Casting the Net: Supporting Pasifika Students in Tertiary Education
Helen Oge
Pasifika Student Support & Activities Coordinator
Manukau Institute of Technology
Manukau, New Zealand
Abstract
Increased access of Pasifika people to tertiary education allows the opportunity to
evaluate, improve and spearhead initiatives for increased success. Networks of people in
tune with institutional and societal changes can support the process between access and
success for a student. The Pasifika Student Support team at the Manukau Institute of
Technology was newly established to keep up with the changing needs and expectations
of Pasifika learners.
This paper will outline some of the key issues which impact on Pasifika students learning
and the ways in which the institute has set up targeted initiatives to address these issues.
These include the special funded Pasifika team, targeted activities to enable Pasifika
students to help themselves, and the launch of a Pasifika graduate network. Strategies
will be detailed in terms of what integration in the learning environment, means and how
a support team operates internally and across the institute to enhance student outcomes.
Introduction
Pasifika1 students entering tertiary education have increased in recent years2. While
participation by Pasifika students has increased 43%3 higher than non-Pasifika learners
The term “Pasifika” will be used as a general term for the peoples of the South Pacific (Samoa, Tonga,
Cook Islands, Nuie, Fiji and Tokelau).
2
Actual numbers in Tertiary Education Institutes have increased, and not the proportion relative to total
enrolments (Anae, M. et al, 2002).
3
Ministry of Education, 2005. p 30
1
1
since 1999, they are under-represented at all study levels. Pasifika students retention and
completion rates are lower than any other group. The challenge is to effectively address
the needs of this group while providing and maintaining a vehicle that will see these
students complete their programmes and graduate. A recent study shows that in general,
Pasifika students entering tertiary education have lower entry qualifications than their
other counterparts and that the majority of Pacific tertiary students attended low decile
high schools (Anae, M., Anderson, H., Benseman & Coxon, 2002). Since 1995, the rate
of Pasifika with a postgraduate level degree has steadily increased. This is an indication
that the challenge lies right across the board for the students’ pathway to graduation.
Issues that have been identified, addressed and revisited by the tertiary sector are
questions still being asked today. Participation of Pasifika learners is presented in the
context of completion or non-completion of programmes (Anae, M. et al, 2002) (as
opposed to the first level of participation - involving enrolment). Increased participation
of Pasifika learners in tertiary education highlights the need for specific research on the
changing needs and to refine relevant research for Pasifika peoples in this sector.
Integrated support is far-reaching and is available across and within departments with the
added support of the wider community. Based on research (old and new), experience and
future direction, strategies for targeted Pasifika support will continue to make proactive
moves forward, ready to confront new challenges. Staff flexibility and strategic activities
are a vital key in partnering with Pasifika students at a more personal level during their
journey to success.
Background
Manukau Institute of Technology (MIT) is located in Manukau City and the relatively
high number of Pasifika learners at MIT reflects the city’s Pasifika population (26.9%
compared to 6.5% for New Zealand)4. The make-up of Pasifika students at MIT includes
4
Cited in Wood, J & Middleton, S. 2003
2
part-time and full-time students, school leavers and mature-aged5 students. 26.2%6 is the
alarming rate of Pasifika school leavers who have no qualifications, compared to the
national rate of 14.5%. Mature students have been identified as being more motivated to
succeed than school leavers because they have made impact and already established
status in their communities (Anae et al, 2002). These details are a glimpse of the target
students in MIT’s catchments area and the motivation behind the need for ongoing
improvement.
The key focus is for the retention and success of Pasifika students at MIT. The Special
Supplementary Grant (SSG) is a government administered fund set up to support
initiatives that increase retention and completion rates amongst Maori and Pasifika
students. Initiatives include the creation of new Pasifika focused roles at MIT.
The Pasifika Student Support staff of MIT, Net Pasifika officially started as a brand new
team in March 2005. The team consists of the Pasifika Student Support Co-ordinator, the
Pasifika Activities Co-ordinator, the Pasifika Student Support Advisor and the Pasifika
Counsellor. Prior to the teams’ inception, the Student Services Network (SSN) staff
organised and executed targeted activities for Pasifika students. This was in addition to
their already heavy involvement with inductions, orientations (‘Go Week’) and other
MIT-wide events.
Aside from the skills and qualifications that each team member brings, they each
contribute with their lives as Pacific people. Most members of the team are of Samoan
descent and the team is fortunate to have a male staff member who has recently graduated
from MIT. The bases are covered, with a unique mix of backgrounds, personalities,
experience and strengths all woven to create a tight unit.
5
6
Ministry of Education classes ‘mature’ as aged 25 years or older
Cited in Middleton, S. 2003
3
Embracing change
To adapt to the changes in society the education system needs to remain focused on the
foundation by which Pasifika people live while exploring and embracing innovative ways
to help students succeed. Changes are required to achieve the government’s Tertiary
Education Strategy (TES) for Pasifika development and success. The TES objectives are:

Pacific learners are encouraged and assisted to develop skills that are
important to the development of both the Pacific and New Zealand.

