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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 undertakes a census of how the New Zealand university economics profession changed over a decade. It shows that this small academics economics community has become more professionalised. It also explores whether the profession has become more internationalised in the new millennium. [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]

There has been recent discussion in Australia and New Zealand concerning the utility of Clinical Practice Guidelines (CPGs) and the role of the Royal Australian and New Zealand College of Psychiatrists (RANZCP) in their development. The College Board therefore established a Steering Group (SG) to oversee an exploration of options and produce recommendations about contemporary approaches to the development of high-quality evidence-based clinical practice guidance for psychiatry. This paper outlines the SG's conclusions and recommendations, as well as the underlying methods and reasoning. In particular, we discuss best practice and recent developments in the synthesis of research evidence. Account has been taken of the opportunities offered by digital technologies, the proliferation of clinical evidence and awareness of the gains to be made by increased inclusion of lived-experience perspectives. It is recommended that the broader concept of best practice resources (BPRs) as now emphasised in so many fields of service is the most appropriate starting point for the College's role in this area especially as the expertise of the College and its fellows lends itself to the development of a range of BPRs. In conclusion, contemporary guidance needs to be tailored to the requirements of the practitioners seeking it, to articulate the real-world needs and experiences of patients, and to be delivered in a contemporary format that is responsive to rapidly emerging evidence. The experience in Australia and New Zealand may have implications elsewhere for the development of CPGs and BPRs more broadly. [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]

Pacific students are from a minority group in New Zealand who like minority groups in other countries find transition to university difficult and success elusive. Nowhere is that successful transition more important at the University of Otago than in Health Sciences First Year (HSFY) which is a competitive entry pathway to health professional courses. Retention for Pacific students is similar to other students but poor academic achievement remains. Tinto argues that students' pre-entry attributes are major contributors to success in first year of university study. The aim of this paper is to describe the development of an instrument which predicts the performance of prospective students in the first year at university. The purpose of the instrument is to inform the development of tailored interventions aligned with students' needs. The instrument also provides an early proxy for student engagement and a benchmark for evaluating ongoing interventions. [ABSTRACT FROM AUTHOR]

As well as serving as a critic and conscience for societies, universities are elite sites of privilege which, at a surface level, are unlikely locations for health promotion interventions. This paper provides a critical review of the existing health promoting universities (HPU) approaches which is informed by health promotion values. It explores the silence in the global literature around issues of structural discrimination such as the sexism, homophobia and institutional racism that can thrive within university settings. The existing literature also reveals a very limited engagement about positive mental health or indigeneity. In response, this paper brings together these three factors—structural discrimination, mental health, and indigeneity—all of which the authors consider are criterial to health and its promotion. The authors introduce the New Zealand university landscape, in which there are eight Western universities and three whare wānanga (Māori universities), and, drawing on a survey of their Charters and other official statements, offer a moemoeā (vision or dream) of an HPU that addresses structural discrimination, is based on holistic conceptions of health, and is centred on indigenous worldviews and concerns. [ABSTRACT FROM AUTHOR]

Despite decades of managerial university reforms, collegiality emerges as an idea that unites academics, and that both symbolises and legitimises the collective aspirations of the academy. Typically, collegiality is positioned as an unquestionably "good thing"—an unproblematic academic ideal or an academic structure—obscuring the contingency of social arrangements in universities. This paper investigates the plurality of collegial practices that unfold "on the ground" in the context of university reforms and the diversification of the academic workforce over recent decades. The paper presents a qualitative and exploratory study of collegial practices in seven contemporary Australian and New Zealand/Aotearoa universities, employing a social cartographic analysis. Eleven types of logics underpinning collegial practices are identified and described in detail, by drawing on examples of collegial practices offered by fifteen research participants. A reconfigured picture of academic relations is presented, revealing the range of collegial practices that tend to be subsumed under a generic notion of collegiality. The effects of different types of collegial practices are examined, contesting exclusionary collegial relations and highlighting practices that have the potential to produce a more inclusive and socially just academy. [ABSTRACT FROM AUTHOR]

