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INTRODUCTION: There are important changes in the health care needs of women presenting to general practice in New Zealand, which prompted an evaluation of postgraduate training needs of general practitioners (GPs) who care for women in the community. AIM: To evaluate the perceived relevance of the curriculum of Otago University postgraduate programmes in women's health to GPs' work profile to identify any need for curricular change. This study was also performed to investigate the need for refresher courses or a Master's degree in obstetrics, gynaecology and women's health. METHODS: In total, 426 GPs and GP trainees who had completed the postgraduate Certificate and Diploma programmes in women's health were invited to complete an online survey. The survey consisted of multiple-choice questions with five-point Likert scale ratings to rate the relevance of papers to general practice, and options for free-text comments. RESULTS: There were 86 responses (20.2% response rate) and we analysed 73 (17.1%). Curriculum modules related to gynaecological care were rated as more relevant than obstetric and newborn care. GPs suggested more training in contraception and management of infertility, abnormal uterine bleeding and pelvic pain including procedural skills such as insertion of long-acting reversible contraceptives, implants and intrauterine devices. An interest in a refresher course was indicated by 76.6% of GPs. DISCUSSION: GPs recognised the need for enhanced training in women's gynaecological care. Revision of the postgraduate women's health curriculum and development of new refresher courses will enable GPs, trainees and prospective GPs to improve their care for women in the community. [ABSTRACT FROM AUTHOR]

This paper responds to calls from past and present students to increase the value of postgraduate scholarships in Aotearoa New Zealand. Here we provide context for understanding the scholarship landscape in Aotearoa, including how scholarships are understood in relation to dominant neoliberal framings of higher education and persistent inequities within the sector. We present data which provides insight into the current inequities in Summer, Masters and PhD scholarship values. The average value of PhD scholarships has remained stagnant between 2011 and 2019 resulting in the average being $11,238 less than the Living Wage in 2019. We show that the average length of time full-time PhD students take to complete their doctorates exceeds the three-year tenure of scholarships. We argue the status-quo of low scholarships, supplemented by postgraduate 'sweat', excludes people from participating in postgraduate education, preventing them and their communities from realising the public benefits that such an education can produce. We suggest that these inadequacies could be addressed through (1) raising Summer, Masters and PhD scholarships to the living wage; (2) extending tenure of PhD scholarships; and (3) reinstating the postgraduate student allowance. [ABSTRACT FROM AUTHOR]

The Australian and New Zealand College of Anaesthetists (ANZCA) recently reviewed and updated the guideline on equipment to manage a difficult airway. An ANZCA-established document development group, which included representatives from the Australasian College for Emergency Medicine and the College of Intensive Care Medicine of Australia and New Zealand, performed the review, which is based on expert consensus, an extensive literature review, and bi-nationwide consultation. The guideline (PG56(A) 2021, https://www.anzca.edu.au/getattachment/02fe1a4c-14f0-4ad1-8337-c281d26bfa17/PS56-Guideline-on-equipment-to-manage-difficult-airways) is accompanied by a detailed background paper (PG56(A)BP 2021, https://www.anzca.edu.au/getattachment/9ef4cd97-2f02-47fe-a63a-9f74fa7c68ac/PG56(A)BP-Guideline-on-equipment-to-manage-difficult-airways-Background-Paper), from which the current recommendations are reproduced on behalf of, and with the permission of, ANZCA. The updated 2021 guideline replaces the 2012 version and aims to provide an updated, objective, informed, transparent, and evidence-based review of equipment to manage difficult airways. [ABSTRACT FROM AUTHOR]

