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'FeminEast' is a feminist club that was founded by students at Wellington East Girls' College in 2013. At the time of writing, the club's popularity is growing and has attracted attention from national media. This paper reports on a pilot study based on conversations with FeminEast co-founder Jess Dellabarca and analysis of media texts by and about the club. The author contextualises FeminEast in a neoliberal climate, focussing on the neoliberal discourse usually called 'postfeminism', the widespread belief that feminism is no longer needed because we have achieved gender equality. This paper foregrounds efforts by FeminEast's leaders to mobilise feminist anger and contend with contemporary gender norms and postfeminist discourse. These efforts are discussed particularly in relation to the 2013-2014 'Roast Busters' scandal. FeminEast members adeptly navigate postfeminist social dynamics; ultimately, they succeed in developing and disseminating their view that the Roast Busters are a product of persistent and pernicious rape culture, a key weapon of contemporary patriarchy. This paper shows that girls can and do engage activistic practices that are more worthy of scholarly attention than the dearth of recent research on girls' activism would suggest. [ABSTRACT FROM AUTHOR]

This paper explores recent changes in tertiary education policy in New Zealand, which are designed to address legitimation deficits. By offering an analysis of the making, and the subsequent unmaking, of quasi-markets in tertiary education, this paper attempts to describe how the state dealt with legitimation deficits resulting from providers' of tertiary education use of the adult and community education funding category to increase their revenues. In providing this description, the paper helps to provide a way of understanding how the state in New Zealand has responded to legitimation deficits by introducing a new regime of governance. The paper concludes by arguing that, in terms of its treatment of category 5.1 funding, this regime is supportive of neo-conservative goals. [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]

Over the past two decades, references to "crises" in tertiary education – and in universities in particular – have appeared with increasing frequency in popular and academic texts. Some commentators have concentrated on shortfalls in funding and the exploitation of staff; others have focused on the "moral collapse" of the university, or on issues of curriculum reform and "political correctness" in the classroom. In New Zealand, as in many other countries of the Western World, serious concerns have been raised about the commodification, marketisation and privatisation of education at the university level. This paper provides a concise overview of recent changes in the tertiary sector in New Zealand, and considers possible futures for higher education in the 21st century. Special attention is paid to three themes: the emergence of the "perpetual chooser"; potential changes in conditions of work for academics; and the reconfiguration of academic priorities in the age of the market. The prospects for resistance against elements of the marketisation process are briefly assessed. [ABSTRACT FROM AUTHOR]