Re-imagining Student Success: Integrating Strategy and Action Through an Indigenous Lens
Date
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Item type
Journal Article
Degree name
Journal Title
Journal ISSN
Volume Title
Publisher
Intellect
Abstract
Enhancing student success has been increasingly a focus for universities. But the context has changed, with complex challenges including a global pandemic, rapid digital transitions and greater diversity with related inclusion needs. Creative thinking is essential to address what student success could (and arguably should) look like and be. In this article we utilize Appreciative Inquiry to rethink current knowledge and practice. We refer specifically to our context in Aotearoa New Zealand, where data shows that a change in approach is needed particularly for Māori students, Pacific students and other ‘new’ learners. We explore a different way of working and learning – ‘mahitahi’ – and argue that improving outcomes requires more than incremental or tactical shifts in action. We propose a re-imagining of diversity, inclusion and success for sustained transformation. Integrating Indigenous approaches to knowledge into innovative frameworks, adapting future-focused curriculum and creative practice pedagogy in the process, could benefit all students across disciplines.Description
Keywords
33 Built Environment and Design, 36 Creative Arts and Writing, 40 Engineering, 4010 Engineering Practice and Education, 3606 Visual Arts, 3303 Design, 1203 Design Practice and Management, 1302 Curriculum and Pedagogy, 2001 Communication and Media Studies, 3303 Design, 3606 Visual arts, 4010 Engineering practice and education
Source
Art, Design and Communication in Higher Education, ISSN: 1474-273X (Print); 2040-0896 (Online), Intellect, 22(2), 209-239. doi: 10.1386/adch_00075_1
Publisher's version
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Copyright © 2023 Intellect. All rights reserved. Authors retain the right to place his/her pre-print version of the work on a personal website or institutional repository. This article may not exactly replicate the final version published in (please see citation) as it is not a copy of this record. An electronic version of this article can be found online at: (Please see Publisher’s Version)