University of Canterbury, as an institution, had developed strong educational resilience during and after the 2010–11 earthquakes. Due to the Coronavirus pandemic, New Zealand shut down all university educational facilities in March 2020, with education migrated online. Within this unique context, this research aims to (1) investigate civil engineering students' perceptions about the benefits and challenges of online learning during the lockdown period, (2) identify significant factors that contribute to effective online teaching and learning, and (3) provide the implications of this research for future emergency remote teaching (ERT). A survey was designed and administered to measure students' perceptions of online learning during the lockdown. A total of 192 completed responses were collected from both undergraduate and Master civil engineering students. In addition to typical online learning challenges, students also experienced unique challenges, such as social and emotional isolation, anxiety, depression, and uncertainty. This paper suggests that teaching presence be brought to the forefront of ERT. Future research directions were recommended to better understand ERT by linking it to the Community of Inquiry framework and enhance tertiary education institutions' resilience to handle a future crisis. [ABSTRACT FROM AUTHOR]

Accessible Summary: What is known on the subject?: An important step towards improving mental health outcomes is the realignment of tertiary mental health education and research in a way which places strategic value on experience‐driven involvement in mental health and addiction‐related care.One of the most widely recognized ways of achieving this is by increasing representation of individuals with first‐hand experience of mental health and addiction distress (also known or referred to as Experts by Experience or EBE) within the tertiary sector. What this paper adds to existing knowledge?: Benefits of tertiary EBE representation such as improving student's preparedness for practice and the empowerment of mental health consumers are consistently reported throughout the literature. In striving towards these outcomes, it is crucial we remain mindful of relevant and often‐reported hurdles such as stigma and improper implementation.By using Aotearoa New Zealand as a case study, the need for approaches to increasing EBE representation which is conscious of diverse cultural contexts, perspectives and identities is highlighted. What are the implications for practice?: This review draws together a broad range of factors associated with improving clinical practice. These include the potential for EBE representation to improve outcomes for trainee clinicians, and the incorporation of consumer‐driven perspectives into evidence‐based practice.This review further highlights the need for EBE representation to be implemented in a way which is responsive to the cultural needs and nuances of mental health education and practice in Aotearoa New Zealand, and, similarly in other countries. Introduction: There is potential value in increasing representation of expert by experience (EBE) involvement in mental health education sectors. This approach to improving mental health outcomes is here explored in the context of Aotearoa New Zealand's tertiary education sector. Aim/Question: This review sought to identify potential outcomes, benefits and barriers associated with EBE representation in tertiary institutions, whilst critically analysing these strategies in the context of Aotearoa New Zealand's mental health education sector. Method: Data retrieved from electronic databases were subjected to critical appraisal and thematic analysis. The integrative review drew from a final data set of 113 articles. Results: An integrative review of our search results indicated that moving towards a tertiary mental health model in which lived experience plays a central role has the potential to benefit both teaching and research in the tertiary sector. Discussion: The interplay between contemporary perspectives on tertiary EBE representation and the cultural needs and nuances of Aotearoa New Zealand's tertiary sector highlights the need for critical and careful approaches to EBE representation. Implications for clinical practice: Findings surrounding tertiary EBE representation have direct implications for the training of mental health practitioners and the evaluation and development of clinical practice outcomes and procedures. [ABSTRACT FROM AUTHOR]

This paper examines the role of sick leave in constructing the identity of a good worker. The setting is a public funded New Zealand university. Within a qualitative research design, interviews were conducted with a range of employees and managers about their use and management of sick leave. Sick leave entitlements, use, and management encompass moral discourses that impact upon worker identity. Normalising discourses generated by compliance to bureaucratic demands and norms of productivity and performance in the neoliberalised workplace are constitutive to the construct of the good employee as reflected by the appropriate use and recording of sick leave. Conversely, the respectful, authentic, compliant and productive worker is constitutive of its opposite – the difficult employee. The construct of the difficult employee positions conformity and self-management of sick leave as strong moral imperatives. Managers were generally supportive of workers' efforts to self-manage sick leave with consideration for university commitments and were flexible around work hours, but this would in turn position them as deviant to institutional pathways of managing sick leave, with tensions between humanistic and authoritarian management. [ABSTRACT FROM AUTHOR]