Despite the growing importance of collaboration in research there have been very few investigations of the practice of research collaboration itself The study we report investigated this practice by analysing 444 collaborative projects undertaken by staff in the Science Faculty of a New Zealand university. While the results support the sociology of science model of vertical collaboration up and down the academic hierarchy, we also show that significant collaboration now takes place across levels in the hierarchy, that is among peers, in what we call horizontal collaboration. This shift from vertical to horizontal collaboration has not been readily apparent in bibliographic studies of co-authored papers in top journals. One of the questions this study raises is the often assumed positive association between collaboration, research output and research quality, and the implications such assumptions have on the institutionalisation of research within the university. We end by suggesting that the shift that is occurring in the location of research from conventional departments to research centres within the university may signal an attempt to resurrect the practice of vertical collaboration. [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]

Purpose - This paper aims to explore the relationship between New Zealand universities and the Institute of Chartered Accountants of New Zealand (ICANZ), the main organization of the accounting profession in New Zealand. Design/methodology/approach - The relationship is approached as an archival search, producing a descriptive analysis of the universities' involvement in the Institute's professional exams, from the creation of the Institute in 1908 until the turn of this century. Findings - At first this connection was through the qualifying examination system of the Institute, with the universities providing the means for the Institute to educate prospective members. Differences in approach towards accounting education, identified in the ongoing issue of a degree prerequisite, and the development of accountancy departments in the universities, led to the Institute later in the twentieth century turning to other tertiary institutions to provide its accounting professional examinations. This paper shows that although the accountancy departments in the universities have benefited from contact with the Institute, the nature of the relationship has been determined to a large extent by the requirements of the New Zealand accounting profession. Originality/value - The paper provides historical insights on the interaction between the universities and the Institute, explaining the reasons for the Institute's influence on accounting education in the universities. [ABSTRACT FROM AUTHOR]

This paper presents student perceptions of higher education science and engineering learning communities derived from a cross-case analysis of four case studies across the New Zealand university and polytechnic sectors. Here we explore student expectations and experiences of the higher education sector and canvas their views as to the infrastructure and resources in their institutions of study, and how they see their learning serves their careers' aims. Student perceptions of pedagogies employed in their institutions along with their preferred pedagogies follows, including staff-student interactions and consideration of the importance of practical skill development. The paper finishes by considering student perceptions of support structures and an analysis of their understanding of aspects of the nature of science (NoS) and engineering. The research findings suggest the students feel they become more independent and responsible for their own learning, enjoy smaller class sizes and interactive learning activities such as practical work and tutorials, and they stressed the importance of establishing good relationships with their teachers. Polytechnic students were more positive about their learning and felt the practice features of their learning led to enhanced career prospects. Students from university and polytechnic sectors were aware of formal learning support structures but only used them as a last resort, instead they first worked with peers and teachers. [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]

This paper addresses the issues of managerialism and collegiality in universities in times of change. It is based on a case study of a New Zealand university from 1985 to 2010 using interviews with key participants and documentary evidence from the public and private domains. The study concludes that views of university staff about the concepts of managerialism and collegiality are influenced by the personal values of the Vice-Chancellor. [ABSTRACT FROM AUTHOR]

