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  • What helps and hinders indigenous student success in higher education health programmes: a qualitative study using the Critical Incident Technique

    Author(s)
    Curtis, Elana
    Wikaire, Erena
    Kool, Bridget
    Honey, Michelle
    Kelly, Fiona
    Poole, Phillippa
    Barrow, Mark
    Airini
    Ewen, Shaun
    Reid, Papaarangi
    Griffith University Author(s)
    Kelly, Fiona S.
    Year published
    2015
    Metadata
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    Abstract
    Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. Tatou Tatou is a qualitative research project utilising Kaupapa Maﯲi research methodology and the Critical Incident Technique interview method to investigate the teaching and learning practices that help or hinder Maﯲi student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were ...
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    Tertiary institutions aim to provide high quality teaching and learning that meet the academic needs for an increasingly diverse student body including indigenous students. Tatou Tatou is a qualitative research project utilising Kaupapa Maﯲi research methodology and the Critical Incident Technique interview method to investigate the teaching and learning practices that help or hinder Maﯲi student success in non-lecture settings within undergraduate health programmes at the University of Auckland. Forty-one interviews were completed from medicine, health sciences, nursing and pharmacy. A total of 1346 critical incidents were identified with 67% helping and 33% hindering Maﯲi student success. Thirteen sub-themes were grouped into three overarching themes representing potential areas of focus for tertiary institutional undergraduate health programme development: Maori student support services, undergraduate programme, and Maﯲi student whanaungatanga. Academic success for indigenous students requires multi-faceted, inclusive, culturally responsive and engaging teaching and learning approaches delivered by educators and student support staff.
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    Journal Title
    Higher Education Research & Development
    DOI
    https://doi.org/10.1080/07294360.2014.973378
    Subject
    Education
    Other education not elsewhere classified
    Publication URI
    http://hdl.handle.net/10072/69898
    Collection
    • Journal articles

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    Tagline

    • Gold Coast
    • Logan
    • Brisbane - Queensland, Australia
    First Peoples of Australia
    • Aboriginal
    • Torres Strait Islander