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ePortfolios play an important role in tertiary education globally in the 21st Century. Several studies have advocated for the implementation of ePortfolios on the basis that they have the potential to integrate technology whilst making learning visible and meaningful for students. However, rarely is the implementation of ePortfolios, considered from the students' perspective. The development of web-based learning resources including ePortfolios platforms are often driven by software developers with an extensive degree of technical expertise, rather than teachers and educators and, without acknowledging potential difficulties this may create for students (Andrews & Cole, 2015; Beckers, Dolmons, & Merriënboer, 2016; Cordier et al. (2016); Leacock & Nesbit, 2007; Nam & Smith-Jackson, 2007). The aim of this study was to explore students' perspectives on the value of an ePortfolio platform in the final year for nursing students in the Bachelor of Nursing programme in a New Zealand tertiary institute. The data for this study were obtained through focus group sessions. Thematic analysis identified four themes from the data which were the importance of ease of use, feedback, transparency, and the role of supporting technology. This study aligns with previous literature in demonstrating students' preference for the use of ePortfolios but extends our knowledge by considering the value of ePortfolios from students' perspectives.

This article is a position paper, based on, and supported by, the extensive literature on the topic of Maori underachievement in education in Aotearoa/New Zealand. It places emphasis on what underachieving Maori students need to reach their full potential and ways in which educationalists can assist. I am of mixed heritage raised amongst three world views--Dalmatian, Maori and Pakeha. I have been fortunate in being exposed to a wide spectrum of environments and cultures, and therefore see, and am seen, through these associated lenses. My involvement in Aotearoa New Zealand education, as both teacher and student, has also provided me with the insight to learn and teach using both Pakeha and Maori approaches. I do not claim that the position I take in this paper is the accepted view of all on Maori underachievement; rather, it is the result of my personal experiences which is also backed by evidence from research literature. The paper argues that effective relationships between home and school, teacher and student, together with a constructivist, cooperative, collaborative approach in the classroom can improve Maori students' achievements and enable them to reach their full potential. It calls for further research focused on Maori students' underachievement to ensure their aspirations are considered and acted upon.

In 2007, the Malaysia government initiated twinned primary teacher education arrangements with five Southern Hemisphere higher education institutions (HEIs). Participating students completed their teacher education in both Malaysia and a partner HEI. In this paper, we consider the preliminary findings of a comparative study tracking the beginning teacher journeys of 13 Malaysia based twinning programme graduates and six New Zealand based teachers. The study involved two aspects: (1) a comparative discourse analysis of key Malaysia and New Zealand education policy documents; and (2) thematic and discourse analysis of participants' reflections on their early teaching experiences. Our focus is on beginning teachers as "policy workers": policy subjects whose work is shaped and constrained by policy discourses and imperatives, and policy actors who mediate, translate and resist these. We compare the two policy contexts and consider how policy discourses appeared and were contested in teachers' initial online questionnaire responses.

The purpose of this paper is to share insights gained from the discovery, design, and delivery phases of creating a three-tiered model of non-academic learning support in open, distance, and flexible learning (ODFL): "Learner Engagement and Success Services (LESS)", at Open Polytechnic | Te Pukenga, New Zealand. Presented as a case study, this paper discusses the early vision of the model, examines current understanding relating to learner support and engagement, and describes the successes and challenges faced in bringing this vision to reality. It outlines challenges relating to the emergent use of learning analytics (LA) in identifying "exception" learners, the contestability of ethical use and choices of data, and the rapid evolution and devolution of commercially available communication tools. The tiered model is described as a scalable blend of human and technology-enabled interventions and services, underpinned by the values of agency and equity. The components of this model could be replicated, and its success is measurable.

While fully understanding the multi-faceted role of universities and other higher education institutions, Professor Edwards advocates for the status and value of teaching, particularly in times of emphasis on research outputs and league tables. He draws on his reflections from more than four decades of experience of teaching at university level plus involvement in teaching development, including his views on what makes a good teacher and a set of principles of good teaching. His views are shared on culture and evaluation as key parts of successful teaching. The final section of the paper presents a case study of his support of teaching in the past nine years as President of a privately owned international tertiary institution in New Zealand. The paper concludes with a battery of questions for conference participants' own reflections on teaching. Of course, he recognises the importance (and competing pressures) of teaching, research, service and administration in the lives of today's academics. [This paper was the Keynote Address at the International Conference on University Learning and Teaching (InCULT): "Revolutionising Education: Challenges, Innovation and Collaboration" (9th, Concorde Hotel, Shah Alam, November 28-29, 2018).]

My PhD study explored the experiences of a cohort of Iranian doctoral candidates in New Zealand. This paper presents my response to the unexpected challenge I faced as I collected data and formed my theoretical framework. I found that Western interpretations of non-Western international students largely ignored social-cultural specificities. I navigated this challenge by drawing from the postcolonial concepts of ambivalence, uncertainty and cultural hybridity to make sense of the way Iranian doctoral candidates' experiences in a Western university were analysed and understood. First, I conceptualised the knowledge journey of the research participants as a Hijrat -- an Islamic and Persian cultural metaphor that refers to the experience of departure from one's homeland. Second, I drew from postcolonial theory to manage the West/non-West binary. This paper offers non-Western doctoral candidates and their Western supervisors an example of how cultural congruence can be understood when completing a PhD study in the West. In a general sense, it is important to acknowledge and critically explore the impacts of past socio-political experiences and practices (e.g., colonisation) and historical knowledge traditions (e.g., Islamic) on present thinking and practices.

