that more inclusive practices are needed to support Māori learners in higher education, particularly at the university level (Amundsen, 2019). Cohorting, particularly alongside Māori educators as facilitators to incorporate tikanga, wānanga and manaakitanga, is a valid strategy to support success for Māori nursing students.…”

Section: Discussionsupporting

confidence: 61%

“…Bringing tikanga into the classroom provides the opportunity for participants to not only live as Māori, but study as Māori. Māori cultural identity and connectedness instils a sense of belonging which supports student wellbeing and enables a more effective transition to student life (Amundsen, 2019). Smooth transition into tertiary study, in turn, facilitates improved retention and success.…”

Section: Discussionmentioning

confidence: 99%

“…However, a gap existed in the literature on the implementation and effectiveness of Māori cohorts in nursing. Māori student experiences can be helpful in addressing this gap by identifying successes and pitfalls (Amundsen, 2019). By exploring the experience of Māori nursing students who participated in the Māori tutorial and lab groups, we hope to identify how best to implement such groups and facilitate teaching and learning to support Māori nursing student success within mainstream nursing registration programmes.…”

Section: Introductionmentioning

confidence: 99%

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The Māori Student Nurse Experience of Cohorting: Enhancing Retention and Professional Identity as a Māori Nurse

Zambas

Dewar

McGregor

2023

Nursing Praxis in Aotearoa New Zealand

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Despite decades of work by tertiary providers to increase the Māori nursing workforce, there has been little change in the numbers of Māori nurses graduating from schools of nursing. The call for more culturally responsive teaching and learning strategies saw one tertiary provider implement Māori student cohorts for labs and tutorials in year one and two of the Bachelor of Health Science Nursing programme. This research explored the student experience of the cohorts using a hermeneutic methodology within a Māori-centred approach. Students in year two and three of the programme who had participated in the cohorts were invited to join focus groups to share their experiences. Data from the focus groups was analysed using van Manen’s approach with a Māori lens. The themes of whanaungatanga (connection), tikanga (correct practice), wānanga (learning conversation) and manaakitanga (ethic of care) emerged from the data. Cohorting was identified as a culturally responsive teaching and learning strategy. It provided a safe space for learning in what is a predominantly western monocultural system. It was not suffient on its own however. Cohorting of Māori students needs to be supported by teaching practices which include tikanga Māori, wānanga as a formal teaching strategy and the overt demonstration of manaakitanga to ensure it meets the needs of Māori nursing students. When integrated into programmes of study, Māori student cohorts have the potential to not only support retention, but also the development of the student’s professional identity as a ‘Māori’ nurse. TE REO MĀORI TRANSLATION Ngā wheako o ngā tapuhi Māori mō te urutomo ā-rōpū: Te whakapiki i te purutanga kaimahi me te tuakiri ngaio hei tapuhi Māori Ngā Ariā Matua Ahakoa te huhua o ngā mahi i roto i ngā ngahuru tau a ngā kaihora mātauranga matua, he iti noa ngā panonitanga o te tokomaha o ngā tapuhi Māori e tohia ana ki ō rātou tohu i roto i ngā kura tapuhi. Nā ngā karanga mō ētahi rautaki whakaako urupare ki te ahurea, rautaki ako pērā hoki, i tahuri tētahi kaihora mātauranga matua ki te whakatinana rōpū ākonga Māori mō ngā mahi pūtaiao, akoako hoki i ngā tau tuatahi, tuarua o tā rātou hōtaka Tohu Paetahi Pūtaiao Hauora mō te Mahi Tapuhi. I āta tūhura ēnei rangahau i ngā wheako o aua rōpū, mā te whakamahi tikanga whakamārama, i roto i tētahi ara whakaaro ao ki te Māori. I pōwhiritia ngā ākonga i te tau tuarua, tuatoru hoki o ngā rōpū kia piri mai ki ētahi rōpū arotahi, ki te whakaatu i ō rātou wheako. I tātaritia ngā raraunga mai i ngā rōpū arotahi mā te whakamahi i te ara a van Manen me te whakamahi i tētahi aronga Māori. I puta ngā tāhuhu o te whanaungatanga, o ngā tikanga, o te wānanga, me te manaakitanga, i ngā raraunga. I tautohutia te whakarōpū hei rautaki whakaako, ako hoki ka urupare ki te ahurea. Nā tēnei rautaki ka hua he mokowā haumaru mō te ako, i roto i tētahi pūnaha nō te hauāuru o te ao, te nuinga o ōna tikanga. Ko te karanga kia kaua e mutu noa i reira. Me mātua tautoko ngā mahi whakarōpū i ngā ākonga Māori mā ngā tikanga whakaako kei roto nei ngā tikanga Māori, ko te wānanga hei rautaki whakaako ōkawa, me te putanga nui o te manaakitanga, kia tutuki pai ngā hiahia o ngā ākonga Māori. Ina tuia mai ki roto i ngā hōtaka akoranga, he whai pito mata ngā rōpū ākonga Māori hei tautoko i te purutanga ākonga, me te whanaketanga o te tuakiri ngaio o te ākonga hei tapuhi Māori. Ngā kupu matua: te whakarōpū; ngā tikanga whakaako urupare ki te ahurea; taketake; tapuhi tohu paetahi; tuakiri ngaio; purutanga ākonga