A tertiary education system that is accountable for improved Pacific
learning outcomes and connected to Pacific economic aspiration.

Pasifika for Pasifika education services are assisted to grow their
capability and enhance Pasifika peoples’ learning opportunities.

An increased proportion of Pacific staff at all levels of decision-making in
the tertiary education system.
(Ministry of Education, 2004a, p165)
The TEAC7 report of 2001 outlined the challenges in the tertiary system with regard to
Pacific peoples and their social position in New Zealand. Religion, traditional values and
practices in the Pasifika community continue to be the foundation and driving force for
Pasifika peoples.
The strengths that exist within Pacific communities cannot be sustained if their
educational aspirations are not met and the opportunities for their participation
in society is not radically improved…[It is] equally important that the tertiary
system recognise the contribution and fosters the participation of Pacific peoples
and their cultures. The tertiary system must enable effective engagement with
Pacific communities and seek ways to ensure it is responsive to the needs of
Pacific peoples.
(TEAC report, cited in Anae, M et al, 2002 p6)
7
Tertiary Education Advisory Commission (2001:20) cited in Anae, M et al, 2002, p6
4
Changing trends highlights the shift in the traditional role of the lecturer. Tinto’s (2002)
research supports the need to build on relationships, collaborative partnerships and the
nurturing role of the teacher/lecturer as a positive influence on students.
Campus life should be able to respond and appeal to students needs with plenty of room
for change and innovation. A healthy smorgasbord of activities to choose from,
including cultural groups, encourages students to balance their study life.
A collaborative effort from the institution and community is required for improvement in
the way barriers to success is dealt with. Mindsets or attitudes towards learning are
issues that can be further explored to educate students and their families. Perceived
barriers for Pasifika student include personal motivation, family obligations and financial
constraints to name a few. The gap between students’ expectations and the reality of the
tertiary experience was seen as a significant barrier to success for Pasifika students, as
well as those who attended a decile one or two school or lacked institutional knowledge
(Anae, M et al, 2002).
On the flipside of the coin are the success stories that have been a result of persistence
and overcoming barriers to achieve. The ultimate measure of success is graduation. This
is the focus of MIT’s Target 2010, a strategic project with the following goal:
By the year 2010, 20% of MIT graduates will be Maori, 20% of MIT graduates
will be Pasifika and there will have been a 10% increase in the participation of
school leavers (other than Maori and Pasifika) in its programmes.
(Middleton, S. 2003 p 6)
Nothing but Net
The ‘net’ concept of Net Pasifika encompasses a range of meanings that reflects the
identity and purpose of the team. Short for ‘network’, the strength of the team comes
5
from the support and commitment of networks of people within the team, the institution
and the connections with the community. The net also serves as a multi-use tool that can
draw students with a fishing net and can also be used as a circus safety net for support.
dsxThe goal is for students themselves to become strong ‘nets’- to be filled with
knowledge and resources, have the ability to withstand external pressures and to be an
inspirational support for peers and family during study and beyond graduation.
To ensure that Pasifika students are aware of the services available to them, a major
promotion is included in such events such as the orientations, publications, inductions,
class talks and a mail out to all Pasifika students. Details include contact information,
office hours, explanation of the roles within the team and the way in which the team
functions with the SSN and collaborates with departments across the institution.
The physical settings and materials are within institutional control, among other resources
provided for students. The NetpasiFika space is a home for Pasifika students to utilise as
a place of their own (for study purposes or a place to relax). The room is a suitable
environment that’s welcoming and non-threatening to the students. The concept is not a
new one to tertiary institutions, but has proven to be a successful move for MIT as a
regular stopover place for students between classes and at the end of the day. The
Pasifika staff offices beside the room are easily accessible for students who set up
appointments or drop in unexpectedly.
A familiar face is comforting for many first year students, as research shows that one of
the institutional barriers that some first year Pasifika students experience includes
absence of familiar faces, lack of engagement with lecturers and the unfamiliarity of the
academic work (Anae et al, 2002 p67).
Interaction with students encourages students to openly update staff on their progress.
For instance, a Samoan student who visited NetPasifika staff to proudly say, ‘hey, check
out my grade!’8 This illustrates the importance of not only promoting a ‘help me!’
8
Bachelor of Communications first year student of MIT
6
service, but also a familiarity foundation with students’ right from the outset, and then
building on this relationship. Evaluations from recent Pasifika graduates of MIT featured
comments of praise not only for their departments but also individual staff members from
across the institute, as being instrumental to their success.
Accentuate the positive
Research in NZ and abroad places great emphasis on the issues of attrition and the ways
in which institutions should resolve related issues. To address the growing and changing
needs of Pasifika students, there’s not only a need for more specific research, but a
relevant, success-focused approach. The focus then shifts from ‘why do students dropout or leave?’ to asking questions such as ‘what is it that teachers and institutions do well
that enables diverse students to persist and achieve in the face of adversity?’9 A recent
study on Pasifika participation in tertiary study outlined some of the reasons why students
persisted and succeeded in their studies.
Here are a few of the reasons:

All participants place a high value on education

Some had had the benefit of attending PI tutorials and /or had Pacific liaison
tutors in their Departments

They acknowledge the importance of the first year of study

Those that knew about support groups available to them, actively sought out their
assistance and necessary information.