A growing body of research in psycholinguistics, corpus linguistics, and sociolinguistics shows that we have a strong tendency to repeat linguistic material that we have recently produced, seen, or heard. The present paper investigates whether priming effects manifest in continuous phonetic variation the way it has been reported in phonological, morphological, and syntactic variation. We analyzed nearly 60,000 tokens of vowels involved in the New Zealand English short front vowel shift (SFVS), a change in progress in which trap / dress move in the opposite direction to kit, from a topic-controlled corpus of monologues (166 speakers), to test for effects that are characteristic of priming phenomena: repetition, decay, and lexical boost. Our analysis found evidence for all three effects. Tokens that were relatively high and front tended to be followed by tokens that were also high and front; the repetition effect weakened with greater time between the prime and target; and the repetition effect was stronger if the prime and target belonged to (different tokens of) the same word. Contrary to our expectations, however, the cross-vowel effects suggest that the repetition effect responded not to the direction of vowel changes within the SFVS, but rather the peripherality of the tokens. We also found an interaction between priming behavior and gender, with stronger repetition effects among men than women. While these findings both indicate that priming manifests in continuous phonetic variation and provide further evidence that priming is among the factors providing structure to intraspeaker variation, they also challenge unitary accounts of priming phenomena. [ABSTRACT FROM AUTHOR]

In response to the COVID-19 pandemic of 2020 and the ensuing public health crisis, thousands of higher education institutions (HEIs) worldwide have had to grapple with rapid pivots to emergency remote online learning modalities with relatively little time to prepare, and the need to maintain these modalities continues to extend longer than most institutions anticipated. However, this is not the first time HEIs have had to enact an emergency switch to online learning in a time of crisis, and there is perhaps much to be learned from examining the experiences of institutions that have been through this before. Resilient pedagogy is an emerging field in education, but it is intrinsically tied to online learning in a crisis insofar as it describes the ability to intentionally and effectively shift instructional tactics given a change in environment or context. Using a case study approach, this paper explores indicators of resilient pedagogy in emergency pivots to online learning following crisis situations—including the COVID-19 pandemic—in the United States, New Zealand, and South Africa. The data informing this research are qualitative, derived from interviews with faculty members and students in each higher education context. [ABSTRACT FROM AUTHOR]

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University chaplaincy has undergone significant change in recent times as universities have been impacted by global events as well as cultural shifts and forces in the tertiary education sector. This article reflects on my experience as a Christian chaplain in two large civic universities in New Zealand and Scotland. It explores the disruptions and opportunities of this period of instability in those contexts and how these might concretely inform the practise of ministry with students and staff. [ABSTRACT FROM AUTHOR]

Purpose: In recent times, universities have been faced with the challenge of implementing neoliberal ideas as a survival tactic. For instance, there is increasing pressure on academics globally to publish because of performance funding and other metrics like global rankings, which consider where and how much academics publish. This study explores how neoliberalism in higher education has influenced the academic profession. Design/methodology/approach: The study used two New Zealand universities as case studies to understand how the universities' academics respond to government formula for allocating public funding to universities and also how the universities respond to the changing higher education system in New Zealand. In total, 21 academics were interviewed and documents such as the strategic plans of the universities; policies, guidelines and procedures; Tertiary Education Union reports and media reports were analysed. Findings: The study finds that neoliberal practices could lead to occupational stress that comes with the pressure to publish, increased teaching workload and casualisation of the academic job, especially amongst emerging academics. Originality/value: Whilst the topic is not entirely original, this study is pertinent and offers the following advice to stakeholders. A university's success is a function of its academics, and academics perform at an exceptional level because academics want to, not because academics are being made to. Unless governments and universities address the intense competition that results from funding allocation procedures, the less well-off academics will fail and some will be forced to compromise the duties that academics have. A collaborative and collegial higher education system that focuses on serving the public good can be an alternative. [ABSTRACT FROM AUTHOR]