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The release of the 2014 REF results in the UK is a timely reminder that many national governments have aimed to increase the research productivity of universities, by introducing performance-based research systems. This paper examines whether there is a relationship between attitudes to these research systems and research productivity, using interview data from three universities in Australia, New Zealand and the UK. It concludes that attitudes are not strongly related to productivity, and that only a better understanding of system limitations will help to improve them. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to propose that external reports may be assessed not only by their content but also by the affordances provided to assist the reader's understanding. To operationalise this idea, it is applied to statements of service performance issued by New Zealand universities in 2000. Design/methodology/approach – Using concepts drawn from information systems design, the authors develop an index which is applied to archival reports. Findings – The index is negatively correlated with existing disclosure indices applied to the same set of reports, implying that it captures a distinct dimension of performance reporting. A tradeoff is demonstrated between providing more disclosure and more cognitive affordances. The index is fairly robust to certain arbitrary choices in its construction. Research limitations/implications – The concept of assessing the quality of external reports by their cognitive affordances is shown to be feasible by applying it to one kind of report in a particular setting. Further research will be needed to establish how it could be operationalised in other settings, such as social and environmental accounting. Practical implications – With further development, the index may provide a way of assessing the presentation of external reports, and hence of improving accounting standards. It may also be helpful to preparers by providing a second dimension (besides content) on which they can evaluate and improve the quality of their reporting. Originality/value – External reports have previously been assessed in terms of content and of the sentence structure employed. This paper suggests a way of assessing how the structure and presentation of reports affects their usability. [ABSTRACT FROM AUTHOR]

This paper presents data generated during a semester-long programme to support international students from countries in Melanesia and Asia embarking on masters research in education in a New Zealand university. All were scholarship recipients. The researcher-and facilitator-of the programme, was interested in documenting and understanding the nature of the students' experience as they planned and wrote research proposals. The process of developing a research proposal, as one of the early stages of 'becoming' a researcher, highlighted a number of challenges for the six case study students. The challenges are viewed from a transition or 'resituation' perspective (Eraut in Stud Contin Educ 26(2): 247-74, , ) rather than an adjustment one. A resituation perspective assumes that students brought with them 'personal expertise, practical wisdom and tacit knowledge' (Eraut , p. 42) which needed to be reconciled with what was demanded of them by different aspects of the research planning process. The resituation challenges experienced by the students included situating a perceived problem or issue in the research literature; reconciling personal research goals with the limitations of one's own agency as a researcher; integrating new learning with research goals; and reconciling the new role or identity as a researcher with the previous role as colleague or community member. The paper presents a case for providing a context for postgraduate students in which explicit recognition of what they bring to the research task, and acknowledgment of the resituation challenges can take place. [ABSTRACT FROM AUTHOR]

Purpose -- The purpose of this paper is to explore the impact of the arrival of Colombo Plan Scholars in New Zealand and consider ways in which their experience helped to bridge distances between "east and west", as well as to create connections that traversed geographical and cultural boundaries. Design/methodology/approach -- It draws on contemporary newspaper articles to ascertain how public talk about the Colombo Plan programme shaped initial engagements between New Zealand and the scholarship holders. The paper then analyses archival files from the Department of External Affairs to present an overview of the university courses undertaken by Colombo plan scholars. The final section of the paper draws on oral and archival sources to examine individual encounters between former Colombo Plan scholars and New Zealanders. Findings -- The paper argues that while the public aims of the Colombo Plan focused on the containment of communism and the development of post-colonial connections in the South East Asian region, individual encounters between Colombo Plan scholars and New Zealanders played a role in changing social attitudes in what had been a deeply mono-cultural society. Originality/value -- The paper draws on previously unpublished archival and documentary evidence and oral sources to examine a unique aspect of the history of international education. [ABSTRACT FROM AUTHOR]

This paper explores the nature of postgraduate research in the broad area of Pacific education completed in New Zealand universities. First, a number of basic trends are identified in terms of institutional affiliation, area of educational research, MA and PhD balance, growth over time, national/ethnic focus and the expected beneficiaries of the research. Secondly, and more significantly, trends in the theorisation of Pacific postgraduate education research are identified using a positivist-interpetivist-emancipationist-deconstructivist paradigm typology as a basis for analysis, in particular the degree to which the latter two research perspectives have been embraced. It is argued that research done within emancipationist and deconstructionist paradigms has the most socially transformative potential. The completion of socially transformative educational research is significant given increasing calls from within Pacific communities to decolonise and re-indigenise both educational research agendas as well as systems of Pacific primary and secondary schooling influenced by educational research. The paper demonstrates, however, that very little emancipationary and deconstructivist education research has been completed. This apparent mismatch is explored in the light of the wider competing educational discourses of Pacific colonisation and indigenisation. [ABSTRACT FROM PUBLISHER]

