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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]

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]

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]

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]

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]

Copyright of Transformations in Business & Economics is the property of Vilnius University and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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 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 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]

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]

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]

Copyright of Teaching in Higher Education is the property of Routledge and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

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]

This paper presents the findings of a longitudinal study on the effectiveness of an innovative one-year pre-service Graduate Diploma of Teaching (secondary) for teachers of Technology. The timing of this study is significant. Over a decade of review and adjustment to the Technology curriculum, leading to the new learning area of Technology in the New Zealand curriculum, Ministry of Education (), has caused many teachers in New Zealand schools to retrench to an earlier approach or make their own interpretation of curricular requirements. This situation in schools created the need for those involved with pre-service teacher education to prepare programmes that signpost pitfalls while building on students' own strengths and those of the curriculum to cope with the wide variety of interpretation and pedagogical approach of school communities. This paper suggests a way forward. [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.

This paper examines how universities reconcile the need to project themselves as successful global competitors with the need to respond to national policy expectations, particularly around equality. It does so through a comparative analysis of the language used in the publicly available documents of universities in England and New Zealand. While a discourse of ‘distinctiveness’ is employed across the board by universities to denote superiority, there are differences in the extent to which differently ranked universities signify their preparedness fully to embrace economic priorities. The analysis reveals the sidelining of ‘equality’ and its replacement by a discourse of ‘diversity’ and ‘potential to succeed’ which is more compatible with elitism than with social justice. The language of ‘distinction’ and ‘diversity’, it is argued, supports a logic of accumulation - for both institutions and students - in which those who are already advantaged are likely to reap the greatest rewards from a competitive educational market. [ABSTRACT FROM AUTHOR]

For the past 30 years, beginning with the seminal work of Herbert Marsh in Australia and New Zealand, institutions of higher education have developed internal practices and procedures to collect and analyse student evaluations of teaching and learning. However, the question remains: has this development resulted in the achievement of institutional goals that maximise learning across all teaching contexts? As is the case in many other countries, a recent review of Australian national student evaluation data failed to conclude that student evaluations have improved overall teaching. However, these data have made student perceptions of teaching and learning more salient in the minds of tertiary educators. Certainly, teaching staff are aware of the impacts of student evaluations on informed decision-making, such as the continuation or discontinuation of courses, and on their promotion processes. This paper will review student evaluation practices according to criteria used in change theories, such as the transtheoretical change model (TTM). TTM construes organisational change as a process involving progress through a series of five stages: precontemplation, contemplation, preparation, action and maintenance. This paper will focus on organisational and behavioural outcomes that can be linked to the use of student data. It will recommend strategies for better aligning evaluation results to the stages of change. [ABSTRACT FROM PUBLISHER]

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

This paper reports on a major national study of higher education science and engineering learning communities in New Zealand. The scope of the research project along with a description of the methodology and method used in the study together with rationale for the study and research approach adopted are provided here. Details of the theoretical framework and a discussion of paradigm that underpinned the study are presented. A discussion of issues of reliability and validity and measures taken to maximize these also is presented. The paper begins with an overview of the New Zealand compulsory education sector and traces the now multitudinous pathways into higher education nationally. It thus provides a valuable context for this national study of higher education science and engineering learning communities. [ABSTRACT FROM AUTHOR]

Two earlier papers in this special issue detail staff and student perceptions of their higher education science and engineering learning communities for the New Zealand university and polytechnic sectors (Campbell et al. 2008; Cronje and Coll 2008). These findings suggest the students in these communities gradually come to share some of the views and values of the learning community as a whole; we can argue they become gradually enculturated into this learning community. The extent to which this happens, how it happens and the implications are considered here. The research findings suggest students are rapidly enculturated into their higher education learning communities and quickly take on board the culture developed by lecturers and tutors. [ABSTRACT FROM AUTHOR]

This article sets the scene for this special issue of Research in Science & Technological Education, dedicated to understanding higher education science and engineering learning communities. We examine what the literature has to say about the nature of, and factors influencing, higher education learning communities. A discussion of issues in, and synthesis of, research into higher education learning communities completes the paper. This paper clearly identifies a need to better understand higher education learning communities: their nature, influential factors and forces that shape our higher education learning communities. [ABSTRACT FROM AUTHOR]