Policy analysis studies conducted in various countries have highlighted strengths and weaknesses in university academic integrity policy documents that outline expectations for student conduct while undertaking scholarly work. Missing from the literature is a review of such policies currently in place at the eight public universities in Aotearoa New Zealand. Using publicly accessible documents from each university, this study conducted a content analysis based on five core elements of exemplary academic integrity policies: access, approach, responsibility, detail, and support. Results revealed that the majority of universities had policies built on principles that aligned with both educative and punitive approaches to academic integrity. While most institutions presented detailed policies, the documents showed room for improvement with regard to access and support. The study offers suggestions for enhancing the academic integrity policies of Aotearoa New Zealand universities and calls for continued internal review and revision as one step towards an improved culture of academic integrity. [ABSTRACT FROM AUTHOR]

One of the main challenges facing non-metropolitan regions is the attraction and retention of highly-educated young people. A loss of the brightest can lead to reduced business creation, innovation, growth and community well-being in such regions. We use rich longitudinal microdata from New Zealand to analyse the determinants and geography of the choice of destination of recent university and polytechnic graduates 2 years and 4 years after graduation. Rather than considering a range of location-specific consumption and production amenities, we assume spatial equilibrium and calculate, following Chen and Rosenthal (J Urban Econ 64:519–537, 2008), 'quality of life' and 'quality of business' indicators for urban areas that encompass all amenities that are utility and/or productivity enhancing (or reducing, in the case of disamenities). Specifically, we test whether students locate in places that are regarded as good to live or good to do business; and how this differs by field of study. Our estimates are conditional on students' prior school (home) location and the location of their higher education institution. We find that graduates are attracted to locate in urban places that have high quality production amenities. High quality consumption amenities have heterogeneous effects on the location choice of students. Creative arts and commerce graduates are relatively more likely to locate in places that are attractive to business, consistent with a symbiosis between bohemians and business. Decision makers can leverage their existing local strengths, in terms of production and/or consumption amenities, to act as drawcards for, or to retain, recent graduates in specific fields. [ABSTRACT FROM AUTHOR]

'Indigenous inclusion' has been the most common approach to Māori engagement in university education in Aotearoa-New Zealand. Increasingly, another orientation, based on different premises, which might be called 'indigenisation', is becoming evident. We argue that indigenisation offers more hopeful possibilities for New Zealand universities as they/we continue to think about their/our obligations under Te Tiriti o Waitangi. [ABSTRACT FROM AUTHOR]

Tertiary education policy in Aotearoa New Zealand has been shaped by political, economic, and social ideologies. Although universities and polytechnics are both tertiary education providers, they do not occupy this space on an equal footing. There are differences in the qualifications offered, and the levels of monitoring and oversight required by government. The passing of the Education (Vocational Education and Training Reform) Amendment Act 2020 has underscored these differences. The subsequent establishment and naming of Te Pūkenga, which translates as 'the skills', implies a policy direction for education provided by the polytechnic sector. Policy objectives for Vocational Education and Training (VET) aim at providing students with access to meaningful qualifications, decent work and economic and social inclusion. However, policy implementation is rarely straightforward. This article explores how the focus on skills implicit in the naming of Te Pūkenga potentially makes this an aspirational rather than material policy goal. [ABSTRACT FROM AUTHOR]

Only a few information and communication technology (ICT) work-integrated learning (WIL) projects involving universities and Indigenous partners are being reported and very little is known about the approaches that are followed. This article reports on successful student work placements in Indigenous communities when codeveloping software for the community. We provide two case studies of projects which involved work-integrated learning students and researchers from a university, as well as researchers and practitioners from Indigenous communities in New Zealand and Fiji. Two independent app development projects were the central focus of the collaborations with these two communities including placement students. The article describes the learning and insights from these WIL projects and provides recommendations for creating successful WIL opportunities with Indigenous communities. [ABSTRACT FROM AUTHOR]