Using a multinomial logit model on a sample of 623 international students studying in New Zealand universities, this paper examines the factors determining which country the students intend to go to after completing their studies. The determining factors are found to be the initial return intention, family support, length of stay in New Zealand, work experience, and level and discipline of study. Other factors included students' perceptions of their home country, including those of the work environment, the opportunities to use their acquired skills, the lifestyle and their family ties. This paper fills two gaps in the literature, first by shifting the focus to New Zealand as the host country, and second, by examining the destination countries rather than the more typical issue of whether or not students return to their home country on completion of their studies. [ABSTRACT FROM PUBLISHER]

This paper presents research on the returns to tertiary education for individuals who graduated between 1997 and 2008 with bachelor degrees from universities and polytechnics in New Zealand based on their experiences post study. It examines data on their post-study earnings drawn from two longitudinal datasets linking administrative data on individuals' tertiary education records to their earnings. An advantage of this research is that it reports on differences in the earnings of those who studied in specific fields of study at polytechnics and universities. The data are used to help shed light on the importance of reputational capital in reproducing social classes. [ABSTRACT FROM AUTHOR]

This paper reports on one phase of a project on student engagement in Aotearoa New Zealand. It reports the results of a survey of students enrolled for the first time in a post-compulsory education programme. The students were enrolled in one of nine institutions: two universities, one wananga, four institutes of technology, a private training establishment and a community organisation. This paper reports on one aspect of the questionnaire. It uses Self-Determination Theory to investigate motivators for student engagement and assesses how extensively they are acted on by students. Findings show that institutions are both different and similar; that students are motivated more by competence than agency or relationships; and that they act on agency needs more than on competency or relationship ones. Drawing on the similarities, the paper outlines some ways in which teachers and institutions might use the findings to improve student engagement. [ABSTRACT FROM AUTHOR]

Since the March 15 attacks in Christchurch, there has been raised awareness and new and strong enthusiasm to understand the experiences of the Muslim minority community. This exploratory paper investigates the perceived discrimination as experienced by Muslims or those who identify with coming from a Muslim background and who work at New Zealand universities. Using a questionnaire, we surveyed the experiences of perceived discrimination of Muslim staff working at universities across the country and the impact it has had on the wellbeing of these members of the society. The study concludes that a significant minority perceive themselves as targets of discrimination within their workplace and even more people while not being directly impacted acknowledge that there is discrimination. This study hopes to raise awareness of the extent of discrimination perceived by Muslims with the hope of encouraging government and ministers to investigate the issue in more depth and providing guidelines for organizations. [ABSTRACT FROM AUTHOR]