This paper discusses changes taking place in the delivery of work-integrated learning (WIL) in a Faculty of Maori and Indigenous Development in Auckland, New Zealand. WIL in the faculty utilized a model adopted from a business school which did not recognize key aspects of the students' lives and expectations, in particular the strong connection that Maori students can have with their communities. Over time the nature of the WIL experience is moving to a model based on Maori values. Indigenous models must be relevant to and driven by a community's underlying values, as many students feel primary responsibility to their community, and second to the academy. This paper is part of an ongoing reflection on how WIL placements in Te Ara Poutama at Auckland University of Technology can fulfil wide-ranging expectations of students and their communities and help develop a coherent Indigenous framework for WIL.

Responses to COVID-19 impacts have shown how quickly universities can change, given the impetus. However, global disruptions to university learning and teaching have not yet been matched by any significant change to university leadership. Taking gender equity as our focus, we argue that pedagogical disruption should extend beyond the classroom to reshape academic leadership. In this commentary we critically reflect on the question 'How can university leaders share power to nurture caring and ethical academic leadership'? Taking some cues from disruptions to university learning and teaching, we call on the work of bell hooks to propose a holistic vision of university leadership as a form of critical pedagogy -- 'engaged pedagogy'. We draw on combined experience in professional and academic roles at six universities in Australia and Aotearoa New Zealand to share composite vignettes of holistic leadership practices grounded in integrity, collaboration and personal wellbeing. Our commentary concludes with practical suggestions for changing university governance in a time of disruption so that leadership as engaged pedagogy can be practised more widely.

Creating information literate students and future employees is an expected outcome of a tertiary education. This paper shares insights from a successful collaboration between an academic and three university librarians to create an online learning module designed to develop students' professional information literacy capability: identifying business information types, searching online databases, and evaluating quality using a new indigenous-informed evaluation approach. Student learning was measured using reflective tasks and assessments. The paper challenges teachers and librarians to consider ways they can collaborate to explicitly embed information literacy (IL) skills development into large disciplinary courses, particularly during the transition into tertiary learning, to enhance lifelong learning capability and meet future workplace IL demands.

This paper explores the experience of emotion for eight preservice teachers as they learn to assess their students while concurrently being assessed. This qualitative study utilised semi-structured interviews and assessment-related artefacts. Findings indicate that emotional engagement influenced preservice teachers' assessment decision making. The teachers also experienced emotional reactions as in turn they were assessed. This paper argues for the need of preservice teachers to be cognisant of the influence of emotion on themselves and their work, to allow them to better rationalise their assessment decision making and reflect on their practice.

During New Zealand's unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand's largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods; however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the va/wa with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.

The appointment of the University of Waikato's first Assistant Vice-Chancellor Pacific in February 2019 was an important milestone, not only recognising years of work and dedication by numerous Pacific and Maori staff, but triggering a new strategic direction for 'Pacific at Waikato'. This paper explains that journey, one that is underpinned by Pacific cultural legacies, strengths, values and identity; built on talanoa-va; informed by research, data analytics, student and community voice; combined with strategic thought and planning; and outworked in the pan-Pacific epithet, 'imua'. This is a story of resilience, determination, negotiating a pandemic, problem-solving and innovation in an environment that seeks a 'culture of belonging' and where Pacific learners are encouraged to be themselves in the pursuit of educational achievement. This paper will be of interest to education providers, stakeholders and policy makers.

Increasing diversity in engineering, which is a goal of the profession, education and government, starts with increasing the diversity of those choosing to study the discipline. This paper focuses on girls' engagement in engineering. Data is from a survey of girls attending a university open day and interviews with practising female engineers. The notion of "possible selves" is used to explain patterns in their responses. Both prospective and participant groups indicated that family, friends, teachers and societal messages informed and influenced their view of what engineering involved and who could be an engineer. Practising female engineers identified the impact of school subject choices, 'hands-on' and practical home experiences and the nature of the lecturer and peer support. This paper contributes to discussions of when and how to encourage girls into engineering, offering evidence that a comprehensive approach is needed that includes the community, schools and tertiary institutions as well as the profession.

Distance or online learning is more than simply uploading and delivering learning resources to learners but in fact, it is a process that provides learners with autonomy, responsibility, flexibility and choice. This can be a challenge for many academic teachers. In 2020, as universities globally shifted to online learning, in response to the impact of the COVID-19 pandemic, a variety of staff have supported colleagues to develop e-learning techniques 'just-in-time' for effective delivery to students in fully online platforms. This has required a transformation of educational development and faculty support globally. This paper will reflect on mechanisms of support demonstrating tailored staff support to transform education in three case scenario contexts, during the impact of the COVID-19 pandemic in three different countries. Our case studies illustrate that support lies beyond technological capability building to also incorporate the essentials of holistic well-being and resilience reinforcement. This paper demonstrates temporary solutions to a global crisis in online education and reflects on lessons learnt and how e-teaching and e-learning support may transform beyond the pandemic.

It has long been established that education is both a colonial and imperial tool that enables colonizing nations to establish themselves in foreign territories. This paper explores New Zealand's historical and contemporary role in the Pacific and how the country has leveraged higher education to both strengthen and continue its ongoing colonial and imperial projects. Utilizing current understandings of critical internationalization this paper will examine the lengths that New Zealand has gone to in order to protect its international standing as a gateway to the Pacific.

