Massey Documents by Type
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Item The Whakapiri framework in higher education: nurturing relational teaching(SAGE Publications, 2025-01-10) Moriarty H; Severinsen C; Rowe L; Towers AA 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.Item Conversations that count in online student engagement – a case study(2022-12-07) Jin, Y; Rowan, LA 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.Item Classroom action research : exploring the effects of career-relevant teaching and learning on student engagement in employment skills literacy instruction : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Tertiary Education at Massey University, Manawatu, New Zealand(Massey University, 2018) Cusin, Tracy AnneThis study examined the effects of career-relevant, personalised teaching and learning on student engagement in employment skills literacy instruction for low-literate adult learners. The focus of the study was to improve student engagement in triweekly employment skills literacy instruction. The six-week study involved a small group of six low-literate adult students from the same literacy classroom and one teacher, who was also the researcher in the study. Data was collected through participant observations, qualitative questionnaires, individual coaching session discussions, and my reflective teacher journal. Analysis of the data identified several key factors that enhanced student engagement, which were: career-relevant, personalised learning; well-defined career goals; learning that has the potential for real-life application; individual task work; computer-based learning; and providing a variety of model samples. The results also indicated that, all students in this study experienced an improvement in engagement and found the personalised instruction more interesting and enjoyable than their previous instruction.Item ‘Hardworking, determined and happy’: first-year students’ understanding and experience of success(Taylor and Francis Group, 30/05/2018) Picton C; Kahu ER; Nelson KWhile 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.Item 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.Item Framing student engagement in higher education(ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD, 1/06/2013) Kahu ERStudent engagement is widely recognised as an important influence on achievement and learning in higher education and as such is being widely theorised and researched. This article firstly reviews and critiques the four dominant research perspectives on student engagement: the behavioural perspective, which foregrounds student behaviour and institutional practice; the psychological perspective, which clearly defines engagement as an individual psycho-social process; the socio-cultural perspective, which highlights the critical role of the socio-political context; and, finally, the holistic perspective, which takes a broader view of engagement. Key problems are identified, in particular poor definitions and a lack of distinction between the state of engagement, factors that influence student engagement, and the immediate and longer term consequences of engagement. The second part of the article presents a conceptual framework that overcomes these problems, incorporating valuable elements from each of the perspectives, to enable a better shared understanding of student engagement to frame future research and improve student outcomes. © 2013 Copyright Society for Research into Higher Education.Item The engagement of mature distance students(Routledge Taylor & Francis Group, 2013) Kahu ER; Stephens C; Leach L; Zepke NAn increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies.Item Introduction to needs analysis for increasing first year engineering students’ ability in conceptual design(School of Engineering, Deakin University, Victoria, Australia, 6/12/2015) Shekar, A; Goodyer, J; Drain, AR; Iskander, P; Georgy, M; Oo, A; Patel, A; Hilditch, T; Chandran, SPURPOSE This study examines the influence of presenting a structured set of user-centred-design resources, in addition to taught content and presented by student mentors, on creating unique concepts for a EWB project. The study focuses on how needs analysis techniques were introduced to the students through student-student mentoring and puts emphasis on its application within their projects. This paper investigates whether the approach of additional design techniques being presented through student-student mentoring improves first year engineering students’ performance in the process of conceptual design (i.e. identifying the problem, design thinking and practices). It shows how this approach can potentially improve student engagement; provide a better understanding of the context to an engineering problem, and lead students into asking the right questions. The study was carried out in hope that it would enlighten the students to think in a more innovative and user-centred manner.Item A Response to Covid-19: Recognizing Subcultures in the Unexpected Online Student Cohort(Frontiers Media, 12/04/2021) Condon S; Feekery AItem The use of personal experience as a strategy for critical reading and writing(Queensland University of Technology, 19/07/2018) Kahu E; Gerrard HIncreasingly it is recognised that universities are preparing students for an uncertain future. Accordingly, key graduate attributes of Massey University’s redeveloped Bachelor of Arts degree are critical readin g and writing skills and engaged citizenship. The authors teach two large first-year courses in these topics. Student engagement is critical in these courses because the student cohort is diverse, the courses are compulsory, and the topics are developmental. Some of the assessments have been designed to engage students with the use of personal experience as a strategy for critical reading and writin g. While not without its challenges, this approach has proven to be effective: emotionally engagin g students and enabling them to critically reflect on themselves and the world around them through the development of connected skills and dispositions in critical reading and writing.