An increasing number of countries have, or are moving towards, reforming cannabis policies. New Zealand is also moving in this direction and the government will hold a referendum on the legalization of recreational cannabis in September 2020. To inform imminent public and political discussions it is important to understand how current cannabis use is controlled. Research suggests that cannabis law has been ineffective in NZ. Internationally, informal controls, rather than the law, have been found to shape cannabis use by creating a threshold for normalization, but the attitudes shaping this threshold are unknown. This study aimed to examine drug acceptability attitudes, specifically students' attitudes towards the illegal use of cannabis and their attitudes towards peers who abstain, sometimes use, or are heavy users of cannabis, to identify the factors that control cannabis use. Using a mixed methods approach, university students recruited their peers (N = 535) to complete a pen and paper survey investigating perceptions towards 3 cannabis user prototypes (abstainers, moderate users, heavy users), concern for legality of cannabis use, and the integration of cannabis into the student culture (perceptions of peers' use, ease of acquisition, and availability). Perceptions of peers' lifetime and regular use were 82% and 38.5%, respectively. Participants rated cannabis as easy to acquire and likely to be available at a typical student social occasion. The majority stated that the law does not deter use (92.7%); participants perceived the law to be soft and that they are unlikely to get caught. Participants' descriptions of the 3 cannabis user prototypes revealed a threshold for normalization. For instance, abstaining was perceived to be associated with positive attributes (such as being studious), linked to being less sociable, and linked to being less likely to be judged. Moderate use of cannabis was perceived to be normal and sociable. Heavy use was perceived to be associated with having negative attributes, such as being addicted, unhealthy, and an underachiever, and negative drug labels. Our findings revealed that cannabis use is not controlled by the law, but by informal thresholds of control. Moderate cannabis use is accepted whereas heavy cannabis use is not. We extended research by identifying the attitudes shaping these thresholds, in particular that negative outcomes associated with heavy use deters the normalization of this behavior. We argue that policy must be informed by, and build on, these informal controls. The negative perceptions associated with heavy use also raise concerns regarding the well-being of heavy users, and coupled with the ineffectiveness of cannabis law, lend support towards a health model for regulating cannabis. Furthermore, insights into the negative perceptions associated with heavy use could inform health interventions on the types of concerns that will resonate with users. [ABSTRACT FROM AUTHOR]

Performance-based research evaluations have been adopted in several countries both to measure research quality in higher education institutions and as a basis for the allocation of funding across institutions. Much attention has been given to evaluating whether such schemes have increased the quality and quantity of research. This paper examines whether the introduction of the New Zealand Performance-Based Research Fund process produced convergence or divergence in measured research quality across universities and disciplines between the 2003 and 2012 assessments. Two convergence measures are obtained. One, referred to as β-convergence, relates to the relationship between changes in average quality and the initial quality level. The second concept, referred to as σ-convergence, relates to the changes in the dispersion in average research quality over time. Average quality scores by discipline and university were obtained from individual researcher data, revealing substantial β- and σ-convergence in research quality over the period. The hypothesis of uniform rates of convergence across almost all universities and disciplines is supported. The results provide insights into the incentives created by performance-based funding schemes. [ABSTRACT FROM AUTHOR]

This paper presents staff perceptions of higher education science and engineering learning communities derived from a cross-case analysis of four case studies across the New Zealand university and polytechnic sectors. First we report staff expectations and experiences in terms of infrastructure and resources, and their own careers. Staff perceptions of the diversity and differences in learning styles of their students are next, followed by the importance of practical skill development, pedagogies employed and their rationale, along with scaffolding and supporting of learning. The paper concludes by considering the nature of science (NoS) and engineering, and what messages about the NoS are presented by higher education staff. The research findings suggest that staff face conflicting demands on their time, with requirements for research and administration affecting their teaching roles. Lecturers report considerable diversity and students often ill-prepared for higher education study, and consider that students are required to learn a huge amount of information. While some staff attended courses in teaching, they feel unable to apply their learning in order to enhance student learning because of concerns that time spent doing so would reduce the amount of time available to deliver content. Class sizes were identified as having considerable impact on student learning and lectures offer little opportunity for active student engagement. Practical classes are highly valued, being seen as crucial for learning practical techniques and problem-solving. Small classes and practical classes provide opportunities to develop good working relationships with students. Lecturers felt that students need to become more independent and self-reliant in their learning, and that they needed to be supported in this process at the institutional level. [ABSTRACT FROM AUTHOR]