Over the past 15 years of tertiary sector reform, the nature of academic governance in New Zealand universities has radically changed. Globalization, neoliberal experimentation and managerialist practices have come to characterize a higher education system where the locus of authority is at an ever-widening distance from the majority of academics. This paper uses sociological analyses of organizational structure to explore how macro and micro-level interactions within the managerialist university shape ethnicized, classed and gendered institutional status systems. Drawing on interviews with 43 Māori and Pacific senior scholars in nine universities and Wānanga, we consider the role of scholar 'outsiders' from the point of view of minoritized/ethnicized academics and argue that while academic labour within the institutional margins can be profoundly alienating these sites are less readily accessed by institutional elites and therefore open up possibilities for organized scholarly resistance to the neoliberal status quo. [ABSTRACT FROM AUTHOR]

This paper reports on the results of a two-year study into threshold concepts (TCs) in doctoral writing. The findings informed the development of a thinking to write strategy (the 4×4) that has been implemented as part of a pan-university doctoral writing programme at a New Zealand university. [ABSTRACT FROM AUTHOR]

Purpose – Leadership in educational settings has been established as a key factor that impacts student learning outcomes, consequently it is important to understand how academic leadership is conceptualised and enacted. The paper aims to discuss this issue. Design/methodology/approach – This qualitative study investigated the nature and demands of academic leadership in the New Zealand polytechnic sector by analysing documentary evidence and investigating the perceptions held of the role by 15 academic leaders in four institutions who were interviewed. Findings – Findings of the study highlight the four roles of organisational leadership, curriculum leadership, academic management and academic currency. Participants confirmed that they struggle with ambiguity and tensions. The importance of teams, collaboration and communication are established and the study concludes that an understanding of role complexity to reduce ambiguity and provision of support to perform the role should be key institutional concerns. Originality/value – This is one of very few research studies into conceptualising and researching the enactment of academic leadership in a polytechnic setting. The findings could impact the design of future leadership development. [ABSTRACT FROM AUTHOR]

There is little research on care in higher education, and yet for many of those who teach in higher education institutions, care is an important part of their work. Care in the compulsory education sector has traditionally been linked to the feminine, and this paper considers whether this is also the case in higher education. It investigates how care is conceptualised and gendered in the literature and in narratives of teaching staff from New Zealand universities. It finds that there is much more to care than traditional models offer, and shows how this complexity of care challenges gendered stereotypes. It concludes that a broader understanding of care can help break the link to the feminine and acknowledge the value of care in higher education and beyond. [ABSTRACT FROM AUTHOR]

Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students’ learning experiences. [ABSTRACT FROM AUTHOR]

This paper presents a model of practice for analysing the internationalisation of higher education, and for better providing teaching service and support to both the internal and external other. It is derived from the theoretical analysis of the rationales, concepts and developments of the internationalisation of higher education, and from a New Zealand case study that exemplifies the current trend in the internationalisation of higher education-a shift from aid to trade. In the paper, the author examines the impacts of globalisation and the knowledge economy on the shifting currency of the rationales. The paper concludes that, because of increasing numbers of resident immigrant students, 'the international (other)' is no longer beyond national borders but is within them. Therefore, universities would do well to revisit neglected social and cultural dimensions in the provision of higher education services. [ABSTRACT FROM AUTHOR]

This paper discusses how changing higher education policies and perspectives are impacting on university continuing education in Aotearoa New Zealand, particularly in the light of its decline in England. It describes the context of university continuing education in New Zealand and the strategic and pragmatic ways in which continuing education departments have responded to the challenges of recent years. With the continued encroachment of commodification and credentialism in education, and with the recent election of a rightward leaning government, the paper assesses the prospects for New Zealand's university continuing education departments in neoliberal times. It concludes that university continuing education is as vulnerable as the wider adult and community education sector to the neoliberal shift and argues for the need for adult educators and academics to unite in the struggle for the principles of radical adult education. [ABSTRACT FROM AUTHOR]