It is essential that teachers are prepared to teach te reo Maori speaking children so that Maori tamariki enjoy equal and equitable opportunities to succeed as Maori (Education & Training Act, 2020). This article draws on research undertaken for my master's degree which investigated teacher preparedness to teach te reo Maori speaking children in mainstream primary schools. Key findings included an awareness of how language and culture impact on identity and educational outcomes. Although participants acknowledged the absolute necessity that te reo Maori and tikanga Maori are included in all aspects of the education setting, they also reported that tikanga Maori is a more comfortable space to be in than te reo Maori as there were clear connections to their own values. Four key themes emerged from the findings which I promote in this paper as key factors for teacher readiness to teach reo Maori speaking children. These are: Kia rite (be prepared), Kia hono (be connected); Kia tatatiako (be culturally competent and responsive) and, Kia whakauruuru (be integrative). This article discusses the four factors listed above and implications for tamariki, their whanau, teachers and Initial Teacher Education (ITE) providers.

A critical part of supporting the development of students' algorithmic thinking is understanding the challenges that emerge when students engage with algorithmatizing tasks--tasks that require the creation of an algorithm. Knowledge of these challenges can serve as a basis upon which educators can build effective strategies for enhancing students' algorithmic thinking skills. This paper presents three illustrative cases of emergent challenges evident as students grapple with the process of creating an algorithm. The first challenge highlights discrepancies between the method with which students solve a problem and the algorithm they create, and claim would, when implemented, solve the same problem. The second challenge pertains to the persistence of students' normatively incorrect algorithms, despite going through multiple iterations of testing and revising. Finally, the third challenge concerns issues around the use of test problems for supporting students in their creation of generalized algorithms. These three challenges are discussed using student data (illustrative cases) from three different mathematical algorithmatizing tasks. Suggestions are put forth for addressing some of these challenges, with a particular emphasis on practical pedagogical suggestions for cultivating students' mathematical thinking in the context of algorithmatizing tasks.

This paper examined whether a younger starting age of formal instruction on a foreign language is beneficial in expanding circle countries. An experimental study was designed to examine to what extent the five varieties of English language teachers are intelligible to Japanese- (JSLs) and Korean-speaking language learners (KSLs), who have different starting ages of formal English education. First, 132 JSLs and 214 KSLs participated in a listening test where the accents of audio stimuli were varied. The results showed significant differences in the listening test scores between the two groups of learners and among the five varieties of English. It was found that KSLs who started learning English language at an early onset demonstrated proficient listening performance. These findings provide support for the premise that "younger is better" in development and persistence of L2 sound identification. At the same time, both JSLs and KSLs demonstrated sensitivity to input varieties of English. This highlights the importance of exposing students in the classroom to various English accents that may encounter in real-world situations.

Performance ethnography is a form of performed research that creates a theatrical representation of ethnographic inquiry. Walford (2009) proposes that frequently performance ethnographers neglect traditional ethnographic practices such as participant observation and substantial time in the field. This paper draws on research which investigated the practices of a performance ethnographer who adopted a sustained ethnographic orientation throughout the interconnecting phases of fieldwork, analysis, interpretation and representation (Wolcott, 1995). The paper considers how these practices influenced, shaped and enhanced the researcher's theatre making practices. The research revealed that the embodied and tacit knowledge generated through a performative approach to ethnographic inquiry lends itself to a layered and rich style of theatre making that involves more than a transference of verbatim text into a script. This paper documents the performance ethnographer's commitment to sustained ethnographic processes as she synthesizes detailed and complex insights into an action-based, artistic theatrical representation.

Key international and Australasian bodies have reported research suggesting the accounting profession is one of the most vulnerable to disruption through automation and changed business models. But research discussed in this paper confirms that while component parts of an accounting 'job' will be replaced by technology, the capabilities required to perform remaining accounting and finance activities would not only endure, they would spread across many non-accounting roles. This report presents the findings from the final stage of a validation process that was conducted by Chartered Accountants Australia and New Zealand (CA ANZ) across Australia and New Zealand. The report confirms 24 capabilities, including six considered essential requirements for every professional seeking to work in accounting, finance, and related work roles. The findings provide evidence that these capabilities, in contrast to recent reports suggesting employment opportunities for accounting graduates are in decline, can create opportunities for sustainable careers. The validation project and survey results provide unexpected insight into the capabilities of different age groups and professionals at different career stages that are considered important. The research outlined in this paper will not only inform continuing professional education for members but also help refine the design of post-graduate curriculum and continuing professional development.

Human nutrition is a growing field with an increasing job market and high demand for university study, yet graduates report feeling underprepared for and unaware of potential job opportunities. This scoping review aimed to identify employment initiatives used in undergraduate programs to support an evidence-based approach to the development of future initiatives for human nutrition courses. The scoping review following PRISMA-ScR criteria was initially conducted in October 2018 and updated in April 2020. Search terms were selected to identify studies that reported on employability or work-readiness embedded within the course curriculum for undergraduate students. Fourteen papers met the eligibility criteria. Papers included were from Australia (9), United Kingdom (2), United States (1), New Zealand (1) and Germany (1). Papers described initiatives fitting broad categories of placements, project-based industry collaboration, practice-based eLearning, mentoring and building graduate attributes. Placements were the most common type of initiative and project-based industry collaboration demonstrated the highest levels of student and employer satisfaction. The success of initiatives was often attributed to incorporating diverse approaches to real-world, problem-solving skills. Mentoring and eLearning were used to promote employability soft skills, while industry-based placements provided students with practical experience. Placement in specific workplace settings should be representative of the diverse job options for nutrition graduates. Human nutrition degrees should consider incorporating strategies that develop soft skills and project-based skills while exposing students to diverse workplace settings within industry.

