1. 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

2. 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 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.

3. 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…

4. 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

5. 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

6. 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

7. 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.

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

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

10. 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

11. 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

12. 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

13. 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

14. 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

15. 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.

16. 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.

17. 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)

18. 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)

19. THANK YOU Contact us for more information... Call: + 64 7 846 7446
Website:

20. 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).