This paper describes some of the drivers for 'education for sustainability' that exist in universities and also explores some of the rationales that underpin higher education's reluctance to engage more formally in education for sustainability. It attempts to provide a balanced commentary on the role and capability of higher education in promoting environmental sustainability to students. Because the paper is grounded in higher education learning and teaching discourse it starts by interpreting the term 'education for sustainability' for a broad higher education audience and situates concepts of sustainability within domains of higher education learning and teaching. The paper focuses on Australian and New Zealand universities but introduces developments from around the world for comparative purposes. [ABSTRACT FROM AUTHOR]

In the latter stages of the year 2000, Christchurch Polytechnic Institute of Technology (CPIT) developed a Graduate Diploma in eCommerce (Grad Dip eCommerce), which has been offered since the start of 2001. The content of the Grad Dip eCommerce was based on the work of a number of writers with much of it being connected to the Inter-related Role of the eCommerce Professional (Chan & Swatman, 2000) and the interdisciplinary nature of eCommerce (Turban, King, Lee, Warkentin and Chung, 2002). This paper investigates the nature of the major projects that have been undertaken by students in the Grad Dip eCommerce at CPIT. The investigation focuses on the nature of the projects that have been completed, the results of the different types of projects that have been completed, and the country of origin of the students who completed the projects. The paper concludes that the nature of the projects that students have completed in the intervening years does in fact reflect the original intention of the Grad Dip eCommerce, and goes on to identify a number of trends in the results achieved by the students based on the nature of their projects and their country of origin. Some of the challenges identified relate to the academic entry requirements of the Grad Dip eCommerce (which have since been resolved); the differences in educational approaches in the countries of origin of a number of the students when compared with New Zealand; and how to find appropriate projects for weaker students. The results of this paper will be of use to other institutions considering the introduction of Graduate Diplomas in eCommerce or related fields. [ABSTRACT FROM AUTHOR]

Since 1989, when it became legally possible for private higher education to operate in New Zealand, the sector has grown to become a significant part of the country's higher education system. This paper explores the private penetration, traces the changes that have occurred in private higher education, and evaluate the sector's position in New Zealand today. The private sector has had to find a niche for itself in a higher education sector dominated by a mature, well developed public sector. In so doing, New Zealand's private higher education exhibits differences and similarities with private higher education sector internationally. The New Zealand case is one of private entry into a mature higher education system in an economically advanced country. Emphasis is also placed on the dissimilarities between the private sector and the more predominant public tertiary education institutions in New Zealand. It is clear from this study that the private sector has characteristics that clearly distinguish it from the public higher education sector in New Zealand. [ABSTRACT FROM AUTHOR]

The Performance-Based Research Fund introduces research assessment and links this with the state funding of institutions of higher education in New Zealand. There has been considerable support from the university sector for this initiative in the belief that it will divert funding from polytechnics and other tertiary education organisations. This sectoral support borrows a thirdway rhetoric of rewarding excellence also used by Government, but becomes problematic at the point where institutional shares are determined. The paper explores how a rhetoric of rewarding excellence in research is subordinated to a new mangerialist thrust for efficiency and greater productivity from academics. The methodology of the Performance-Based Research Fund is analysed as providing an imperfect local driver for the global phenomenon of new managerialism in higher education. [ABSTRACT FROM AUTHOR]

In this paper the regulatory differences between Australia and New Zealand in higher education are examined to determine if they have encouraged the entry of Australian universities into the New Zealand education market. Some general observations are also made about the nature of regulatory competition and the manner in which it influences the development of the international education export industry. [ABSTRACT FROM AUTHOR]

One o-going challenge for those teaching in higher education is to engage students in learning activities that are deemed meaningful and professionally relevant. Acknowledging this challenge, students in undergraduate and graduate papers at The University of Waikato have been introduced to using stories to analyse a range of satisfying and dissatisfying experiences. This process requires students to analyse and interpret the social construction of a lived experience through self and collective reflection of written memories. This paper comments on the process of having students connect between their everyday life and university study, provides a background to the memory-work methodology, and discusses how students can apply and respond to using this theoretical framework to acquire knowledge relevant to professional practice in the workplace. [ABSTRACT FROM AUTHOR]