The New Zealand Certificate in Early Childhood Education and Care (Level 4) programme was designed and developed when a Level 4 early childhood education qualification became mandatory for all educators working with children and families in the New Zealand early childhood education home-based sector. This occurred at a time when Open Polytechnic was undergoing a transformational change programme to ensure ongoing innovation in open distant flexible learning (ODFL). This paper provides insight into the design and development of a fully online, Level 4, early childhood education and care programme. Several "stories" focus on pedagogy that empowers learners in an online flexible distance learning environment, innovative teamwork, and initial feedback from stakeholders. The pedagogy underpinning the development of the programme is informed by the integration of sociocultural and constructivist theories with information communication technology (ICT), as specified by "The Pedagogic Model of Integrating Constructivist and Sociocultural Learning Principles with Information Communication Technology," key educational design principles, and the assessment approach. In the first phase, work focused on designing at a programme level; work in the second phase developed the three courses that met qualification specifications set by the New Zealand Qualifications Framework (NZQF). The desired pedagogy and innovative teamwork resulted in very positive initial feedback from stakeholders. The paper recommends that feedback from stakeholders be formally collected in the new year.

Universities globally have continued to strategically increase work-integrated learning (WIL) opportunities for students to enhance graduate employability. However, meeting the needs of the increasing number of placements in industry settings places challenges on employers and academic programme coordinators. This paper examines an innovative teaching and learning initiative demonstrating non-placement WIL practice on-campus and online through an exercise prescription clinic (EPC). The benefits provided by these opportunities have not only been for student learning, but for clients, in particular those impacted by neurological and/or muscular skeletal problems. The development of the on-campus EPC has focused on key elements of good practice in WIL highlighted by Agnew, Pill and Orrell (2017). The recent Covid-19 pandemic and the related government restrictions have resulted in the on-campus EPC being flipped online, requiring adaptability and flexibility of both students and clients. This paper reinforces the importance of developing WIL experiences that enhance the learning outcomes for both the student and the client. It also highlights the transferability of authentic industry non-placement WIL clinical experiences for future health professionals to both on-campus and online settings, which enable students the opportunity to engage with a range of clients in a safe environment, enhancing both personal and professional learning outcomes.

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.

This paper investigates the interactions between context and professional development of physics instructors in a case study of two physics faculty. A phenomenological-case study approach was used to analyze two physics faculty at different institutions over a year and a half using three semistructured interviews each. The data enabled the identification of relevant context elements; the impact of these elements on physics faculty was explored by adapting a framework that examines instructors' professional development. The analysis shows that both case study subjects used their physics expertise and growing understanding of their context to develop their physics teaching. However, this growth was enacted differently given the nature of their context, highlighting instructors' strengths in navigating their local context to improve their physics teaching. The results show the subtleties of how context has a salient, complex, and evolving role in moderating faculty's professional development. By taking a faculty-centric approach, this paper broadens the community's awareness of the ways physics instructors develop their physics teaching. This work contributes to a relatively new lens by which the physics community views, discusses, and supports the professional development of physics faculty.

This paper explores perceptions of work intensification around the world. Underpinning this analysis is C. Wright Mills' (1959) argument that many personal troubles are public issues, and the notion that a significant dimension of the privatisation of public education, a concern of public education advocates worldwide, is the ways in which school work has become a private issue. One hundred and thirty interviews were conducted with education stakeholders across Australia, England, New Zealand and Canada exploring the issues of work intensification, school autonomy and accountability policies. The paper argues that the work done in public schools is increasingly becoming a private problem as a result of policy interventions. It suggests that we need to widen the scope of defining publicness in education beyond that of governance and funding to include consideration of how work is organised and experienced.

Many Open and Distance Learning (ODL) providers report that their students are prone to lower rates of retention and completion than campus-based students. Against this background, there is growing interest around distance-specific learning support. The current research investigated the experiences of students during their first semester as distance learners at Massey University in New Zealand. The overarching methodology was Design-Based Research, within which phenomenological data gathering methods were used to study the experiences of twenty participants from their own point of view. Using video cameras, over twenty-two hours of self-reflections were gathered between July and November 2011 using a technique adapted from previous studies. A grounded theory approach was applied to the process of thematic data analysis. Results revealed how participants varied in their engagement with learning supports, including orientation events, outreach activity, cultural services, learning consultants, library services, fellow students, lecturers, residential courses, and other people. The discussion reflects on clusters of participants who utilised learning supports effectively, moderately and barely. The paper concludes by summarizing how the current research has had an impact on the design of learning support services at one of the world's leading providers of distance education. [This paper has been awarded an ICDE Prize for Innovation and Best Practice on the theme of Impact at the 25th ICDE Conference, held in Tianjin (China) in October 2013.]

