UMatter Report 2021
Responses
2,355 students participated in the online survey. 221 were Maori, 458 Pacific and 137 were Disabled learners*.
42% of respondents were U25. Even gender distribution
Minimum of 30% response rate from each school, with highest response rate (between 40-50%) from Healthcare & Social Practice, Environmental and Animal Sciences, Applied Business and Community Studies.
Main Highlights
- Over a quarter of our students belong to the Steady Learners segment. The second largest group is Family Future (21%) followed by Switchers (18%).
- Over a quarter of students are the first in their whānau to study at a tertiary institute.
- Almost a third live with their parents, while a quarter live with a partner or children for whom they are the parent / guardian. Pacific students are significantly more likely to care for children at home.
- Considerable amount of verbatim feedback was received around “Better Teaching” when students were asked ‘What could help you to continue studying?’ – See slides 45-46
- For many students this last 12 months has been the most difficult of their life (in particular Pacific students)
- There are many cases where our support does help students (in particular, Māori students are more likely to continue studies due to supportive lecture staff). However, there is still more to be done and we still need to support our students more. Our current/future strategies need to be tailored by priority groups. The most prevalent cohort which seems to be struggling the most are our Pacific students, followed by students with a disability and then our Māori students.
Identified Areas where Support is Needed
- Most importantly, be understanding – everyone has their own battles going on and see campus as a refuge from stress at home and sometimes their interactions on campus can be their only interactions that day.
- Providing a comfortable, warm, undisturbed place to study – balance with covid hesitancy
- Financial support (for both domestic and international students)
- Childcare on campus
- Food/nutritional support
- Foster vaccination uptake (engage alumni who are devout religious and ask them for a talk)
- Celebrate generational achievements (first in family to graduate)
- Counselling – talk about mental health on campus
- Treat students as individuals and make them feel seen/heard
Additional Highlights
UMatter 2022 focused on the four areas of Te Whare Tapa Whā model. The main findings within each of these are highlighted below
Taha Tinana (Physical Health)
- Pacific students are less likely to feel like they have time for studying but prioritize spiritual activities and caregiving.
- Among our PGs we see Pacific students struggle to dedicate time to study due to family commitments, lack of resources, or religious commitments. Meanwhile our disabled students are struggling with lack of resources and health issues.
- Students who don’t feel like they have enough time to study are tired and overwhelmed due to other commitments such as children and work. Being in lockdown didn’t help, as studying from home isn’t an option for everyone
“Balancing commitments and working enough hours to cover bills and complete the work required doesn’t allow as much time as I would like to study and still maintain friends/family relationships.” – Ambitious Starters
Taha Wairua (Spiritual Health)
- The majority of students (78%) agree that the COVID-19 vaccination is important, and just over 70% say climate change & COVID-19 concerns them/has them worried.
- Two thirds of students go to a place of worship regularly, with just over a quarter saying they would like to go more often. Those saying “Yes” are significantly more likely to be Pasifika students and significantly lower for Māori students.
Taha Whānau (Family Health)
- 1 in 5 students has financial dependents other than their children.
- Only half of students agree it is easy for them to study at home.
- Among PGs, Pacific students are more likely to have financial dependents, and least likely to say that studying at home is easy for them. Under 25 year olds are more likely to have warm and dry year-round accommodation. International students most felt it was difficult to study at home uninterruptedly and manage finances. Disabled students struggle with affordable housing
“I share house with 5 others, internet is slow at home I often have to wait for everyone to go bed before I can focus on my studies. I have to work full time just to maintain our accommodation costs and utility bills.” – Educated Upskillers
Taha Hinengaro (Mental Health)
- Over a quarter have considered stopping their study at some point in the course with 11% currently considering it.
- The other commitments that worry students range between family, work and personal commitments (friends/church). Many struggle to find time for both these commitments and studying, but support from colleagues/family helps.
- Over 70% of students agree they are content with who they are and feel confident in their relationships with other people. Just over half agree that the last 12 months have been among the most difficult times of their lives.
- The reasons students decide to continue to study range from the prospect of a better future once they have a degree to the support from their lecturers and friends/family.
Sharing & Further Engagement
Please let us know by email if you have any questions or would like one of us to attend any wider meetings within your school/unit to go discuss the survey results further. We encourage you to share this with your wider staff and are keen to hear how this information helps your school/unit in any way.
Link to the Report: U Matter Report 2021 – with Follow Ups