Introduction: Increasingly, universities are allocating substantial resources and efforts towards developing their own student-led clinical services (SLCS) within university health clinics (UHCs). For that reason, under the umbrella of the Australian and New Zealand Association for Health Professional Educators (ANZAPHE), clinical educationalists from 12 Australian universities have come together as a hot topic action group (HTAG) to collaboratively explore and enhance learning outcomes from this setting. Context: SLCS within UHCs increase placement capacity to meet growing demand. Moreover, SLCS within UHCs have the potential to provide an outstanding learning opportunity through high-quality supervision and activities designed to develop clinical competencies. However, the benefits of providing clinical education experiences for health and medical students in this setting has not been formally assessed. Typically, SLCS within UHCs are developed through consultation between universities and local health providers and are purposefully designed clinical placements with a focus on clinical educational activities for pre-registration students. UHCs may be located on or off campus and offer SLCS or other services to university staff, students and/or the wider community. In SLCS, students' delivery of health services is supervised by university employed health professionals. Scope: The work of the HTAG to date is presented in this paper, which defines the setting and outlines assumptions, aspirations, challenges and enablers. The next phase of work for the HTAG is to formally explore the educational value for health professional students' of SLCS delivered in UHCs and to develop resources and a quality assurance framework to guide the evaluation of these services. [ABSTRACT FROM AUTHOR]

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

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

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

Within the New Zealand university context, there has been a dramatic shift in the demographics of doctoral programs. Moving from an elitist educational environment to one that includes a variety of students from different cultures and educational and linguistic backgrounds has meant that "traditional" doctoral study, in which a student works largely alone under the supervision of just one or two more senior research scholars has become increasingly inadequate. This paper describes a qualitative research study of a cross-disciplinary, cohort-based doctoral writing initiative. Findings from the study have changed how doctoral support is conceptualised within our context and have led to the adoption of a student-focused "talk to think: think to write" peer learning environment. [ABSTRACT FROM AUTHOR]

In New Zealand, as in many other western societies, the higher education system has become an increasingly less secure place in which to work, and over 40 per cent of those teaching in New Zealand higher education are sessional staff of some kind. Our university in New Zealand has long relied on part-time paid tutors, many of whom are students themselves, to deliver part of the teaching in large courses. These tutors work with groups of students facilitating their learning in workshops, seminars, laboratories and a variety of other teaching environments. We have tracked the experiences of tutors over a significant period of time, and surveys of tutors' experiences since 2007 reveal that the majority of respondents hold tight to the hope of a future academic career. They regard tutoring as good preparation for an academic career, and many report being even more committed to pursuing an academic career since beginning tutoring. How can we best support tutors to navigate their way into an academic career that might look somewhat different from the one they set out to pursue? This paper shares data and insights from our longitudinal research with tutors, and encourages those supporting sessional staff to think about how to enable tutors to take a scholarly approach to their teaching, regardless of the career path they eventually take. [ABSTRACT FROM AUTHOR]

Crises in the form of natural or man-made disasters are unexpected yet the responses to them should not be. While emergency preparedness for calamities such as H1N1 flu, tornadoes. and tsunamis has been targeted to individuals, how prepared are organizations, and specifically, higher education institutions to respond immediately and recover longer term? Staff and students at the University of Canterbury (UC) in Christchurch, New Zealand experienced this first hand during 2010 and 2011 through devastating earthquakes that closed the university on three separate occasions. What was the model used by individuals within UC to survive and UC itself to recover? This paper provides a case study of one lecturer's experiences along with a review of relevant literature to conclude with a theoretical model that will be tested in a subsequent study with other members of management and staff It is anticipated that this model will be adaptable and useable at other higher education institutions. [ABSTRACT FROM AUTHOR]

This paper considers how the wide variety of primary source collections held in academic libraries can make a contribution to teaching, learning, and research in higher education. In addition to a survey a current theory highlighting the value of primary sources in information literacy and material culture studies, research was also conducted at Canterbury University in order to discover how information librarians, students, and academics were perceiving and using some of these kinds of collections. The survey focused in particular on our understanding of the term 'primary sources' and our use of some of the many heritage collections held in the Macmillan Brown Library at Canterbury, such as artworks, architectural drawings, and archives. The results may enable academic libraries in New Zealand to consider and discuss more widely how primary source collections are currently being used and thought about. This knowledge could assist libraries in higher education to develop models which we can utilize in order to more fully integrate our primary source collections into teaching, learning and research at university. [ABSTRACT FROM AUTHOR]