Recent university graduates face an ever-changing professional landscape where it can be challenging to find jobs that lead to successful careers. This is particularly the case for emergent professions such as Creative Technologies, given the changing nature of technology and the value as well as the challenges of working across traditional disciplines. This paper presents a research project that seeks to help fresh creative technologists get better work opportunities in a changing landscape. Students, alumni, and industry experts were interviewed to identify current perceptions and practices, opportunities and challenges, and to generate insights that inform the design of future solutions. Three themes were identified from these interviews: unexplored existing opportunities, a demand for employability skills, and the need for better student-industry interactions. The first refers to opportunities that may already be available but lack sufficient recognition or need more visibility. The second points to the need of an ongoing dialogue between academia and industry to identify the changing landscape of skills in demand. The third highlights the need for creative collaborations across sectors and actors to increase the interaction between students and potential employers. The insights from this study inform the aspects that need to be addressed to design solutions that help Creative Technologies graduates start their careers in the right directions. The research raises new questions about why and how universities in the future can engage stakeholders to make the most of existing untapped opportunities and restructure processes to align with changing demands in industry.

With the increased adoption of online learning (even greater as a result of the COVID-19 pandemic), online asynchronous discussions have become a mainstay of many online learning platforms. As teachers struggle to communicate and connect with students due to the forced transition online, we can better appreciate the differences between traditional nonverbal communication in a face-to-face environment and that of online nonverbal communication. Because digital literacy underpins the whole online learning experience, and because nonverbal communication (NVC) cues such as body language and paralanguage are not visible in asynchronous text-based online learning, this paper presents the relationship (if any) between electronic nonverbal communication (eNVC) and teaching/social presences and digital literacy, as well as its role in student motivation and engagement. A correlational study was conducted using surveys to gather data from 88 Level 5 Business Area students. The data was analysed using a Pearson's correlation analysis. The study has found that there is a correlation between eNVC and the social/teaching presence and digital literacy in the asynchronous online discussions, and that eNVC is related to teaching and social presences, but not to digital literacy.

Engaging and motivating learners to successfully complete their studies are crucial elements for the success of distance educators around the world. The researchers' AIM newsletter, which is formatted in accordance with motivational learning theory, has been delivered to first-year learners in economics at Open Polytechnic of New Zealand from 2010 to 2022. AIM is an acronym for Academic content, Information for the course, and Motivation--three critical elements that are required to meet the challenges of effective online course facilitation. This paper uses Keller's IMMS to evaluate the learner's perspective of the AIM newsletter. Results show that learners consider AIM newsletter attracts the learner's attention and provides relevant links between theory and current world examples, linking the learner's own experiences, increasing their confidence in the course, and providing overall satisfaction with the learning experience. In essence, AIM newsletter provides an effective and efficient method of delivering and motivating learners throughout their studies.

This paper reports how I addressed the issue of extensive missing values in my PhD study, "Digital Competencies of High School Mathematics Teachers". I collected data using an online survey. Several methods exist to address the issue of missing values. I utilised multiple imputation (MI) as it provides more accurate results. The mean scores and scale reliability of survey items changed after imputation. While addressing the missing values, I observed my focus was completely shifted from the analysis of the survey to developing an approach to imputing missing values. Researchers should be ready for complex and challenging situations. Once encountered, they should use that challenging situation to instigate creative tension -- a force that moves us closer to our goals -- to motivate themselves and to learn new things. I used creative tension to move from the issue of missing values back towards my initial research goal (preserving sample size and a complete dataset for analysis).

Problem-solving abilities, creative and critical thinking, communication skills, and teamwork are now recognized as fundamental determinants of professional success, especially in vocational professions, such as veterinary science. Tertiary education is now obliged to provide opportunities for students to become proficient in these qualities. With this in mind, the principal author, an equine science senior lecturer, attempted to increase student engagement by developing a new active learning, student-centered one-hour teaching episode on 'equine diarrhea', to replace the traditional didactic lecture format. The aim of the study, therefore, was to share the principal author's journey in the development and implementation of this active learning episode and to explain why it represents a simple but effective method of promoting student engagement. In addition, the adaptation of this method into an online teaching and learning format is briefly discussed. The effectiveness of this active learning method is also explored by comparing it with the traditional didactic method of delivery. Students in the active learning class reported that the learning activity had enhanced their skills in clinical reasoning, problem-solving, and communication. They also described themselves as active participants in the learning process. Students in the traditional didactic class reported that they were satisfied with the time allocated to the lecture, felt that the lecture was well organized and managed, and subsequently felt adequately prepared to answer conventional examination questions relating to equine diarrhea. Other issues, such as student resistance to changes in teaching formats, the effectiveness of group work or teamwork, levels of student confidence within an active learning environment, and the importance of high-quality facilitation during active learning activities, are also discussed in this paper. Although the active learning method described is not novel, the authors hope that fellow educators, across any tertiary discipline, might find that the method described represents a quick and simple method of transforming a single didactic lecture into an enjoyable and engaging learning activity.

This paper reflects on the history of adult and community education (ACE) in Aotearoa New Zealand with special reference to older people's learning. The paper adopts a critical framework and draws on both primary and secondary sources. Key economic, political, social, demographic and cultural forces are discussed along with the huge growth in tertiary education, the increasing pressures on people to continue their education in later life, and the impact of social movements on this expansion. This growth in tertiary education has not been paralleled by a comparable growth of ACE, and I argue that the history of ACE is in fact more complex and subtle, with many different stories being told. I then discuss the history of older adults' learning and report briefly on some ACE programmes which have emerged over the years and some trends in government policy with special reference to the New Zealand Positive Ageing Strategy and its implications for older people's learning. In the light of the positive ageing rhetoric I also raise questions about the very limited government investment in ACE generally and in particular in older people's learning.

