Indigenous Maori research, theory, and
intervention in New Zealand tertiary education

The New Zealand tertiary education system has failed Maori, the minority indigenous people of Aotearoa. Recent changes in New Zealand tertiary education policies have recognised Maori aspirations and enabled transformative structures in state funded mainstream education. From a review of recent literature (1990 -2004), Kaupapa Maori theory, research and practices, provide frameworks and models of successful interventions for Maori in tertiary education. Nga Pae o te Maramatanga a state funded Centre of Research Excellence, has initiated MAI the Maori and Indigenous doctoral support network as a Kaupapa Maori intervention. The MAI programme includes an aim to significantly increase the number of Maori Doctoral graduates in Aotearoa/New Zealand through working collaboratively on a national basis. MAI ki Poneke (MAI in Wellington) one of four MAI sites, offers a case study that demonstrates five of the principles or elements common to Kaupapa Maori in action; Tino Rangatiratanga (the relative autonomy principle); Taonga TUnited Kingdomu Iho (the cultural aspirations principle); Ako Maori (Maori teaching and learning principle); Kia Pike Ake I Nga Raruraru O Te Kainga (mediation of socio-economic impediments principle); Whanau (extended family principle) and Kaupapa (principle of collective vision) after G. H. Smith (1997). Early outcomes from MAI ki Poneke include a 340% increase in doctoral enrolments of members in 2004, and the launch of a website, www.vuw.ac.nz/mai. The MAI programme has implications for the support of minority indigenous students in post- graduate education internationally.