Assisting Ākonga Māori in Completing their Bachelor of Business Applied Management at Capable New Zealand

Author: Michelle Te Koeti

Supervisors: Helen Mataiti Jeremy Taylor

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18 March 2025

Te Koeti, M. (2025). Assisting Ākonga Māori in completing their Bachelor of Business Applied Management at Capable New Zealand [Master's thesis, Otago Polytechnic]. Research Bank. https://doi.org/10.34074/thes.7316

Abstract

My research looks at strategies to boost support for ākonga (learners) in higher education, focusing on the Bachelor of Applied Business Management at Capable New Zealand. Cloaked by Te Tiriti o Waitangi and Te Ao Māori, my literature review highlights the importance of mātauranga Māori, kaupapa Māori frameworks, and two key sub-principles of these, whānaungatanga and manaakitanga. I also explore systemic barriers, which appear to be a legacy of colonisation, challenges faced by neurodiverse ākonga, and the role of adult learning theories.

My findings revealed that Ākonga Māori often struggle with self-confidence, time constraints, and cultural identity, particularly those born pre-1990. The whānau-first philosophy, while supportive, can sometimes hinder ākonga Māori in achieving personal academic goals. ‘The golden key’ is the facilitator, who builds strong, supportive, nurturing relationships. My participants identified this role as vital because, coupled with trust and cultural understanding, facilitators give ākonga the greatest opportunity to succeed. Neurodiverse learners, whose traits are often unseen in education, just like ākonga Māori, benefit from inclusive, strength-based approaches, emphasising the need for systemic changes. Generative AI, although scary at first to educators and anyone who has not yet experienced its possibilities, is an efficient assistive tool once accepted. It will absolutely develop a pathway to enhance academic availability and efficiency for ākonga Māori, though ethical, academic integrity, and equity concerns remain.

Throughout this research, I have gained a deeper understanding of ākonga Māori and their unique needs. This has given me critical insights that will help me to support the facilitators and ākonga to navigate the degree programme more successfully. By encouraging a culturally inclusive, flexible, and learner-centred approach, integrating Māori values and addressing systemic gaps. The voice of the ākonga is heard, and jointly with their facilitator, they can create a personalised, safe, transformative learning environment to thrive and succeed. These insights can help to develop strategies to support facilitators and ākonga, ensuring educational success.

Keywords

Ākonga Māori, higher education, kaupapa Māori, facilitation, neurodiversity, inclusivity

Licence

A copy of the thesis is publicly available under a Creative Commons Attribution Non-Commercial No Derivatives licence CC BY-NC-ND 4.0 International license. This licence applies except where otherwise indicated, especially for images.