This paper discusses the findings of a research study that gathered and analyzed recruitment and retention strategies employed by 50 teacher education programs (TEPs) in Canada, the United States, New Zealand, and Australia to increase the number of Indigenous teachers. It discusses several recruitment and retention strategies that were found to be successful in this regard, highlighting the importance of facilitating access, eliminating financial barriers, and offering Indigenous-centric programs.

This report shares the findings and lessons learned from an investigation into the economics of disaggregated models for assessing and accrediting informal learners undertaking post secondary education. It presents some key economic and governance challenges for universities to consider in implementing OER assessment and accreditation policies. It also includes discussion of findings from a small-scale survey conducted by two of the authors on perceptions, practices and policies relating to openness in assessment and accreditation in post secondary institutions, with a particular focus on the "OER universitas" (OERu) concept. [This paper was presented at the OpenCourseWare Consortium Global Conference (Ljubljana, Slovenia, April 23-25, 2014).]

This paper presents a small-scale qualitative investigation which explored early first-year transition experiences of pre-service teacher students. The study took place in one university in Aotearoa New Zealand, involving 24 students and three co-researchers from a Faculty of Education. Perceptions of students' transition experiences were gathered through an essay task six weeks into the first semester; data were analysed using Bronfenbrenner's (1979) ecological theory to identify barriers and enablers related to students' transition experiences in various contexts. Diverse transitions accounts of 'becoming a pre-service teacher student' were analysed as being complex and intertwined with historical, social, cultural and political elements. These findings have implications for providers and educators of pre-service teacher programmes. Purposeful application of Bronfenbrenner's theory to identify, name and understand how various transition barriers and enablers impact wellbeing and resilience could open up a more visible, shared and understood transition experience.

Physical education (PE) is often perceived as a learning area of lesser importance than others, for instance literacy and numeracy. Arguments for raising its status and gaining a greater share in the school day founder on uncertainty as to just what is educational about it, and on the view that really it is no more than skill acquisition and improving fitness with a few games thrown in. The majority of teachers tasked with teaching it in New Zealand primary schools may have had very little or no specialist preparation in PE theory and pedagogy. It is increasingly being left to outside providers to step into the breech. This paper outlines a way of reframing PE that widens its scope and potential for learning, makes PE teaching much more accessible to teachers who do not see themselves as experts in this area, and may enable teachers of all levels and expertise to explore and enrich the PE experience of their students. This approach is summarised as going "beyond skills" and "fitness." It is unpacked and located in relation to existing pedagogical approaches before recounting how it was enacted with several cohorts of initial teacher education students in a New Zealand university. Readers may find useful the table of PE activities and how they can be invigorated within creative and diverse contexts. This is a practice paper, and is designed to appeal to the demand of busy teachers for examples of the theory in action. But it is also a call for teachers to reflect on those practices, and in particular the implications of large scale abdication of teaching to non-professionals.

This paper emerges from the critical thinking, research, and evaluation which informed our most recent programme review during which we debated the question, "How do we educate people for quality teaching in the future?" Drawing on research, stakeholder feedback, and graduate voice, four key influential characteristics are identified. The paper explores some of the implications for the development of teachers who can be effective now and also into the future. Firstly, it is important that the ITE programme is shaped by a research informed Conceptual Framework which is owned and 'lived' by teacher educators and student teachers. Secondly, a holistic developmental approach to teacher development will focus on how student teachers learn to be and become quality teachers. Critical to this reflexive and developmental approach is the disruption of a technicist view of learning and teaching and the development of an alternative image of teaching (Chang-Kredl & Kingsley, 2014; Norsworthy, 2008). Teaching is a most complex endeavour for which student teachers need to develop specific dispositions such as being gracious, being teachable, and being secure. Thirdly, it makes a difference to student teachers' thinking when their developmental journey is contextualised within hopes and realities that are 'bigger than me' and beyond the immediate. In New Zealand, this includes contributing to the aspirations and hopes captured within NZ Curriculum and Te Whariki. A very influential component of ITE to increase the likelihood of this occurring is student teachers' development of a Passionate Creed (LaBoskey, 1994). When they clearly articulate the passion which inspires and motivates them then, through reflective practice, they will know how to nurture and sustain a sense of call, responsibility and commitment to the vocation of teaching through and beyond the specific challenges faced by beginning teachers (Agbenyega, 2012). Fourthly, teacher educators who contribute to development of quality teachers now and into the future do not just talk about the alternative image of teaching (Bell, 2010; Loughran, 2016). They nurture the student teachers' development through a progression where effective pedagogy and reflective practice are modelled and then required. Theory, practice, inquiry and reflection work together in an ever developing 'spiral of learning'. This approach helps student teachers know what they should know and how they should integrate skill and knowledge into practice, but also why each component is included (Biesta, 2009).

In this paper, we consider the implications of a commitment to acknowledging the role of context within a research practice partnership. We outline the approach to doing so within a design-based research intervention with 42 schools across three Pacific Island countries to improve literacy learning and language development. In doing so, the paper identifies context as a central concern for student and teacher learning, for schools as organisations and for intervention implementation. We draw on theories of context from each of these research bases to consider how aid interventions can best contribute to enhancing student learning outcomes across varied student populations in a way that is contextually appropriate, and builds sustainable local capability for ongoing improvement. In considering these concerns we argue for the potential of a design-based research approach, based on the Learning Schools Model (McNaughton, Lai, Jesson & Wilson, 2013) to incorporate "co-design" of the intervention. We exemplify how the process of jointly designing the content and implementation within preset phases of implementation is possible in ways that draw on the varied expertise of in-country and external partners. The focus on collective knowledge building, collective problem solving and sharing practice within trusting relationships is considered to foster capacity for sustained adaptation and improvement at local levels. We believe such an approach is relevant to the challenges faced by Pacific Island Ministries of Education and their aid donor partners in designing effective interventions for learning improvement.

