24 results for Airini

  • Learning to be leaders in higher education: What helps or hinders women’s advancement as leaders in universities

    Airini; Collings, Sunny; Sunny, Lindsey; McPherson, Kathryn; Midson, Brenda; Wilson, Cheryl (2011)

    Journal article
    University of Waikato

    This article examines 110 reported incidents from an online survey of 26 women from each of the eight universities in New Zealand. They responded to questions asking them to describe times when work and non-work situations have helped or hindered their advancement in university leadership roles. Five key themes, incorporating a range of factors, emerged as making a difference to advancement as leaders. These themes are: work relationships; university environment; invisible rules; proactivity; and personal circumstances. This research is part of the L-SHIP (Leadership - Supporting Higher Intent & Practice) project and has two main aims. First, to identify factors in universities that help and hinder women’s advancement as leaders, as reported by women; second, to provide useful evidence to underpin the development of programmes supporting women’s advancement in university leadership roles. This research is a first step in the development of the L-SHIP Toolkit for good practice in leadership development in higher education.

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  • Learning to be leaders in higher education: What helps or hinders women's advancement as leaders in universities

    Airini; Collings, S.; Conner, L.; Midson, B.; McPherson, K.; Wilson, C. (2008)

    Conference Contributions - Published
    University of Canterbury Library

    This paper describes results from an online survey of 26 women from 8 universities, describing times when work and non-work situations have helped or hindered their advancement in university leadership roles. From the 110 reported incidents, 5 categories of factors that make a difference to advancement as leaders have been identified. This research is part of the L-SHIP (Leadership- Supporting Higher Intent & Practice) project and has two main aims. First, to identify factors in universities that help and hinder women’s advancement as leaders, as reported by women; second, to produce practical programmes for aspiring leaders and tertiary institutions on how to identify what helps and hinders advancement in university leadership roles, and how to develop effective programmes to harness strengths and address barriers. This research is a first step to the L-SHIP Toolkit for good practice in leadership development in higher education.

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  • Success for all: Improving Maori and Pasifika student success in degree-level studies

    Airini; Brown, Deidre; Curtis, Elana; Johnston, Odie; Luatua, Fred; O'Shea, Mona; Rakena, Te Oti; Reynolds, Gillan; Sauni, Pale; Smith, Angie; Su'a Huirua, To'aiga; Tarawa, Matt; Townsend, Sonia; Savage, Tania; Ulugia-Pua, Meryl (2010)

    Report
    The University of Auckland Library

    The Success for All project sought to examine the ways in which nonlecture teaching helps or hinders Māori student and Pasifika student success in preparing for or completing degree-level studies. Good practice was to be identified. This report is the final in a series of detailed technical reports prepared by the Success for All research team through the leadership of Dr Airini.

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  • TEU LE VA - Relationships across research and policy in Pasifika education A collective approach to knowledge generation & policy development for action towards Pasifika education success

    Airini; Anae, Melani; Mila-Schaaf, K (2010)

    Report
    The University of Auckland Library

    By drawing on community knowledge, research, and focus group data Teu le Va is about bringing researchers and policy makers together within a shared agenda and common processes to help improve education outcomes for and with Pasifika learners.

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  • Teu Le Va — Relationships across research and policy in Pasifika education: A collective approach to knowledge generation & policy development for action towards Pasifika education success

    Airini; Anae, Melani; Mila-Schaaf, K (2010)

    Report
    The University of Auckland Library

    In November 2007, a partnership between the Pasifika Caucus of the New Zealand Association for Research in Education (NZARE) and the Ministry of Education’s Pasifika and Research and Evaluation teams formed to sponsor the symposium Is Your Research Making a Difference to Pasifika Education? The symposium sought to grow the pool of researchers able and motivated to undertake quality research on improving Pasifika student outcomes; to identify good practice that has enhanced Pasifika education research/policy linkages; and to share ideas for and about Pasifika education research methodologies, in order to improve the quality and quantity of evidence informing Pasifika education policy. A wide group of people who have a stake in Pasifika education research came to the symposium to think about, debate and advise on the formation of guidelines to translate Pasifika education research into policy. The group included associates from the Ministry of Education and other government agencies, universities, the Private Training Establishment (PTE) sector, independent researchers, and community members.

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  • Pasifika education: Historical themes

    Airini; Leaupepe, M; Sauni, Seiuli; Tuafuti, P; Amituanai-Toloa, M (2009)

    Book item
    The University of Auckland Library

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  • Introduction

    Jesson, Jocelyn; Carpenter, Vicki; McLean, Margaret; Stephenson, MS; Airini (2010)

    Book item
    The University of Auckland Library

    As a dynamic activity that has significant and far-reaching consequences, university teaching is constantly under review. Ideas about good teaching, its objectives, and the means of achieving those objectives are shifting and contested.

