Pacific Peoples Research Skills Symposia Theoretical Framework Developed for a Master of Applied Leadership Susan F. Stevenson FREEDOM Institute of Higher Education Te Wānanga O Rangatiratanga Creators of thought and action leaders for the world... New Zealand Curriculum Design Institute Optimising and accelerating tertiary sector learning

President (Academic & Research) FREEDOM Institute of Higher Education Theoretical Framework Developed for a Master of Applied Leadership (MAL) Susan F. Stevenson President (Academic & Research) FREEDOM Institute of Higher Education New Zealand Curriculum Design Institute This paper details the research and scholarly development of a cohesive, and holistic theoretical framework developed to comprehensively underpin New Zealand’s first postgraduate and Master of Applied Leadership programmes. These innovative programmes were approved with a rare commendation by the New Zealand Qualifications Authority (NZQA) in May 2017 and commenced in 2018. The comprehensive theoretical framework designed drew on a range of existing theories (Bronfenbrenner, 1979; Durie, 1994; Green, 2017; Stevenson, 2015 & Vygotsky, 1978), and developed new philosophical and theoretical concepts and models. The final theory framework underpins the programme designs, educational facilitation and assessment approaches, programme content, learner and faculty support systems, research culture and development (including the RSDF), quality assurance systems and success measurement methodologies and criteria utilised.

Is distinguished by: Values-base Professional capabilities development Professional Educational Facilitators Applied Research orientation Support for community-social equity Philosophy, theory, research and practice balance Creating thought and action leaders Located… Waikato, Aotearoa, New Zealand…

Grew from: New Zealand Curriculum Design Institute Tertiary Education Consultants Capability builders Expert Curriculum designer (350+ in last 12 years) Research Culture Development FREEDOM was established as a ‘Model’ provider of New Zealand Curriculum Design Institute programmes

FREEDOM Programmes Develop: Knowledge 1. Research and Practice-based 2. Knowledge making Skills 3. Technical 4. Social 5. Practical 6. Thinking 7. Interactive 8. Reflective Attitude-Perspective 9. Beliefs 10. Values

Connecting to the RSD Framework Sought a framework against which to benchmark the planned MAL research skill development outcomes Sought to evaluate the key MAL overarching Theoretical-Conceptual framework as research and evaluate against the RSD framework The above support the view that quality curriculum design work is research

Master of Applied Leadership Coherence Framework  Coherence is achieved through the synthesis, integration and implementation of the following frameworks. The ultimate aim of the programme is to extend learner’s applied leadership capacity to influence in the real world.

Applied Leadership Model (Green, 2017) Self-Leadership Leadership of others Leadership – in – Action Leadership Motivation Leadership in Context

Socio-ecological Model (Bronfenbrenner, 1979, Vygotsky, 1978) Intra-psychological (Microsystem) Inter-psychological (Mesosystem) Community (Exosystem) National (Macrosystem) International (Chronosystem) Zone of Proximal Development & Scaffolding

Whare Tapa Rima (The Five-sided Home) Taha Wairua Taha Hinengaro Beliefs Intellectual Emotional Taha Tinana Taha Whanau Physical Social Family Taha Whenua Ethnic Cultural

Positive Business Model (Stevenson , 2014) Values, Ethics, Equity, Informed Consent Holistic Care for Workers Independent Professional Conduct Productivity Sustainability Quadruple Bottom-line Model Cultural Social Economics Environmental

An Indigenous Māori Perspective Rangatiratanga is the foundation of freedom, justice, and peace in the world. H.M. Ngata Kaupapa Māori principles and values are respected and inform the MAL programme in practice: Tino Rangatiratanga - The Principle of Self-determination Taonga Tuku Iho - The Principle of Cultural Aspiration Ako Māori - The Principle of Culturally Preferred Pedagogy Kia piki ake i ngā raruraru o te kainga - The Principle of Socio-Economic Mediation Whānau - The Principle of Extended Family Structure Kaupapa - The Principle of Collective Philosophy Te Tiriti o Waitangi - The Principle of the Treaty of Waitangi Ata - The Principle of Growing Respectful Relationships

Indigenous Pacific Perspectives 'O le ala I le pule, O le tautua' The pathway to leadership is through service. (Unknown) The following Pacific Island people’s characteristics and values (NZ Ministry of Pacific Island Affairs) are respected and inform the MAL programme in practice: Family values Communitarianism Reciprocity Respect  An emphasis on spirituality and religious practices, and indigenous customs and protocols

PLUS Educational Facilitation – Research-based Teaching & Learning Approach – faculty comprehensively educated to graduate level to deliver our programmes Achievement-based Assessment Methodology AND Professional Honour Code Programme Cultural Education Programme Workfind-Career Pathway Programme Academic & Leadership Tutorial Programme

FREEDOM Learning Philosophy We believe high quality learning is: supported by a coherent philosophy; theoretically logical; underpinned by research; culturally and learner relevant; valid in practice; fit for purpose; interactive; authentic; holistic and enjoyable from a learners perspective.

FREEDOM Research Philosophy FREEDOM and the New Zealand Curriculum Design Institute believe quality research is: philosophically aware and open; underpinned by theory or supportive of its development; Informed by past research evidence while seeking new knowledge; ethnically and culturally respectful; valid in practice and respectful of practice findings; significant; robust; critical; ethical; and disseminated to those who can benefit from it in an accurate, accessible and honest manner.

Advanced Professional (Higher-Tertiary) Teaching HIGHER EDUCATION Advocates for the professionalisation of tertiary teachers/facilitators Advanced Professional (Higher-Tertiary) Teaching Graduate Certificate in Educational Facilitation (Level 7) (60 Credits) Graduate Diploma in Educational Facilitation (Advanced) (Level 7) (120 Credits)

Academic Management & Leadership HIGHER EDUCATION Curriculum Design Academic Management & Leadership Graduate Certificate in Curriculum Design & Academic Management (L 7) (60 Credits) Graduate Diploma in Curriculum Design & Academic Management (L 7) (120 Credits) Graduate Diploma in Advanced Curriculum Design & Academic Leadership (L 7) (180 Credits) Postgraduate Certificate in Applied Leadership (L 8)(60 Credits) Postgraduate Diploma in Applied Leadership(L 8)(120 Credits) Master of Applied Leadership (L 9) (180 Credits)

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Acknowledgements Graham Hingangaroa Smith (1990) The first 6 principles, these elements and principles have since been expanded by other Kaupapa Māori theorists such as Linda Smith (1997), Leonie Pihama (2001) and Taina Pohatu (2005). Other theorists who have also contributed to the development and growth of Kaupapa Māori methodology include Russell Bishop (2005), Kuni Jenkins (2001), and Cheryl Smith (2003). http://www.rangahau.co.nz/research-idea/27/