The national bicultural early childhood curriculum in New Zealand, Te Whariki, and the Graduating Teacher Standards require that graduating teachers are competent in Maori language as well as English, and have an understanding of aspects of Maori knowledge. However, research shows that teachers are not yet proficient in the skills needed to deliver the bicultural curriculum effectively. This paper explores the role of teacher-education providers in equipping their graduates to deliver that curriculum. Framed by an appreciative inquiry approach, data were collected from courses displayed on the websites of ten early-childhood tertiary teacher-education providers, followed by interviews with four participants from one provider. Findings revealed that providers considered their key role was in developing student teachers' cultural understanding and commitment. Although the paper focuses on a bicultural curriculum in Aotearoa New Zealand, the findings have implications internationally for lecturers who seek to provide student teachers with culturally inclusive programmes.

Learning online from home bubbles through the use of information communication technology (ICT) stretches the engagement and enactment of "va" (relational connections) between students and lecturers as well as Pacific people in the community. In this paper, "talanoa" is used to capture students' online learning experiences and their perceived understanding of connections. Such experiences are embodied in people's interactions, conversations, problem-solving, knowledge sharing and exchange of ideas and practice. As the "va" space online between lecturer and student as well as people in the community is physically "mama'o" (distanced), the perceived space of learning connection raises concern over ethics and practice. Engaging in open talanoa of the uncertainties linked to online interactions within the post-COVID context and the place of "va" ethics can lead to "talanoa malie" that highlight possibilities and solutions.

One impact of the global pandemic of 2020 was a rapid shift in the delivery of work-integrated learning (WIL) to remote activity among WIL practitioners, students and educators alike. Along with professional practice research in higher degrees, WIL practice, including placements and non-placements, responded actively and sometimes reactively to the challenges of sudden transition to online environments. What strategies - pivots and pirouettes - did WIL practitioners use to weather the storm of Covid-19? What does this tell us about the nature of WIL? This paper captures the seemingly overnight response to shifting work-based learning to online and other spaces. With change came the opportunity to reflect on the varying areas of WIL: from the practical processes of ensuring students are cared for to pivoting to the learning opportunities it presented in building digital literacies and adapting to the global future of work. This study is a Trans-Tasman collaboration of four WIL practitioners exploring their responsiveness to disruption in WIL contexts. We present collective autoethnographic responses to such themes as disruption, becoming resilient, pivoting to change, changing perceptions of WIL and the legacies of the pandemic. These themes apply to learners and educators alike, and our words embody the experiences of both groups. Our responses to phenomena highlighted this need for resilience and agility. Methodologically, the researchers' micro-narrative responses to key themes structure themselves into a macro-narrative that demonstrates the lived experiences of the researchers as educators in the WIL space and explores implications for ongoing and future practice.

This paper reports on a study investigating the use of digital devices by language students at universities in New Zealand, Sweden and Germany. The study also examines the use of social media for learning a foreign language in an institutional context, using survey results from language students in the three countries. Based on an online survey (n=156) with foreign language learners in Sweden, Germany and New Zealand, everyday use of devices and applications by students is compared and analysed applying the digital literacies framework described by Pegrum et al., 2018. Focusing on digital tools (including devices and applications) which facilitate informal communication, we attempt to answer the research questions: "How do students interact and communicate digitally / using social networking in educational contexts and beyond?" and "How do students use online tools, devices and applications, for information retrieval and learning?" The results provide a rationale for why students' everyday habits when using such tools should be considered in educational contexts. This exploratory study also describes how devices and applications can facilitate second language acquisition and can be used in a language education context. We recommend guidelines for teacher trainers regarding the development of digital literacies in foreign language teaching.

The current world crisis of COVID-19 has enforced international lockdowns in educational institutions, necessitating that these institutions quickly transition to online learning. In mathematics education studies, where collaborative problem-solving is considered a necessary pedagogical approach, lecturers have had challenges incorporating collaborative problem-solving in an authentic manner. There are now also complex living and learning contexts in which the students have to undertake their learning processes. This paper examines students' experiences of the rapid transition to online learning and their perceptions of the advantages and barriers that ensued. A small comparative case study was used to explore the complexity of the situation, within rich, authentic settings. Questionnaires and semi-structured interviews were used. The participants found that personal circumstances related to having children and partners at home while they studied, and aspects such as not interacting directly with other students to clarify and mediate their thinking, led to major initial frustrations with collaborating. While some of these continued throughout lockdown they did adjust and recognize that the advantages, such as a mix of formal and informal digital pedagogical media, gave them greater flexibility and led to deeper reflective thinking. We contend that some elements related to the adaptions made should become permanent features of face-to-face learning.