All have had supportive family environments in which a balance has been struck
with regard to family obligations and commitments
(Anae, M. et al, 2002, p86)
Stories of failures and shortcomings are seldom told by high profile successful men and
women. Yet when we read the full accounts of their personal breakthroughs it is clearer
9
Ministry of Education, 2004 p xi
7
to see why they provide a greater source of inspiration. Graduates are individuals who
know first hand the taste adversity during study and are therefore qualified to share
invaluable experience with students.
The development of MITs new Pasifika Graduation Network will involve turning a
database of graduate names into a live people-base to assist current students. Pasifika
students of MIT gain insight from motivational role models to speak or take part in
campus based activities while graduates maintain a connection to MIT where they are
able to continue to strengthen their links with the community.
Graduation is a proud moment not only for the graduate, but the family, village and
communities he/she represents. It is a moment forever engraved in their minds and
hearts. Yet graduation is a moment that has little acknowledgement, considering that it is
a key achievement for tertiary education (Middleton, S. 2005).
The inaugural MIT Pasifika Graduation Dinner was held at MIT in 2004 to celebrate the
success of Pasifika graduates10. The success of the dinner presented a tough act to follow
for the recent May graduation. The result of this years Target 2010 survey for the
evening was extremely positive. Graduates appreciated the acknowledgement received
and the evening overall was a memorable success. There is anticipation towards next
year’s event, with the goal of having more Pasifika graduates, more supporters to attend
and future sights on a larger, more suitable venue as the numbers outgrow our current
space.
Strategy to succeed: It’s not the thought that counts
Action must accompany the initiatives to see Pasifika students succeed. To meet the
changing needs of students does not necessarily mean a change in methods. Targeted
workshops and fono (meetings) are designed to attract students to be actively involved in
their own quest for help. The collective input from the group contributes to the help of
others. To target departments with a greater pool of Pasifika learners provides a larger
10
For level 7 and degree-level graduates
8
base from which to work from. Departmental workshops have been effective for students
as they don’t have to miss their lunch breaks (Middleton, S & Wood, J, 2004).
Another advantage is the commitment and the accessibility of departmental staff who can
relate to the context from which the students voice their views.
Targeted activities need to be relevant to the students and supported by evaluations to
account for measurable outcomes. Topics for Pasifika workshops at MIT include support
information, how to link to academic services, to motivational topics. Quality questions
for evaluation forms will result in quality answers to contribute to the much needed
research and source of action to adapt to students needs. Improved outcomes for students
therefore start right in the action phase.
Our belief in our work does not excuse us from the need to assess our programs
and demonstrate that what we claim we do, we really do do.
(Tinto, V., 2002 p7)
Accurate information allows the Net Pasifika team to design and implement programmes
and initiatives that are suitable to meet the objectives set out to reach SSG objectives, and
to improve service for the students. Future refined research specifically for each Pacific
Island nation would allow the targeted support methods to transition to new levels.
Conclusion
Research, existing initiatives and the development of strategies for Pasifika students
presents the need for greater coverage and focus on success and graduation. The
challenges that confront the current system and Pasifika students are a passage to a
promising future. The net of support will continue to develop and strengthen from a
personal level with students through to a broader level that will impact the institution and
the community. To action support requires commitment to the now while paving the way
for well informed students to help themselves and future tertiary students.
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REFERENCES & BIBLIOGRAPHY
Anae, M., Anderson, H., Benseman, J., & Coxon, E. (2002) Pacific peoples and tertiary
education : issues of participation : final report. Auckland Uniservices Limited; prepared
for Ministry of Education.
Middleton, S. (2003) Target 2010: A strategic approach to meeting the imperatives of a
changing community. Presented at the Assn of Vocational Education and Training of
Australia, Sydney 9-11 April 2003.
Middleton, S., & Wood, J., (2004) Better still to know the Devil: inducting students into a
learning environment. Paper presented at Tertiary Education Management Conference,
Hobart.
Middleton, S. (2005) When students take centre stage. Education Review. Ministry of
Education May 19-25, p 12
Ministry of Education (2004) Impact of Student support services and academic
development programmes on student outcomes in undergraduate tertiary study. Ministry
of Education.
Ministry of Education (2004a) New Zealand’s Tertiary Education Sector: Profile &
Trends 2003. Ministry of Education.
Ministry of Education (2005) Priorities: Statement of Tertiary Education Priorities
2005/07. Ministry of Education.
Tinto, V. (2002) Taking Student Learning Seriously. Keynote address presented at the
Southwest Regional Learning Communities Conference, Arizona
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