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Thinking strategically in response to New Zealand's tertiary education strategy: The case of a Wānanga

Published online by Cambridge University Press:  02 February 2015

Nick Zepke
Nick Zepke*
Affiliation:
School of Educational Studies, Massey University, Palmerston North, New Zealand
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Abstract

This paper describes commissioned research on how a Wānanga, a Maori focused post school institution in New Zealand, perceived its strategic options following the publication of the Labour-led government's Tertiary Education Strategy 2007–2012 and the Statement of Education Priorities 2008–10 (Ministry of Education 2006). The research used a Delphi panel process that looks for consensus answers to specific research questions: How should the Wānanga respond to the policies sketched in the Tertiary Education Strategy and the Statement of Education Priorities? What is the range of issues that may need to be addressed as a result of this new policy framework? What options does the Wānanga have in addressing these issues? The Delphi process enabled a clear set of priorities to be established: provide quality teaching and learning reflecting Māori values and practices; develop a consistent internal philosophy based on tikanga and āhuatanga Māori; and provide second chance education for Māori and other learners.

Keywords

Strategic thinkingNew Zealand government education policyTertiary educationMaori focused provision
Type
Research Article
Information
Journal of Management & Organization , Volume 15 , Issue 1 , March 2009 , pp. 110 - 121
Copyright
Copyright © Cambridge University Press and Australian and New Zealand Academy of Management 2009

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