Building a technology-driven world appears to be the main motivational force behind students choosing to undertake engineering studies. The first year of engineering education plays a significant role in demonstrating sufficient mathematical and scientific rigor to satisfy these motivational factors. The common applied mechanics courses play a central role in achieving this. At the same time, a vast majority of students suffer from a lack of the necessary mathematical skills and analytical orientation for various reasons. Due to different educational philosophies and teaching pedagogies, a lack of proper integration between mathematics and applied mechanics is common. Several efforts were made to build better curriculum, teaching, and learning systems, resulting in widely varied solutions, but most of them require drastically different implementation approaches. With sufficient rigor in teaching and assessment, the first-year applied mechanics (common) courses designed for engineering students can solve students' mathematical and motivational lapses and help bridge the gaps between pre-university and university education endeavours. This paper presents evidence supporting this argument. In particular, datasets collected from the direct experiences delivering the first-year static and dynamics courses to many students over the past decade and a half are analysed to establish the proposition.

Educational transitions are widely recognised as being key points that can influence a student's later success. Transitions are not limited to the beginning of a period of study; they can occur at any stage. The adjustments that come with transitioning can be unsettling and isolating. These feelings can be compounded by the nature of the studies and the distance from the place of study. This paper reflects on the importance of recognising that the transition from being a student within a cohort to being an independent thesis student can be quite isolating for many students, especially those who are studying at a distance. In an attempt to provide extra support and to minimise the effect of isolation, team supervision was trialled for two groups of distance supervised Doctor of Business Administration students based in China. The model incorporated peer groups and research communities for students with similar research topics. Overall, the pilot was successful in supporting the students' transition, but identified the need for flexibility to manage students who progress at different rates.

Building on Shulruf, Hattie and Tumen (2008), this work examines the capacity of various National Certificate in Educational Achievement (NCEA)-derived models to predict first-year performance in Biological Sciences at a New Zealand university. We compared three models: (1) the "best-80" indicator as used by several New Zealand universities as a predictor of grade point average (GPA); (2) the "best-80" as a predictor of outcome grade in biology courses and (3) "domain status" in biology and chemistry as a predictor of outcome grade. These models span quantity, quality and competency measures in examining student performance and success at both university-wide and specific disciplinary levels. Results show that the models explain between 25 and 45% of the variance, which may present challenges if one of these models were to become the sole determinant for enrolment and limitation of entry policies, but can be useful in an advisory capacity. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, "Has institutional research come of age in Australia?" in Geelong, 10-12 November, 2010.]

The scope of institutional research (IR) undertaken in Australasian universities is progressively expanding. A traditional focus on student life cycle elements such as enrolment, retention and satisfaction has been complemented for some years now by other areas of focus including research performance and community engagement. More recently, university rankings and national policy-driven topics such as academic standards have joined the agenda. In Australia, performance-based funding for student outcomes has been introduced, to be joined by deregulation of the student market from 2012. In New Zealand, the reform agenda is more progressed in some respects, with the introduction of student demand-driven funding in the 1990s. Reasons for this broadening IR agenda in both countries include increased competitive pressures within the higher education sector, increased external scrutiny of institutions by regulators, funding bodies and rating agencies, and the development of more comprehensive performance indicator frameworks, both within institutions and by governments. At first pass, this menu of research topics and drivers might suggest that IR in Australasia has indeed "come of age". While this is clearly the case in terms of relevance, it is contestable whether this is also the case in terms of maturity and capacity: it is in this regard that practitioners risk "coming unstuck" (a reference to the theme of the AAIR 2010 Forum). This article explores these issues drawing on the experiences of two Australasian universities, one from each side of the Tasman Sea. The authors suggest that three types of factors--structural, process and cultural--influence the ability of institutions to maintain a sustainable and effective IR function and to undertake proactive analysis. They conclude that there is a range of tools now available to practitioners and leaders to allow their institutions to adjust to the new realities of the higher education sector. These tools point to a sustainable operating model for the future, focused on supporting strategic agenda-setting rather than conducting historical analysis. [This paper was first presented at the Annual Conference of the Australasian Association for Institutional Research, "Has institutional research come of age in Australia?," in Geelong, 10-12 November 2010.]

Inspired by the 'teaching as inquiry' model, we initiated a focusing inquiry on 2,811 English diagnostic tests that were taken in 2014-2015 by first-year students entering the Health Sciences programme at the University of Otago, a programme for aspiring health professionals. That inquiry aimed to improve the first-year paper taken by students who failed the diagnostic test. Counting and categorizing types of errors, we found that about 56% of all sentences written by these students in the reading comprehension section of the test had an error in grammar, punctuation, or spelling. The first part of this paper examines these errors. The second part of this paper explores the implications of these errors for those students. Our subsequent research revealed significant relationships between grammatical and stylistic competency and tertiary success. Quite simply, we found that students who committed errors of grammar, punctuation, and spelling were less likely to gain placement in health professional programmes such as Medicine, Dentistry, or Physiotherapy.

This paper adds to the nascent literature on teaching research methods and what students learn from courses and assessment. Postgraduate students are often confronted with large amounts of reading, and the content of material can be intimidating. Convincing them also to engage critically with readings is even more difficult. We report on a successful strategy used to help postgraduate students in a qualitative research methods course develop the skills to read efficiently and critically. We outline the synopsis method and report on an evaluation of students' experiences of it as an assessment and learning tool. Evaluation showed that students saw their learning experience as challenging and rewarding and could articulate how the synopsis method was useful for specific reading/writing skills, critical engagement and reflexivity, content knowledge, and motivation. We were surprised students found it novel to be asked to question or critique "published" papers and articulate subjective reflections on them. Our evaluation shows that the synopsis method is an effective learning strategy to improve students' critical reading and writing skills. We argue that in learning the craft of qualitative research, students must understand not only how to summarise and critique but must also master the skill of articulating personal, reflexive responses.