This paper describes the introduction of an integrated case study into an auditing course taught at a small New Zealand University. The case study facilitated the redesign of the course to incorporate the principles of experiential learning, whereby learners actively participate in a financial audit within an environment comparative to current industry practice. Using a participant observer approach, the paper documents the introduction of the integrated case, whilst referring to the relevant educational theory. A student's progress is clearly mapped through an experiential learning spiral in which learners continually build upon previously acquired skills. The paper articulates effective aspects of the teaching innovation and highlights areas which may need further development and support. Informal feedback from students suggests that the redesign has increased their interest in and motivation for the auditing course. This course development has created a cohesive auditing course with a clearly demonstrated practical aspect, which allows students to link theory to real-world experience. [ABSTRACT FROM AUTHOR]

As English increasingly functions as the lingua franca of international business and the transfer of technology and skills, universities in the `inner circles' have become knowledge providers to an expanding students population that have English as an Additional Language (EAL). In the Pacific region, Australian and New Zealand universities in particular have seen their EAL student intake increase manifold. Accordingly, programmes and support services in English for Academic Purposes (EAP) have sprouted in the last ten years to help bridge the gap in knowledge many EAL students experience when first confronted with the learning, language and research requirements of higher institutions in these `inner circle' countries. In teaching and learning EAP at the postgraduate level, such as thesis writing, a specialised corpus can serve as a useful intellectual resource for unravelling the `mysteriousness' of academic writing whilst simultaneously assessing conventional academic practice. Critics of corpus linguistics, however, warn that a corpus approach may contain the hidden message that the native speaker knows best, hence representing elements of linguistic imperialism. It could indeed be argued that providing students with a narrow corpus based on the norms and values of the native speaker elite is pragmatic in its perpetuation of the status quo that marginalises non-native speakers of English. Moreover, such provision is likely to impede the role modern universities hold of being fair, open and accessible to all `stakeholders' irrespective of their gender, race, class and linguistic background. In the context of English as an International Language (EIL), the paper argues that EAP corpora need to reflect the dynamic nature of English as an international medium of communication, and be guided by a critical pedagogy that empowers EAL students and presents prevailing conventions in academic writing as social and historical constructions open to negotiation and transformation. In this paper, the author discusses the importance of EIL oriented corpora from the perspective of university education in bicultural New Zealand, argues the need for such corpus tools, and presents activities which incorporate a corpus-based critical EAP that allows EAL students to make informed choices and negotiate space in Writing English for Academic Purposes (W.EAP) and EAP in general. A brief analogy is further drawn to the position of W.EAP in the European Union. [ABSTRACT FROM AUTHOR]

This paper explores whether it is possible to isolate independent effects of external quality audit (EQA) and concludes that effectiveness evaluations have a stronger foundation when the combined effects of university governance and management initiatives and government initiatives are examined together with EQA. The issue of how successful these influences are is addressed in relation to changing the processes of a university in enhancing learning outcomes, teaching and research outputs. The paper looks at the subject of how to measure quality and whether there is value in the use of a research‐led, evidence‐based approach. Through a case study the authors seek to identify the impact EQAs have had on one institution, the University of Otago, in New Zealand, over the past 10 years, as an illustrative example of what is occurring nationally, with relevance to the global level. The authors have developed a model which contextualises the role of external and internal influences in university performance. [ABSTRACT FROM AUTHOR]

Reviews the governance education programs offered by universities and business schools in New Zealand. Massey University's Centre for Corporate and Institutional Governance; Victoria University of Wellington; University of Canterbury. INSETS: University of Canterbury;Massey University Centre for Corporate and Institutional...;University of Auckland;Auckland University of Technology

This paper discusses the recent development of a new undergraduate international business program at the University of Otago in New Zealand. Firstly, it describes the context of the initiative in terms of the New Zealand business environment, the university sector in New Zealand and recent global trends in international business education. Thereafter it outlines the four-stage design process adopted, the influence of internal and external considerations on program design, proposed mechanisms for evaluating and monitoring the new offering and, opportunities for future developments. Finally, it proposes a conceptual program design framework that provides guidelines for other academic institutions considering similar developments, or for tertiary institutions considering the redesign of extant international business offerings. [ABSTRACT FROM PUBLISHER]

