Understanding the factors influencing Pasifika student retention and degree completion at Victoria University of Wellington

Abstract

Victoria University of Wellington continues to report widely varying levels of Pasifika student enrolment, success, retention and degree attainment, with considerable disparity existing between the results of Pasifika and their non-Pacific peers. As a growing demographic, the involvement of Pasifika in tertiary education is only likely to increase, necessitating an informed and strategic response by tertiary institutions committed to equity of participation and educational opportunity and achievement. This research report presents the findings of an exploratory, qualitative study of the factors influencing Pasifika student retention and degree completion at Victoria University of Wellington. Commissioned by the Assistant Vice-Chancellor (Pasifika), Associate Professor Luamanuvao Winnie Laban, the research drew on the experiences of a wide range of Pacific students and their families during their study at Victoria University of Wellington. It is intended that the project’s findings will be used to inform the development of strategic responses and initiatives within the University and its connections with Pacific communities. Utilizing a web-based questionnaire designed from a review of relevant literature, as well as in-depth interviewing, the study sought to draw from the shared stories, reflections, experiences and understandings of Pasifika students and their families a better and more authentic understanding of what influences (both positively and negatively) our Pasifika students’ ability to stay in study and persist through to degree completion within our specific educational context. The study’s participant sampling framework achieved representation of students from all Faculties, seven Pacific nation ethnicities, both males and females, and both those who had succeeded in study at VUW (graduated and attained their degree) and those who had not been successfully retained in study at VUW. A total of thirty eight participants who had been enrolled at Victoria University between 2007-2010 and four families were involved in the study. The conceptual framework utilized within the study was based on a three tiered model of attrition which proposes that attrition factors can be grouped into three main categories: internal personal variables; variables within the institution; and variables within the external environment. The findings of the study are also presented in this format, with the factors relating to the institution presented first, followed by the findings relating to the personal and the external factors perceived to have influenced the Pasifika participants’ ability to be retained by VUW and to persist to degree completion. Within the institution, the study has highlighted the importance of teaching and learning factors, and the interpersonal relationships within the learning context. In terms of key indicators of institutional engagement, goal clarity and social connectedness were strong facilitating factors for the Pasifika participants. Large class sizes and inflexible assessment types were experienced as hindering factors toward retention and degree completion, among other factors including the absence of adequate access to Pasifika mentors and role models. Certain aspects of campus infrastructure including inter-campus commuting provided further hindrances, and there was a clear perception amongst the Pasifika participants that there were too few Pasifika staff employed at the University. The student services were experienced as largely positive, but there were clear tangible and intangible barriers to the access of support by Pasifika. The provision of Faculty-specific Pasifika support was seen as a major facilitating factor in study, but it also had areas of weakness which require attention and further development to meet the needs of Pasifika. In terms of personal factors, a great many of the causes for attrition and lack of educational success were ascribed by the Pasifika participants to features within themselves. The importance of personal factors such as maturity, having strong reasons for being at university and for doing well, and possessing certain positive characteristics, skills and attitudes were discussed by the participants. When asked to rate their readiness for university study on key skill-related factors, the participants identified clear areas of perceived strength and clear areas of perceived under-preparedness for tertiary study, including academic literacy, study skills and habits and knowledge about what university was like. Other personal attributes felt to influence retention included ability to negotiate and achieve balance between home, life and study demands, creating strong support networks for themselves, help-seeking, actively participating, as well as possessing financial literacy, personal faith, and unique and valuable Pasifika worldviews. The Pasifika participants’ shared insights into the external factors influencing their ability to stay in study and succeed in achieving a degree revealed the double edged nature of many external factors – having the ability to be vital facilitating factors for some, while inhibiting the success of others, and doing both at once for many. The role of family in supporting study and the role of friends within the university were felt to be highly positively influential, while financial limitations and demands of long and expensive commutes as well as paid work commitments and family obligations were felt to have hindered retention and degree completion for the Pasifika participants and their peers. Peer and romantic relationships were also felt to have had significant influences, both negative and positive, on study. For all three categories of factors there were interesting patterns of difference between males and females, the achieving and the non-achieving students, and those from families in which an educational legacy of tertiary education existed and those without this legacy. The brief insights into these aspects highlight the need for further investigation of the impact of these on Pasifika achievement in tertiary study. Based on these findings, key recommendations have been made relating to: Outreach, recruitment and enrolment; Student services and support; Academic services, teaching and learning, and curriculum; Staff development and capacity building; Financial assistance; Campuses and infrastructure; and Community engagement. It is anticipated that the study’s findings will inform wide-ranging institutional discussions undertaken with a view to the development and monitored implementation of numerous collaborative initiatives, all aiming to build upon the facilitating factors and actively remove or mitigate the hindering factors and work towards clear improvements in the outcomes for Pasifika at Victoria University of Wellington.