The research reported here follows previous articles in this special issue which detail a national study involving a team of researchers across four higher education institutions in New Zealand. A key theme that emerged from a collection of questionnaire, interview and observational data was the central importance of teacher-student and student-student relationships, as part of the learning communities. Both teachers and students highlighted the value of developing a personal dimension to their relationships that engendered a greater sense of access and loyalty to that community. Contextual factors such as approachability of teachers, class size and teaching environment appeared to be important to relationship building and enculturation in higher education science and engineering learning communities. [ABSTRACT FROM AUTHOR]

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

Establishing a reliable and valid measure of academic integrity that can be used in higher education institutions across the world is a challenging and ambitious task. However, solving this issue will likely have major ramifications for understanding dishonest action. It also enables the development of a standardised measure that can be used to assess the efficacy of interventions aimed at enhancing academic integrity that can be administered across regional boundaries and diverse cultural groups. This study has used a combination of confirmatory factor analysis and item distribution inspection procedures to further validate the cross-cultural academic integrity questionnaire version 2 (CCAIQ-2). Primary participants in this study were from Saudi Arabia (n = 338), and secondary reference participants were from New Zealand (n = 366). The findings indicate that a revised 10-item questionnaire, the cross-cultural academic integrity questionnaire version 3 (CCAIQ-3), has better credibility in terms of construct validity than its predecessor. Three CCAIQ-3 domains are proposed: copying, cheating, and complying. This research will inevitably create further academic and international debate; however this measure is likely to be useful in terms of creating a research protocol for evaluating and measuring cross-cultural issues and interventions aimed at promoting academic integrity. [ABSTRACT FROM AUTHOR]

This article attends to the affective-political dimensions of doctoral aspiration. It considers why doctoral students continue to hope for an ‘academic good life’ in spite of the depressed and precarious features of the academic present. The article emerges from 2013 research with ten doctoral students in the Arts and Social Sciences, at a research-intensive university in Aotearoa New Zealand, and accomplishes two primary objectives. Firstly, it contributes to scholarship that considers how visual methodologies might inform accounts of contemporary doctoral education. And secondly, it extends queer theorizing of affect in higher education studies, with the goal of understanding how doctoral aspiration might be reimagined through an engagement with Lauren Berlant’s ‘Cruel Optimism’ (2011). I propose that Berlant’s analytic framework helps to explain why students retain attachments to even problematic objects, like PhDs. I conclude the article by tarrying with the question of what to do about doctoral aspiration now. [ABSTRACT FROM AUTHOR]

‘New’ vocational disciplines often struggle for acceptance in the academy. The marginalising of these disciplines impacts on their teaching and learning environment often to the detriment of staff and students. This study focuses both on the role academic writing plays in this marginalisation and how the teaching of such writing is affected by the positioning of these disciplines. Using semi-structured interviews the perceptions of 27 lecturers teaching postgraduate hospitality programmes in the UK were explored. While lecturers expressed concern that traditional academic writing requirements do not serve the best interests of the discipline or the students, they feel they are powerless to make changes to improve the situation. The academic enculturation process appears to be a one-sided affair, where the discipline adopts practices simply because they are part of long-standing academic traditions and not because they serve the needs of the discipline. [ABSTRACT FROM PUBLISHER]

It has been well identified and supported in the literature that values and life goals are associated with one's general well-being. However, there have been few studies on values and life goals among international students in New Zealand. This study addressed this lack of research by focusing on the life goals and personal values among international students in three tertiary institutes in New Zealand. Based on the literature review, the hypothesis of this study is that international students' intrinsic life goals are positively correlated with their spiritual values. In contrast, extrinsic goals did not have similar effects. The Aspirations Index, which was used to assess life goals, and the Schwartz' value survey, which measured the students' personal values, were both distributed to the participants. Follow-up interviews with 24 of the participants were also conducted. Findings revealed that spiritual values were positively correlated with intrinsic goals and that extrinsic goals did not have similar effects. As the research findings showed that spiritual values were positively correlated with intrinsic goals, helping international students to find meaning and purpose in life may promote their well-being, and the learning and growth of international students can be improved by incorporating spiritual values and cultural aspects in college education. The authors also argue that a holistic approach to college education for international students is needed. [ABSTRACT FROM AUTHOR]