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    Te ara manukura : the factors motivating young Māori to enter university : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Te Kunenga ki Pūrehuroa, Massey University, Palmerston North, New Zealand
    (Massey University, 2012) Cumming-Ruwhiu, Ani Sarah Marino
    Higher education has a significant role to play in the development and progression of a people. Maori highlight for themselves that participation in tertiary education is important and necessary for advancements in matauranga Maori, economic development, environmental sustainability, health, social well-being and educational achievement. This thesis explores the factors that motivate young Maori to pursue a university degree. In addition, it explores the expectations of young Maori as a result of pursuing a university degree. Kaupapa Maori methodology underpins the theoretical framework used to direct all aspects of the research project. Te Manu Tukutuku offers a culturally appropriate theoretical framework that illustrates the fundamental principles that underpin the research. Participants were recruited through established social relationships and qualitative data was then gathered through semi-structured interviews with eleven young Maori university students in the North Island of New Zealand. A synthesis of the participants' responses and relevant literature reveal the key factors that motivate young Maori to pursue a university degree, that is, significant relationships and individual strengths. In addition, the expectations of young Maori as a result of pursuing a degree are shown in the context of building and maintaining relationships as well as individual excellence. The significant role of intrinsic and extrinsic motivators in the decision-making of young Maori is also discussed. The findings of this study are of importance to those involved with the effective achievement, motivation, educational transition and career development of young Maori. This thesis concludes with five key recommendations that relate to the findings of this study and suggestions for future research in this field.
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    A cross-perceptual study of quality in a university distance education programme : a dissertation submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management, Massey University
    (Massey University, 1997) McIlroy, Andrea
    This thesis reports a study carried out at a large New Zealand university. It investigated the major dimensions of quality in undergraduate Business Studies courses taught in the distance mode. In particular, it examined whether different stakeholders had the same or different perceptions about these dimensions. The study reported used both qualitative and quantitative methods to collect information from three groups of stakeholders - students, teaching staff and senior managers. Focus groups were carried out with students and staff and individual interviews were conducted with senior managers. The qualitative data collected from these, in combination with themes from the international literature, were structured into seven broad phenomenological scales: course structure and content; face-to-face contact; assessment; communication; standards and evaluation; and programme integrity. These provided the basis for the design of a questionnaire which was sent to a sample of undergraduate students and teaching staff in the Faculty of Business Studies at Massey University. The triangulation of methods and data permitted the comparison of the perceptions of the three groups of subjects on a number of aspects of quality on each of the scales. This analysis revealed substantial areas of congruence as well as some incongruence in perceptions of quality. There were also some differences in perception between students with relatively low experience of learning at a distance and those with high experience. From the analysis, implications and conclusions were reached about good practice and how quality could be improved. This has particular relevance in relation to the satisfaction levels of the primary stakeholder group, students, as well as for improving the cost efficiency and the effectiveness of the distance education operation.
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    It's not all black and white : the transition of students with dyslexia into the first year of university study : a thesis presented in partial fulfilment of Master of Education (Adult) at Massey University (Manawatu), New Zealand
    (Massey University, 2010) Rowan, Linda M.
    This thesis is a qualitative study using constructivist grounded theory of the learning experiences of four students at one university in New Zealand. The students, ranging in age from 18 to 22 years, identify as being dyslexic. It is an exploration of the ways in which dyslexia has affected their prior educational experiences, their decision making about future study, and their transition into the first year of university study. The ways in which students frame their understanding of dyslexia and how this affects their approach to learning at university are investigated. This thesis uses an interpretivist methodology and the grounded theory methods of Charmaz (2006). The thesis starts with an outline of the epistemological basis for the research, followed by a discussion of the place of literature in grounded theory methods, use of the literature in this study and a review of the literature. The methodological basis and methods used in this study are then presented. The presentation of the participants‟ interpretation of their experiences of learning with dyslexia and transition to university are given as individual synopses and through categories which emerged from the data. The main findings are presented in the discussion using a tentative model based on four stages of discovery, acceptance of dyslexia, and learning with dyslexia which frame participants‟ experiences and decision making. Two factors of importance overlying the model are: the discourse of dyslexia presented to and held by the student, and the degree to which the students are able to self advocate. The absence of a common understanding of dyslexia has affected the students‟ self confidence, and ability to advocate at university level. The academic resilience, academic buoyancy, and determination of these students to succeed and be accepted as capable learners, despite educational barriers, is related to the recognition of dyslexia by the student and society, and the nature of support provided in earlier education. The findings in this thesis provide a basis for further understanding of the transition to university for students who have struggled in high school, and for a wider acceptance of the varied ways in which learning differences can be supported in education.