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  • Pasifika Education: Historical themes

    Airini; Leaupepe, M; Sauni Seiuli Luama, SLM; Tuafuti, Patisepa; Amituanai-Toloa, Meaola (2009)

    Book item
    The University of Auckland Library

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  • The road belongs to me: promising practices in distance education

    Airini; Toso, Meripa; Sauni, SL; Leaupepe, Manutai; Pua, V; Tuafuti, P (2010)

    Book item
    The University of Auckland Library

    We often like to start with a story: This one is about the end and the journey to completing a university qualification.

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  • Pasifika Education: Historical foundations for success

    Airini; Leaupepe, M; Sauni Seiuli Luama, SLM; Tuafuti, Patisepa; Amituanai-Toloa, Meaola (2009)

    Book item
    The University of Auckland Library

    Contributed 90% to chapter on historical foundations of Pasifika education.

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  • University Teaching Reconsidered: Justice, practice,inquiry

    Jesson, Jocelyn; Carpenter, VM; McLean, MA; Stephenson M S; Airini (2010)

    Book
    The University of Auckland Library

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  • Success for all: Improving Maori and Pasifika student success in degree-level studies

    Airini; Brown, Deidre; Curtis, Elana; Johnson, Odie; Luatua, Fred; O'Shea, Mona; Rakena, Te Oti; Reynolds, Gillian; Sauni, Pale; Smith, Angie; Su'a Huirua, To'aiga; Tarawa, Matt; Townsend, Sonia; Savage, Tania; Ulugia-Pua, Meryl (2010)

    Report
    The University of Auckland Library

    Final report for research project funded via TLRI

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  • Student-Centred Success in the Music Studio Environment: Improving Indigenous and Minority Student Success in Degree-level Studies,

    Rakena, Te Oti; Airini; Brown, Deidre; Tarawa, Matthew; O Shea, Mona (2009)

    Conference item
    The University of Auckland Library

    'Success for All' is a two-year evidence-based project that targets indigenous New Zealand (Maori) student success and minority (Pasifika) student success in New Zealand degree-level education. The team is interested in increasing rates of success by investigating the ways in which non-lecture teaching and learning helps or hinders student success in degree-level studies. This paper will focus on one faculty that includes the Schools of Music, Dance, Fine Arts, Architecture and Planning. The learning environment explored in this faculty is studio-based learning. The paper will contextualise the studio learning environment and describe the collection and analysis of student narratives. The paper will highlight data collected from the School of Music. Good practice will be identified and the integration of indigenous (Kaupapa Maori Research) and minority (Pasifika Research) methodologies and methods will be discussed.

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  • Supervision as a Signature Pedagogy in Studio: Some preliminary findings from the Te Ara Kakena project

    Brown, Deidre; Bywater, J; Rakena, TO; Airini (2011)

    Book item
    The University of Auckland Library

    The student experience of studio learning at postgraduate levels determines not only the development of graduates with a specialised perspective and skill-set but also the direction of future tertiary research and teaching. Yet this experience has not been adequately captured in tertiary teaching research projects, which are often informed by research assumptions that perpetuate institutionally-ascribed definitions of academic success and have their analytical foundations in ‘lecture-based’ undergraduate teaching research. Postgraduate learning in studio,however, primarily takes place in small groups of less than fifty students where there is much more direct contact with teachers (and their teaching practices) and in physical contexts that do not resemble theatrical learning forums. The Te Ara Kakena:1 Quality Teaching in Postgraduate Studies research project centralises the postgraduate student experience of learning in studio contexts for the purposes of creating teaching interventions that will enhance ‘success,’ according to student definitions of that term.

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  • Supervision as Signature Pedagogy in Studio: Some Preliminary findings from the Te Ara Kakena Project.

    Brown, D; Bywater, J; Rakena, Te Oti; Airini (2011)

    Book item
    The University of Auckland Library

    Introduction The student experience of studio learning at postgraduate levels determines not only the development of graduates with a specialised perspective and skill-set but also the direction of future tertiary research and teaching. Yet this experience has not been adequately captured in tertiary teaching research projects, which are often informed by research assumptions that perpetuate institutionally-ascribed definitions of academic success and have their analytical foundations in ‘lecture-based’ undergraduate teaching research.

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  • Teaching for student success: Promising practices in university teaching.

