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This paper draws on a study that examined the experiences of four high-achieving Pasifika physiotherapy degree level students to identify factors contributing to their success. As peer students, they identified five approaches that assisted them to become high achievers within the tertiary environment. This paper refers specifically to these approaches as peer-based Pasifika pedagogies (PbPP) and broadly as culturally responsive practices. The aim of this paper is to examine how Pasifika pedagogies, such as PbPP provide culturally responsive practices that can address the 'culture of silence' while promoting the vā relationality, the cultural nuances and norms of their worldview as well as aligning it with modern pedagogies or tools to enhance success among Pasifika students in the New Zealand tertiary education context. [ABSTRACT FROM AUTHOR]

Occupational stress has increased in higher education academic staff over several decades, and this has been particularly acute in Australia and New Zealand. This scoping review sought to understand the causes and impacts of occupational stress among Australian and New Zealand academics. Eight EBSCO databases were searched for key terms: academic and occupational stress and Australia and New Zealand. Twenty relevant papers were sourced, from which five common themes were extracted: (i) balancing an academic workload, (ii) casualisation of the workforce, (iii) the managerialism phenomenon, (iv) transition from field of practice to academia, and (v) academic and other staff. Further research in the Australian and New Zealand context is required to identify the nature of specific stressors and how these impact health and well-being. [ABSTRACT FROM AUTHOR]

New Zealand has one of the lowest reported higher education qualification completion rates in the OECD, significantly below Australia. Why do so many New Zealand students not complete their qualification? This paper looks behind some of the numbers in an attempt to understand better and assess New Zealand's performance compared with Australia and internationally. It looks, for example, at the impact of part-time and partial qualification study on completion rates. New Zealand has the highest reported level of part-time study in the OECD, and one in eight bachelor's degree students in New Zealand pass every subject they've enrolled in, yet have not completed their degree after five years. What does this tell us about intentions and about how we should gauge success? The paper takes another look at some international comparisons focusing on full-time students, and also looks at the impact of transfers, changing qualifications, and what happens to rates when a ten-year window is taken instead of a five-year window. [ABSTRACT FROM AUTHOR]

This paper analyses the contents of the first thirty years of the Journal of Higher Education Policy and Management and its predecessor, the Journal of Tertiary Education Administration. The paper examines the papers published between 1979 and 2008 according to their authorship, country of origin and broad content, noting changes over time. In the broadest of terms, the proportion of papers written by academic staff and by women has increased, as has the proportion of papers from sources other than Australia and New Zealand. [ABSTRACT FROM AUTHOR]

There have been a number of papers written about the academic-allied staff divide within educational institutions in the Western world. This paper considers one particular institution to ascertain whether there is evidence of a divide and, if there is, whether there are other factors that influence the perception of a divide; for example, length of tenure, gender and the home department. This paper looks at what the literature perceives as a divide in terms of the numbers, qualifications, contractual conditions, the perceived importance of roles, whether these roles are changing, and the understanding of each other's roles. Finally, the paper looks at what impact a divide will have upon a strategic plan. The case of Manukau Institute of Technology is then compared with the literature review. This paper is based on a literature review and data gathered from a questionnaire; however, the author also draws on her own experience of being married to 'one of the enemy'. [ABSTRACT FROM AUTHOR]

On 1 January 2000, the Auckland Institute of Technology (AIT) became the Auckland University of Technology (AUT), the only polytechnic so far in New Zealand to achieve university status. This change of status presented a number of challenges and a major culture shift for AUT. One of these was the requirement to move from the approval processes of the New Zealand Qualifications Authority to those of the New Zealand Vice-Chancellors' Committee. All new academic programmes offered by any New Zealand tertiary institution must first obtain approval by an external quality validation body before they are eligible to receive government funding. These validation bodies differ for universities, polytechnics and private training providers, and each one has its own processes. The validation body for New Zealand universities is the Committee on University Academic Programmes (CUAP), a subcommittee of the New Zealand Vice-Chancellors' Committee, on which all eight universities in New Zealand are represented. CUAP uses a peer review process as part of its validation procedure. The New Zealand Qualifications Authority is the approval body for degree-level programmes developed by polytechnics in New Zealand. This paper will briefly examine: the processes for the accreditation and approval of new programmes, programme majors and significant changes to programmes with which AIT as a polytechnic had to comply and which AUT has subsequently incorporated into its own Quality Management System; the processes used by universities in several other countries; and the CUAP peer review process that is used to approve universities' programmes in New Zealand. The paper will then examine, from a central and a faculty perspective, the CUAP peer review process as experienced by AUT during the first 18 months of its existence as a university. Recommendations will then be made for addressing the most urgent shortcomings of this process, as experienced by AUT. [ABSTRACT FROM AUTHOR]

The standard of governance of tertiary education institutions (TEIs) in New Zealand is critical to the success of these institutions. However, enhancing the quality of governance requires careful analysis of the purpose of governance and competent analysis of alternative institutional arrangements. Unfortunately, research addressing governance in TEIs is sparse and there has been no significant research on this topic within New Zealand. This paper provides a background to TEI governance in New Zealand, which is followed by a discussion of key issues. An evaluation of governance practice in TEIs is followed by a description of a survey of current practice in New Zealand TEI governance and an analysis of the results. The paper concludes with a discussion on how governance in New Zealand TEIs may be improved. [ABSTRACT FROM AUTHOR]

ABSTRACT This paper offers ideas for those seeking to improve research and publications performance in university faculties, and may be especially relevant for younger faculties that have been recently upgraded to university status. A case study of the School of Management Studies at the University of Waikato is used to identify the important managerial decisions made to transform a faculty from being undergraduate teaching dominated in the late 1980s to one with a strong research profile by the mid-1990s. The paper draws on management theory to show the links between changes in beliefs, attitudes and values in bringing about a change in the organisational culture. The case study identifies the decentralised university management structure and strong leadership at the dean level as critical elements in developing the research culture. [ABSTRACT FROM AUTHOR]

Students are considered to be the main 'customers' in universities and polytechnics and increasingly they seek to have their needs met. This is one of the main reasons for persistent calls for the improvement of teaching in higher education. Tutors play an important role in the delivery of undergraduate education, although they are often perceived as a 'neglected' or 'invisible' group. This paper assesses students' perceptions of tutors and the factors that contribute to their learning in a New Zealand university. Survey questionnaires were administered to management students at the end of their course, to gather information on their perceptions of tutor effectiveness and to reflect on their overall tutorial experiences. Quantitative and qualitative analyses were undertaken of the data collected. The results supported the initial hypotheses that the learning environment, positive and constructive feedback and stimulating tutorials improve student learning and lead to higher levels of student satisfaction with their learning experiences at university. [ABSTRACT FROM AUTHOR]

This paper discusses the results of the first comprehensive longitudinal study of qualification retention, completion and progression in tertiary education in New Zealand. Of the cohort of domestic students which started a qualification at a public tertiary education provider in 1998, 40% had gained a qualification by the end of 2002, 9% were still studying, and 51% had left without gaining a qualification. For the cohort of students who completed a qualification in 2001, 15% continued study at a higher level in 2002, 24% continued at the same or a lower level, while 62% left study. Significant variations exist for different demographic and study-related subgroups. [ABSTRACT FROM AUTHOR]