Purpose The purpose of this paper is to explore the experiences of academic staff who are committed to embedding sustainability within tertiary curricula and pedagogy.Design/methodology/approach The focus of this paper is on a New Zealand university. A survey of staff was undertaken and in-depth interviews conducted with 11 sustainability “champions”. A narrative variant of thematic analysis was used to examine the ways these sustainability “champions” made sense of the work they do. Through an analysis of their metaphors and metaphorical language, a sense of the identities that they held as educators of sustainability was gained.Findings Three types of identities emerged – the sustainability “saviour”, “nurturer” and “struggler”. These identities reflected the champion’s experiences, disciplinary affiliations and pedagogical approaches. Interdisciplinarity emerged as a key tenet and challenge for such sustainability champions.Originality/value This paper provides rare insights into the experiences, identities and teaching approaches of sustainability champions within higher education. It highlights the need for university-wide conversations and cross-discipline support for such academics. [ABSTRACT FROM AUTHOR]

This paper describes the socio-economic and ethnic origins of students attending university in New Zealand and examines the effects of these origins on academic performance and progress. A broad conclusion is that social and ethnic origins have a very significant effect on the likelihood of students entering university, but it is only ethnic origin which bears any relation to academic performance once students have made the decision to attend. Based on case-study interviews, the paper suggests that parental influence is the major positive force in students' decisions to enter university. Even in a relatively classless society social origins still exert a powerful influence on educational aspiration. [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]

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Academic labour markets around the world are increasingly globalised and tied to transnational circuits of neoliberal capital. Universities in New Zealand are closely aligned with these trends and an academic labour force has developed over time that reflects these economic flows and currents. This labour force is characterised by an exceptionally high number of multinational academic staff, many of whom contribute to research and inquiry aimed at maintaining and broadening the influence of their institutions abroad. Pacific faculty, however, experience the micro-geographies of New Zealand universities in different ways from other migrant scholars, especially those who hail from the global North. They are rarely included in academic 'prestige economies' or elite scholarly networks and are often isolated in their academic departments. This paper draws on a study about the experiences of senior Pacific academics in Aotearoa New Zealand and explores how they formulate pan-Pacific solidarities within the neoliberal and settler-colonial milieu of higher education. We focus on the often fraught dynamics of encounters between Pacific scholars, white academic elites and indigenous Māori colleagues as they map academic identities on to institutional space. [ABSTRACT FROM AUTHOR]

Purpose Young people drinking to extreme drunkenness is a source of concern for policy makers and health promoters. There are a variety of community groups who appear to respond to the alcohol-related problems. The purpose of this paper is to investigate the working practices and relationships among local community groups as part of the pre-intervention context-assessment process.Design/methodology/approach Drawing on the narratives of nine community workers and ten venue managers the authors examine the community level approach to inform the choice of interventions to reduce risky drinking practices and community wide alcohol-related harm.Findings There was considerable agreement across the community workers and venue managers about the nature of risk for young people in the night time economy (NTE). Two central themes of "perceived risk" and "management of risk" emerged from the data. Further, the community workers and venue managers identified different high-risk locations and strategies to improve their ability meet the needs of young people experiencing risk in the NTE. The local authorities, community organisations and night time operators adopted a broad proactive and connected approach to develop a coherent strategy to achieve new measures of safety in the NTE.Originality/value Applying the social ecological model to provide a framework for the understanding of the social, environmental and political factors that influence alcohol use in young people. [ABSTRACT FROM AUTHOR]

