Annual Report 2015 R UKUHIA TE MĀTAURANGA OUR VISION OUR MISSION Rukuhia te mätauranga ki töna Ū tonu mātou ki te whai ki te rapu i te hōhonu- höhonutanga me tōna whänuitanga. tanga o te mātauranga kākanorua o Aotearoa, kia Whakakiia ngä kete a ngä uri o taea ai te kī, ko wai anō tātou, me te mōhio ko Awanuiärangi me te iwi Mäori wai tātou, kia mōhio ai nō hea tātou, me pēhea hoki tātou e anga whakamua. Parau ana tēnei ara whänui ki ngä taonga tuku iho, ki whainga, hei whakapūmau anō i te tino rangatira- te höhonutanga me te whänuitanga tanga, hei taketake ai te ihomatua Māori me ōna o te mätauranga kia tü tangata ai tikanga kia ōrite ai te matū ki ngā mātauranga kē. rätou i ngä rä e tü mai nei. Koia rā ka tū pākari ai, tū kotahi ai hoki me ngā iwi o te ao tūroa. Koia nei te ia o te moemoeā me ngā Pursue knowledge to the greatest tūmanako o Te Whare Wānanga o Awanuiārangi. depths and its broadest horizons. Haere mai… Me haere tahi tāua. To empower the descendants of Awanuiärangi and all Mäori to claim We commit ourselves to explore and defi ne the and develop their cultural heritage depths of knowledge in Aotearoa, to enable us and to broaden and enhance their to re-enrich ourselves, to know who we are, to know where we came from and to claim our place knowledge base so as to be able to in the future. We take this journey of discovery, face with confidence and dignity the of reclamation of sovereignty, establishing the challenges of the future. equality of Māori intellectual tradition alongside the knowledge base of others. Thus, we can stand proudly together with all people of the world. This is in part the dream and vision of Te Whare Wānanga o Awanuiārangi. NGĀ UARA Whanaungatanga TIKA · PONO · AROHA Miria te ara whakawhanaunga o te akonga, o te hāpori tētahi ki tētahi Whanaungatanga empowers and connects people to each other and to the wider environment. It reminds us of our reciprocal responsibilities to each other as well as to our vision. We will reach out to all those around us and in doing so we acknowledge the relationships between people and the core elements of our unique principles (toi te kupu, toi te mana, toi te whenua). We also acknowledge and accept our responsibility to always demonstrate respect that will enhance the connections between staff, students and the aspirations of our knowledge community. Manaakitanga Hāpaihia te mana o te akonga, te manuhiri, te hāpori, tētahi ki tētahi Manaakitanga acknowledges our responsibility to behave at all times with generosity and respect, and in a manner that is consistent with enhancing the wairua and mana of past, present and future. It is grounded in working with and for each other in the spirit of reciprocity and demands a high standard of behaviour Pūmautanga toward each other. We acknowledge that upholding the wairua and mana of others He pākau ringa kōhatu, he tohu kia ita, kia ū, kia mau supports our own wairua and mana. We accept our responsibility to demonstrate manaakitanga through aroha, tika and pono, and to always act with dignity and in the Pūmautanga is to be steadfast and committed to doing the right thing, in the right spirit of generosity with staff, our students and our knowledge. way, in all that we do with and for Te Whare Wānanga o Awanuiārangi. All staff and students will support and commit with passion and in a dignified manner to excellence and quality relationships. We will be ethical and will give our best to help sustain the dignity, physical, intellectual and spiritual wellbeing of the people to whom we are responsible. Kaitiakitanga Ko taku kāinga ko taku wānanga, ko taku wānanga ko taku kāinga Kaitiakitanga acknowledges in the first instance the unique obligations and responsibilities that Ngāti Awa have as kaitiaki of Te Whare Wānanga o Awanuiārangi. It also recognises the obligations and accountabilities that all staff and students have to maintain and enhance Awanuiārangi. As kaitiaki of Te Tumu whakaara Whare Wānanga o Awanuiārangi, all of our decisions will be informed by our vision and E rere e te kāhu kōrako, hei waerea i te ara o te kawau āhuatanga, our students and staff, and the organisation’s ongoing sustainability. Students and staff accept responsibility to be accountable in the te ao Māori academic environment, Tumu Whakaara acknowledges that all staff at Te Whare Wānanga o Awanuiārangi and to our knowledge communities, marae and external stakeholders. are leaders, decision-makers and the navigators of our journey. We acknowledge that although we each have different roles to play, we will always inspire and lead ourselves, each other and our students with a generous heart, mind and spirit, and with integrity and humility. In doing so, we will be accountable, honest and ethical in all aspects of our academic, administrative and general responsibilities and work. Contents Our History .......................................................... 9 Research ............................................................ 50 Council Chairman’s Report 2015 ............. 10 Research Institutes and Projects ............. 53 Chief Executive Report 2015 ..................... 