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Section: Discussionsupporting

confidence: 61%

Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Māori Student Nurse Experience of Cohorting: Enhancing Retention and Professional Identity as a Māori Nurse

Zambas

Dewar

McGregor

2023

Nursing Praxis in Aotearoa New Zealand

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“…The transition to higher education, which can be a socially and mentally stressful undertaking for undergraduate students, also highlights the crucial role of student support and services and requires that these be flexible and meaningful enough to cater to their dynamic needs to support an effective transition (Amundsen, 2022). Thus, students are considered key stakeholders in determining the quality of the delivery of these services (Abbas, 2020) and thus, should be at the forefront in evaluating its delivery.…”

Section: The Relevance Of Student Support and Servicesmentioning

confidence: 99%

Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic tool

Tejero-Dakay,

Lozano,

Ferolin

2024

IJEM

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PurposeThis paper aims to help higher education institutions (HEIs) develop a better understanding of student support and services needs, thereby enabling them to allocate limited resources for initiatives that effectively improve student experience.Design/methodology/approachAn assessment framework following the Kano analysis is developed to categorize student service features based on customer satisfaction and need fulfillment. The framework is used at a local university, using 23 service features listed as minimum requirements by the national regulatory body for education. Analysis of the satisfaction survey results and prioritization are based on quality indices derived from a factor of importance and the satisfaction gap. A survey was conducted for two academic years to generate a comparison of results.FindingsOf the list mandated as minimum requirements for HEIs, the study revealed that no features were regarded as “must-be,” eight as performing, 14 as attractive and one as indifferent by the students. As these results were disaggregated per year level, the natural decay of delight as in the Kano theory was exhibited as there were less attractive features for students who have been in the university longest. After a full-year academic cycle, results compared to the baseline figures seemed to reveal of impact of the achievement of performance targets by the units rendering specific activities on client satisfaction.Research limitations/implicationsFurther rounds of the study are needed to build up more data sets on the relationship between objective performance and satisfaction level for performing features, mindful that this categorization is also bound to change along the way.Practical implicationsAs HEIs in the Philippines journey towards the establishment of their own respective internal quality assurance systems, this study provides a practical approach for institutions to transform a mere list of student services for compliance into a strategic tool to enhance the student experience.Originality/valueIn the context of continuous quality improvement, the study presents how the qualitative Kano model, along with simple quantitative tools in the methodology, can be utilized not only in the planning stage of service design but also in closing the planning, doing, checking and acting (PDCA) cycle and opening the quality improvement spiral.

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“…Por tanto, se advierte una prolongación de resultados desde estudios con diseños investigativos de corte cuantitativo -que han permitido un amplio avance en la comprensión de los resultados comparativos entre sistemas educacionales-hacia estudios de corte hermenéutico que den luz de los sentidos atribuidos por las personas sobre sus prácticas (Altmann y Ebersberger 2013). Sin embargo, siguiendo a Rowlands (2019), aún se puede advertir un escaso abordaje de caso y cobertura que documente la capacidad de agencia de las personas y sus condiciones estructurales que median la (re) producción de situaciones de desigualdad educativa (Amundsen 2019;Shahjahan 2012).…”

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Género E Interseccionalidades en La Formación Inicial Docente en Chile

Pedraja-Rejas,

Rodríguez-Ponce,

Cerna

et al. 2023

Chungará (Arica)

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El artículo explora la relación entre género, interseccionalidad y adscripción de estudiantes a los programas de educación inicial docente en universidades chilenas. La metodología utilizada ha sido de tipo cualitativa y descriptiva e involucró la generación de un muestreo estructural representativo y de estudio de casos instrumental comparado según roles en el sistema formativo de tres universidades diferenciadas en instituciones de tipo masiva estatal, masiva privada y de élite. Entre 2019 y 2021, llevamos a cabo la producción de información mediante 28 entrevistas semiestructuradas. La información fue triangulada y analizada siguiendo los principios de teoría fundamentada de acuerdo con el análisis axial, anotando como categoría central la interseccionalidad constituida por las representaciones sexo/género de los estudiantes, su origen social, el rol reproductivo, el rol productivo y las perspectivas que se adoptan ante la carrera. A partir de los resultados de la investigación, mostramos la influencia de significaciones que articulan las vivencias de interseccionalidad en el acceso y formación en los programas respectivos, configuradas por las trayectorias educativas desiguales que formulan representaciones de estudiantes asociadas a roles de trabajadores y de cuidado, así como a una experiencia basada en la construcción de discursividades de vulnerabilidad diferenciadas frente a la formación docente.

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Indigenous and older adult higher education students: Challenging systemic and linear transitions for inclusion

Cited by 5 publications

References 16 publications

The Māori Student Nurse Experience of Cohorting: Enhancing Retention and Professional Identity as a Māori Nurse

The Māori Student Nurse Experience of Cohorting: Enhancing Retention and Professional Identity as a Māori Nurse

Enucleating the student support and services needs in higher education: the application of Kano analysis as a strategic tool

Género E Interseccionalidades en La Formación Inicial Docente en Chile

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