Background: This project was conducted in early 2024, amongst a number of major changes both for the University of Otago and for the country. Increasing numbers of first language te reo speakers among younger generations suggested that there may be increasing demand for and expectations of te reo capability from the University. This study aimed to understand the current facilitators and barriers for te reo use at the University, providing a baseline for future work to build upon.

Methods: Selected staff members were invited to wānanga-style interviews about their experiences and opinions on the use of te reo at the University of Otago. Māori academic staff and staff that had been learning te reo were among the key groups invited. Interviews were semi-structured, with individuals or small groups, and conducted either in-person or via Zoom.

Results: In total, 38 participants were included, all of whom were based at Dunedin campus. The majority of participants were female (70%) and Māori (60%) and all four academic divisions were represented.

Learning te reo was a central topic at many of the wānanga. Many participants talked of wanting to learn te reo but not having the time, or of starting to learn but having to take time away from this to be able to meet University expectations. Learning te reo was driven by participants own personal goals and attitudes. While staff were appreciative of any support they had received from the University, there was a general feeling that the University ‘allows but does not encourage’ staff to learn te reo. Increased support, particularly reduced workload to allow time to learn te reo was strongly desired.

Te reo was being used by staff in teaching and research outputs, ranging from occasional words or terms, through to abstracts in te reo. Many participants also acknowledged the difficulty in doing things in te reo, alongside English. This was not a simple additive effect but included additional time and consideration to ensure equivalence for the two languages. A greater appreciation of this is needed from other staff and in University policies and processes.

Only a few of our participants had had direct involvement with student assessments completed in te reo. A range of different strategies were used to mark such assessments and there was a lack of certainty from many participants about what they would need to do if one of their students were to complete an assessment in te reo. While lack of awareness of the details of the Māori language policy was part of this, there is also a need for a person or group that has clear responsibility for supporting such assessments, so that staff members know who they can talk to for situation-specific information.

The overall University environment was noted to have improved considerably over the past couple of decades, but there remains some way to go before it could be considered ‘te reo positive'. Areas such as Te Huka Mātauraka and Te Tumu were mentioned as examples of how things can be done well. However, many participants lamented the lack of general spaces (not for a designated department or group) where te reo was promoted and encouraged.

Conclusions: Many staff were already taking significant steps to learn and use te reo in the University environment. However, for the University to be prepared for the predicted increase in te reo use by students, a coordinated response will be needed that provides more support and recognition for staff.