14 Current and Completed Projects ........... 54 Governance Structure .................................. 20 Financial Review ............................................ 59 Council Committees ..................................... 21 Audit Report .................................................... 60 Governance Documents ............................. 22 Statement of Responsibility ...................... 63 Our Structure ................................................... 24 Financial Statements .................................... 64 Selected Diary of Events ............................. 30 Notes to the Financial Statements ......... 69 International Outreach ................................ 46 Statement of Service Performance ...... 101 Our History Te Whare Wānanga o Te Whare Wānanga o inter-generational, marae-centred Awanuiārangi was incorporated in Awanuiārangi delivers a range learning conducive to the cultural 1992 by Ngāti Awa, and in 1997, of qualifications: Certificates, aspects of Māori. This is what under s162 of the Education Act diplomas, bachelor, master and makes us (and wānanga more 1989, was created by government doctoral degrees to meet the generically) different from other as one of three wānanga. needs of Māori students and tertiary education providers, Māori/indigenous communities. creating for us a distinctive role in The Act characterises a Wānanga These qualifications are often the tertiary landscape. as providing “teaching and developed when communities research that maintains, advances, The establishment of the three or iwi request specific types of and disseminates knowledge, wānanga was an important step in qualifications. develops intellectual independence, recognising the role of education and assists the application of Te reo and mātauranga Māori in providing positive pathways for knowledge regarding āhuatanga are central to our teaching and Māori development, and although Māori (Māori tradition) according learning as we provide a learning there are three wānanga, each is to tikanga Māori (Māori custom)”. environment that is focused on quite distinct from the other. 11 Council Chairman’s Chairman’s Council Since the events of 2014 the Council has become The Māori population remains in catch-up even more active in protecting our institution. mode across a range of social indices and we We are alert to possible risks to Awanuiārangi are here to assist and then focus on planning and, though cautious in our approach, we have for the future. Awanuiārangi is committed been ready to manage them. The experiences to ensuring our teaching and courses are of the previous 12 months have underscored research-informed and build Māori capacity the importance of risk management strategies and capability. We have a past and we have and of acting promptly and effectively. a presence today. We are confident there is a Awanuiārangi as a tertiary institution has learnt future for our people and for Awanuiārangi as a important lessons from the challenges we have provider of responsive and relevant educational had to manage in order to improve our all-round opportunities. capacity and to achieve what we set out to do for the people we serve. That we are honour- On a related issue, members of the Council bound to do so goes without saying. The and Management met with officials from the challenges of the past have changed the way Ministry of Education and the Tertiary Education we examine what we do, how we act and how Commission to discuss ongoing access, we will look in the future. We are committed to participation and equitable funding opportunities ensuring the mana of our ancestor Awanuiārangi through Performance Based Research Funding. is protected and enhanced. We have consistently maintained our desire to increase our participation in PBRF given our delivery of undergraduate and post-graduate Report 2015 degrees. This remains a work in progress. Research and Teaching We continue to offer unique courses and qualifications to our students from bridging Indigenous-university Tēnā koutou katoa e level to PhD and post-doctoral. To enhance pānui nei i te pūrongo-a-tau a the quality of our qualifications we have Last year the issue regarding the use of the term undergone a number of important external “indigenous-university” was raised as a way of Te Whare Wānanga o Awanuiārangi. and internal reviews. Where improvements describing ourselves internationally to people have been identified our students receive the who wanted to know who we were and what we Ia tau, ia tau ka pānuitia ngā mahi huhua a Te Whare Wānanga ki ngā Minita o te benefit of those changes. This ensures that did. We were optimistic that a resolution of this mātauranga me tō motu whānui. Ka horahia atu ngā mahi ātaahua i oti pai tae atu their qualifications remain both relevant and issue could be found with the Vice-Chancellors ki ētahi kāore i eke ki ngā tūmanako o Te Mana Whakahaere o Awanuiārangi. Ka uru desirable in a competitive market. Committee, Universities New Zealand – Te Pōkai katoa atu ki roto i te pūrongo ngā piki me ngā heke o te tau.