Massey Documents by Type

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The Whakapiri framework in higher education: nurturing relational teaching
(SAGE Publications, 2025-01-10) Moriarty H; Severinsen C; Rowe L; Towers A
A growing body of research suggests that utilising Indigenous frameworks grounded in relational connection and multi-modal knowledge acquisition has numerous benefits for both Indigenous and non-Indigenous communities. This article focuses on the Whakapiri framework, and its application at Te Kunenga ki Pūrehuroa Massey University, Aotearoa New Zealand, within a new undergraduate mental health and addiction programme. This programme aims to equip graduates in the field, providing them with the foundational knowledge and engagement competencies necessary for working with both Māori (Indigenous people of New Zealand) and non-Māori. The Whakapiri framework enhances student engagement, fosters relational teaching practices, and designs effective online learning curricula. The framework also informs the design of online learning curricula, acknowledging the unique challenges and opportunities of digital education environments. Through its emphasis on engaging, enlightening, and empowering, the Whakapiri framework offers professional guidance and enriches student engagement, teaching methodologies, and the development of online learning curricula.
Conversations that count in online student engagement – a case study
(2022-12-07) Jin, Y; Rowan, L
A challenge all teachers face is how to engage students meaningfully in their learning. The impact of Covid has made online learning in higher education more prevalent. While many students and teachers have readily adjusted to these new learning environments others have found the shift difficult. To enable students’ adjustment to new ways of learning teachers and course designers should consider approaches which encourage and support positive experiences and attitudes towards online learning. Students’ participation and engagement grows when good course design and a variety of learning activities are used and conveyed to them in clear communication that guides their learning processes. This case study looks at one teacher’s intentions and actions to improve student engagement within a health science core course through collecting ‘student voice’, students’ perspectives of what helped their learning and what could be improved to enhance their learning online.
‘Hardworking, determined and happy’: first-year students’ understanding and experience of success
(Taylor and Francis Group, 30/05/2018) Picton C; Kahu ER; Nelson K
While all agree student success in higher education is important, there is less agreement on what it means to be a successful student. Student success is often measured by institutional reports of grades, student retention and qualification completion. More recently, broader definitions have emerged; however, these do not incorporate student perceptions of success. The current study addresses this gap by exploring how first-year students talk about their success. Drawing from weekly interviews of students at an Australian regional university, the data are analysed through the lens of a conceptual framework of student engagement. The findings demonstrate that success is inextricably linked with student engagement as well as other dimensions of the student experience. As expected, students assess their success extrinsically with institutional measures such as grades and feedback. In addition, their behavioural engagement was seen as a more immediate measure of their success, while happiness and satisfaction were necessary for some students to feel successful. Perceptions of success have important consequences for students in terms of increased positive emotions, self-efficacy and course belonging. Success for these students has multiple dimensions. These findings give rise to suggestions for a staged approach to supporting first-year student success. However, the student experience is complex and multifaceted and further research is needed with different student cohorts who may define and experience success in other ways.
Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning
(29/02/2020) Kahu ER; Picton C
© The Author(s) 2020. The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students’ lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data – the chosen photographs and the students’ explanations of their choices – were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university – learning to be a university student and learning to be an adult – as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.
A Response to Covid-19: Recognizing Subcultures in the Unexpected Online Student Cohort
(Frontiers Media, 12/04/2021) Condon S; Feekery A

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