    Airini; Curtis, E; Townsend, S; Rakena, T; Brown, D; Sauni, P; Smith, A; Luatua, F; Reynolds, G; Johnson, O (2011)

    Journal article
    The University of Auckland Library

    The ability of universities to teach in ways that support the success of diverse students is a matter of focused action in many nations, especially those where demographic trends suggest an increasing prevalence of students from groups under-represented in universities. This paper describes findings from research involving three Faculties and a service centre at a university. Ninety-two interviews were undertaken with Māori and Pasifika students using the Critical Incident Technique (CIT). Teaching and other interventions in non-lecture settings based on the Phase 1 interview findings were implemented. A second set of interviews followed to evaluate the impact of the interventions. Results from the interviews are discussed, along with an analysis of more than 1900 student stories of when teaching in non-lecture settings has helped or hindered their success in degree-level studies. Promising practices for university teaching that helps Māori and Pasifika success are described.

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  • Akaoraora'ia te peu 'ā to 'ui tūpuna: Culturally responsive pedagogy for Cook Islands secondary school physical education

    Te Ava, A; Rubie-Davies, C; Airini; Ovens, Alan (2013-08)

    Journal article
    The University of Auckland Library

    This research examines outcomes from introducing cultural values into Cook Islands secondary schools during two cycles of action research comprising planning, implementing, observing and reflecting. The cultural values upon which the physical education lessons were based were: tāueue (participation), angaanga kapiti (cooperation), akatano (discipline), angaanga taokotai (community involvement), te reo Maori Kuki Airani (Cook Islands Maori language), and auora (physical and spiritual wellbeing). The cultural values were believed to be an essential element of teaching physical education but one challenge was how to assist teachers to implement the cultural values into classroom teaching as most participant teachers were not Cook Islanders. Findings from this action research project suggest that while participant teachers and community cultural experts may agree to incorporate cultural values in teaching Cook Islands secondary school students, teachers nonetheless find difficulties in implementing this objective.

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  • Success for all: Eroding the culture of power in the one-to-one teaching and learning context

    Rakena, Te Oti; Airini; Brown, Deidre (2016-08)

    Journal article
    The University of Auckland Library

    This study applied a cultural lens to the “expert–novice dyad” (Kennell, 2002, p. 243) and explored the learning experiences of indigenous minorities studying in this context. The purpose of this study was to gather narratives that reflected the nature of teaching practices in the one-to-one studio context. The resulting data presented more complex stories that described how indigenous and minority students participate in the conservatory learning culture. The narratives described strategies for overcoming educational and institutional obstacles, and outlined examples of social practices within their ‘learning culture’ (Hodkinson, Biesta, & James, 2007, p. 419) that students had culturally modified in order to optimize their educational experience. The article examines the notions of critique, resistance, struggle and emancipation in a specific learning culture, a School of Music founded on the European conservatory model.

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  • Tongan secondary students’ conceptions of schooling in New Zealand relative to their academic achievement

    Otunuku, M; Brown, Gavin; Airini (2013)

    Journal article
    The University of Auckland Library

    This study examines the relationship between Tongan students’ attitudes and beliefs towards their school experiences and their academic achievement on the high-stakes National Certificate of Educational Achievement (NCEA) assessments in English and mathematics. Data were obtained from using previously published self-reported inventories on a sample of Tongan senior students in New Zealand secondary schools. Confirmatory factor analysis of students’ conceptions found good fit measurement models for each domain (teaching, learning, and assessment). Structural equation modelling was used to identify the effect of the various beliefs upon students’ total score in each subject and upon internal and externally assessed performance. It was noted that different beliefs became statistically significant predictors of performance, depending on the subject and type of assessment. Nonetheless, all three constructs played some role in at least one subject. A small-to-moderate proportion of variance in NCEA performance could be attributed to student beliefs, suggesting that efforts to help students adopt adaptive beliefs will have beneficial consequences for those students.

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  • Teaching for Student Success: Promising Practices in University Teaching.

    Airini; Curtis, Elana; Townsend, S; Rakeha, T; Brown, D; Sanni, P; Smith, A; Luatua, F; Reynolds, G; Johnson, O (2011)

    Journal article
    The University of Auckland Library

    The ability of universities to teach in ways that support the success of diverse students is a matter of focused action in many nations, especially those where demographic trends suggest an increasing prevalence of students from groups under-represented in universities. This paper describes findings from research involving three Faculties and a service centre at a university. Ninety-two interviews were undertaken with Māori and Pasifika students using the Critical Incident Technique (CIT). Teaching and other interventions in non-lecture settings based on the Phase 1 interview findings were implemented. A second set of interviews followed to evaluate the impact of the interventions. Results from the interviews are discussed, along with an analysis of more than 1900 student stories of when teaching in non-lecture settings has helped or hindered their success in degree-level studies. Promising practices for university teaching that helps Māori and Pasifika success are described.

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