If any engineering courses are unlikely to be transferable between Australasian and overseas universities, one could argue that civil engineering capstone design courses with a strong practical engineering focus would be the least likely. This analysis considers two capstone design courses in the US and New Zealand. The analysis examines the approaches each university has taken to improve design education through simulating professional practice. The two approaches are superficially very different with different course structure and course requirements. In addition the emphasis on site and project, and the consequent dependence on country-specific matters related to regulation and codes, would lead one to expect low transferability. Closer analysis shows that the learning objectives of the courses are relatively similar and that the relationship between site and design are key for both. The challenges faced by the two approaches have much in common, reflecting similar student experiences, and so high transferability. The paper provides details on learning objectives and challenges faced at the two programs to aid others who wish to analyse capstone design experiences across multiple universities. The conclusion is that transferability between these two design experiences is high. The implication is that, through similar forces for educational change in both countries, internationalisation of engineering education is high. [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]

This paper provides a foundational framework to bring into conversation indigenous world views in reimagining universities. Highlighting a specific indigenous world view, the university is presented as a site for critical conversation and transformative praxis. We discuss the workplace experiences of indigenous staff in a university and infer from these how management practices related to indigenous staff could be enhanced. Building on our study of Māori academic and administrative staff in a New Zealand university, an indigenous typology and a Wero or challenge matrix is offered, which locates different positions and actions that universities adhere to or seek to emulate. The paper argues for universities to reimagine their policies and practices by drawing from the complex richness of indigenous world views. [ABSTRACT FROM AUTHOR]

New Zealand’s academic research assessment scheme, the Performance-Based Research Fund (PBRF), was launched in 2002 with the stated objective of increasing average research quality in the nation’s universities. Evaluation rounds were conducted in 2003, 2006 and 2012. In this article, we use 22 different journal weighting schemes to generate output estimates of refereed journal article and page production for three 6-year periods (1994–9; 2000–5 and 2006–11). These periods reflect a pre-PBRF environment, a mixed assessment period, and a pure PBRF research environment, respectively. Our findings indicate that, on average, research productivity, defined in either article or page terms, has increased since the introduction of the PBRF. However, this outcome is due to a major increase in the quantity of articles and pages produced per capita that has more than off-set a decline in the quality of published outputs since the introduction of the PBRF. In other words, our findings suggest that the PBRF has failed to achieve its stated goal of increasing average research quality, but it has resulted in substantial gains in productivity achieved via large increases in the quantity of refereed journal articles. [ABSTRACT FROM PUBLISHER]

Despite strong legislative protection, sexual harassment is still prevalent in New Zealand and thus remains an impediment to the full achievement of women's human rights as well as undermining the mental and physical well-being of a woman. This paper focuses on sexual harassment in New Zealand universities. Universities are a critical part of modern society not just for teaching and research but also as a place where new generations of leaders will emerge. We undertook a survey of New Zealand university websites to test and compare the ease by which a student who thinks they may be experiencing sexual harassment, could find out about the policies and support services available to them. We highlight the failings found with many websites and make recommendations for improving access to this vital information. We argue that comprehensive sexual harassment information must be made more visible to prevent the acceptance and normalisation of sexually harassing behaviours. [ABSTRACT FROM AUTHOR]

The article discusses several papers published within the issue including one on the challenges for higher education in Japan of global neoliberalism, another regarding the issues surrounding Chinese higher education and a paper on the relationship between neoliberal globalisation and New Zealand universities.

Work-integrated learning (WIL) experiences rely heavily on the development of relationships between the university, industry and often community organizations. As participation in WIL is increasing, the issue of sustainability becomes paramount, requiring processes and practices for effective collaborations and partnerships. This paper reports on an action research project to develop a framework to represent the critical success factors for sustainable WIL relationships. Drawing on reflections from WIL practitioners on what they considered were the critical success factors and a review of literature, a framework was developed, prioritizing three key themes: communication, commitment and compatibility. Within these themes, nine key factors were identified and then evaluated by academic and industry stakeholders in New Zealand, Canada and Australia. Trust, expectations, reciprocity, coordination, vision, learning, resources, reputation, and recognition were confirmed as important factors for sustainable WIL relationships. The framework provides good practice guidelines for all WIL stakeholders. [ABSTRACT FROM AUTHOR]