Conceptual ‘predictors of academic success’ model

Get Complete Project Material File(s) Now! »

Education sector context

The education sector, in particular secondary and tertiary education providers, play a crucial role within the Māori and Pacific health workforce development pipeline. With the secondary education sector acting as a direct ‘feeder’ into the tertiary education context, indigenous and ethnic minority health workforce development pathways rely heavily on the ability of secondary education providers to adequately prepare students for entry into tertiary health programmes (E. Curtis et al., 2012). Tertiary institutions are then charged with effectively recruiting, retaining and graduating Māori and Pacific students through health professional tertiary education pathways in order to increase numbers of ‘qualified’ Māori and Pacific health workers (E. Curtis, Wikaire, et al., 2014; M. Ratima et al., 2007; Whitehead, Shah, & Nair, 2013).

Academic preparation for tertiary study

At year 13, students complete NCEA Level 3 and school results from this year are considered when applying to tertiary institutions from school. The minimum requirement for entry into a New Zealand university is University Entrance (UE); made up of 10 numeracy credits at Level 1 or above, 10 literacy credits at level 2 or above, and 14 credits each in three level 3 approved subjects. NCEA Rank Score (or entry score) is used by some New Zealand universities as a final weighted score representing overall best Level 3 NCEA results and is incorporated into entry criteria for some tertiary programmes. NCEA rank score is based on a student’s best 80 credits at Level 3 or higher using a maximum of five approved subjects, weighted by the level of achievement attained (achieved = 2 points, merit = 3 points, excellence = 4 points) in each set of credits. The rank score is calculated by awarding the following points for up to 24 credits in each approved subject taken at Level 3.

Tertiary education context

Internationally, tertiary institution equity objectives aim for equitable academic outcomes for indigenous and ethnic minority students and aim to ensure the retention and success of a diverse student body (Whiteford, Shah, & Nair, 2013). However, rates of Māori and Pacific ‘academic success’ in tertiary health programmes are far from ideal, and internationally, tertiary institutions are failing to achieve equitable academic outcomes for indigenous and ethnic minority students (Garvey, Rolfe, Pearson, & Treloar, 2009; Madjar, McKinley, Deynzer, & van der Merwe, 2010a). Tertiary institutions show ongoing trends of underrepresentation of indigenous and ethnic minority students participating in and graduating from tertiary programmes. For example, Māori students show highest attrition rates, lower participation rates and are underrepresented in bachelor level programmes compared to non-Māori (Education Counts, 2010a, 2010b).

Government response to education context

The inability of the secondary education sector to adequately prepare students for tertiary education, and demonstrated inequities between Māori, Pacific and non-Māori non-pacific students in the tertiary education sector have significant impacts on the potential for health workforce development. High level policy documents have outlined the Government’s commitment to addressing these concerns. The Ministry of Education through the Tertiary Education Commission (TEC) are responsible for monitoring tertiary institution performance and administering government funding for tertiary education (Tertiary Education Commission, 2014). The Tertiary Education Strategy 2014-2019 articulates the Government’s long-term strategic direction and sets priorities for tertiary education and therefore guides TEC investment (Ministry of Education, 2014b). The Tertiary Education Strategy 2014-2019, alongside the Māori education strategy Ka Hikitia – Accelerating Success 2013-2017 (Ministry of Education, 2013a) and the Pasifika Education Plan 2013-2017 (Ministry of Education, 2013b) call on tertiary institutions to ‘improve outcomes for all’ by ensuring more people from priority groups have the transferable skills for employment.

READ LANGUAGE DIVERSITY IN THE MULTILINGUAL SOUTH AFRICANPRE-SCHOOL CONTEXT

Māori and Pacific responsiveness

Through long-term development, the FMHS has prioritised achieving Māori and Pacific student equitable outcomes and provides a unique context within which multilevel Māori and Pacific student support initiatives have been developed (The University of Auckland, 2014c). Key to this commitment has been the development of Te Kupenga Hauora Māori (the Department of Māori Health), the office of Tumuaki (Deputy Dean Māori for FMHS), and the Pacific Health Section of the School of Population Health that drive responsiveness through Māori and Pacific leadership within the academy. Initially introducing a simple Māori specific admission quota in 1972, the Faculty response to Māori and Pacific health workforce development, equity and social accountability has developed into a high level strategic statement brought into the Faculty’s discourse in the late 1990s that outlines Vision 20:20, an equity focussed initiative that aims to increase Māori and Pacific health professionals to 10% of the NZ health workforce by the year 20205 (The University of Auckland, 2014c). Vision 20:20 includes three major initiatives: Whakapiki Ake (Māori specific recruitment programme), Certificate in Health Sciences (the Māori and Pacific specific bridging foundation programme, and the Māori and Pacific Admission Scheme (MAPAS) (academic and pastoral support programme).

TABLE OF CONTENTS :

ABSTRACT
Aim
Methods
Findings
Conclusions
DEDICATION
ACKNOWLEDGEMENTS
TABLE OF CONTENTS
TABLE OF TABLES
TABLE OF FIGURES
GLOSSARY
CHAPTER ONE: INTRODUCTION
- Research topic
- Researcher perspective
- Research overview
- Research aims
- Thesis outline
CHAPTER TWO: BACKGROUND CONTEXT
- Introduction
- Background
- Māori and Pacific health workforce context
- Education sector context
- Institutional context
Chapter summary
CHAPTER THREE: LITERATURE REVIEW
- Introduction
- Literature review methods overview
- Literature review findings
Chapter summary and critique of literature
CHAPTER FOUR: METHODOLOGY
- Introduction
- Kaupapa Māori theoretical perspective
- Kaupapa Māori methodology
Chapter summary
CHAPTER FIVE: METHODS
- Introduction
- Kaupapa Māori research environment
- Research aims and objectives
- Conceptual ‘predictors of academic success’ model
- Methods
Chapter summary
CHAPTER SIX: RESULTS
- Introduction
- Descriptive summary
- Multiple regression analysis results
- Summary of findings
Chapter summary
CHAPTER SEVEN: DISCUSSION
- Introduction
- Discussion points
- Strengths
- Limitations
- Interpretation issues
Chapter summary
CHAPTER EIGHT: RECOMMENDATIONS AND CONCLUSIONS
- Introduction
- Implications
- Recommendations
- Conclusions
- APPENDIX A: FMHS ADMISSION CRITERIA
- APPENDIX B: PRIORITISED REPORTING FOR STUDENT ETHNICITY
- APPENDIX C: SUB-COHORT ANALYSIS RESULTS FOR STUDENTS WITH NCEA DATA ONLY
- Descriptive summary tables
- NCEA sub-cohort multiple regression analysis results tables
- NCEA group comparison multiple regression analysis results tables
- REFERENCES