Interest in the use of analytics to support evidence-based decision-making in higher education is relatively a new phenomenon. The available research suggests that analytics can enhance an institution's ability to make evidence-based informed decisions that foster growth and increased productivity. The present study explored how institutions of higher education in New Zealand value and utilise analytics to enhance the quality of decision-making. The study involved administering an online questionnaire (n = 82) to senior administrators from seven of the eight research-intensive public universities in New Zealand. Key findings revealed that the use of analytics in the higher education sector could enhance the quality of decision-making. Respondents reported that the use of analytics is likely to advance operational and strategic decisions by monitoring and efficiently optimising the use of resources. Respondents said that analytics provide better planning of issues about students (e.g. enrolment, retention, and completion rate). Furthermore, analytics can improve institutional research administration (e.g. performance outcomes in finance and human resources). Despite the stated benefits of analytics in enhancing decision-making in many operational and strategic areas, the study found that the use of analytics in the higher education sector in New Zealand is limited to monitoring operational activities, rather than improving the quality of learning, teaching and strategic initiatives. Further, the study identified several concerns regarding the ability of institutions to find the capacity and expertise to extract useful information from the available data sets and to turn such data into usable knowledge to support students and educators. Also, respondents were concerned that the lack of staff capacity and training to use analytics effectively could be detrimental. Others feared that analytics could be used as surveillance tools and enforce compliance and control. It was mentioned that over-reliance on analytics could easily lead to a breach of individuals' and institutional privacy, which is a threat to information and data security. Also, there was a concern that analytics could be used to perpetuate inequity and inequality among and within institutions. Results of the study presented in this article serve as a baseline for future studies about the use of analytics in the higher education sector in New Zealand. Additionally, it contributes to the growing debate about the value and challenges of deploying analytics and Big Data in the higher education sector worldwide. [ABSTRACT FROM AUTHOR]

Aims The limited existing research on drinking games and predrinking among university students in Argentina, Australia, Canada, and New Zealand suggests that participation in these risky drinking practices is relatively widespread among this population. Drinking norms and alcohol use can vary across countries and in different regions of the globe. The measurement of drinking games and predrinking participation between studies also differs, making cross-country comparisons difficult. The present study explored differences in past month participation in drinking games and predrinking among university students from a large public university in Argentina, Australia, Canada, and New Zealand. Methods The data analytic sample consisted of 1134 university students (ages 18–25, M age = 20.2 years; 72.6% women) from Argentina (n  = 349), Australia (n  = 280), Canada (n  = 262), and New Zealand (n  = 243) who reported weekly alcohol consumption. Students completed a confidential survey on drinking attitudes and behaviors. Results Controlling for age, gender, and weekly drink consumption, there were no cross-country differences in past month participation in predrinking. In contrast, university students from Canada and New Zealand were more likely to have played a drinking game in the past month than students from Australia and Argentina. Conclusions The present finding suggest that university students from Argentina, Australia, Canada, and New Zealand are equally likely to participate in predrinking regardless of country; however, the likelihood of playing drinking games differs as a function of country site. [ABSTRACT FROM AUTHOR]

Universities in New Zealand are increasingly focused on an employability and global citizenship agenda, leading to a proliferation of work-integrated learning (WIL) courses across diverse curriculum areas. WIL exposes students to authentic learning opportunities in a workplace. It is however an activity with inherent risks which may have significant consequences for students, universities and host organizations. This study drew on qualitative interpretive methodology to examine risks related to WIL at eight universities from the perspective of eighteen academic and professional staff. The findings indicate that significant risks for students undertaking WIL relate to the readiness and suitability of the student, the learning environment and student safety. A framework that outlines the responsibilities and conduct of students during WIL is presented. While it is acknowledged that all stakeholders are important in the WIL enterprise, it is the student experience that should be prioritized. [ABSTRACT FROM AUTHOR]