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Sexual violence is prevalent on university campuses globally. In this article, we report a qualitative insider research study examining practices for addressing sexual violence at four universities across Australia and Aotearoa New Zealand. We collected, analysed, and synthesised descriptive information about the practices at each institution. We found unique institutional approaches that nonetheless share some commonalities, yieldingseveral themes that are central to practice. In reflecting on our findings, we conclude with an outline of critical considerations and a call to action for future efforts to address campus-based sexual violence, particularly as this field remains underdeveloped across Australia and Aotearoa New Zealand. [ABSTRACT FROM AUTHOR]

Introduction: Patients with head and neck cancer (HNC) are particularly susceptible to dysphagia and malnutrition. Prophylactic percutaneous endoscopic gastrostomy (PEG) placement is a method used to manage these issues, but practices vary among institutions. At Midcentral District Health Board, patients receiving radiotherapy to the primary and bilateral neck regions routinely undergo prophylactic PEG placement. This study aimed to review the nutritional and PEG‐related outcomes of these patients. Methods: Records of 49 patients were retrospectively reviewed. Their demographics, tumour and treatment characteristics were recorded. We evaluated patient weight loss, non‐elective hospitalisation, treatment interruption rates, PEG‐related complications, usage, dependency rates and late dysphagia rates. Results: Oropharyngeal cancers were the most common primary site (61.2%), and 83.7% of patients received primary chemoradiotherapy. Mean weight loss at treatment completion was 5.6% ± 4.3 (4.6 kg ± 3.9). The rate of non‐elective hospitalisations was 26.5%, and only 2% of patients had treatment interruptions. Peristomal infection was the most frequent PEG complication (20.4%). No PEG‐related mortality was reported. Median duration of PEG dependency was 97 days (14–388 days). Two patients remained permanently dependent at 3 years due to grade 3 dysphagia, and six patients experienced grade ≥2 late dysphagia. Conclusion: Our study showed that prophylactic PEG tube placement was relatively safe, with a high utilisation rate and low long‐term dependence on PEG tubes after treatment completion. However, complications related to their use should be addressed through a multidisciplinary approach, with careful assessment by clinicians. The weight loss and hospitalisation rates observed were consistent with earlier studies that utilised prophylactic PEG tubes. [ABSTRACT FROM AUTHOR]

Wool length is an important trait in the rabbit wool industry. Wnt inhibitory factor 1 (WIF1), a key gene, regulates hair follicle growth and development. This study explores the WIF1 gene relationship with wool production traits in three different rabbit breeds, Rex rabbit, New Zealand rabbit, and Angora rabbit. The rabbit WIF1 gene sequence was obtained from GenBank, and PCR and Sanger sequencing were applied to screen SNP (single nucleotide polymorphism) from the gene exons and promoter regions. Sequencing results found no SNP in the PCR products of 10 exons from the rabbit WIF1 gene, indicating that the WIF1 gene was not polymorphic. Thus, the gene was conserved in all three rabbit breeds. Only one SNP was found in the WIF1 promoter region, associated with wool-producing traits in rabbits. Luciferase activity assays showed that the AA genotype had higher transcriptional activities than the AG or GG genotype (p < 0.01). In addition, WIF1 was significantly upregulated in the Rex rabbit compared to the New Zealand rabbit and Angora rabbit (p < 0.01). In summary, a key SNP in the WIF1 promoter region was found to be associated with rabbit fiber length trait. [ABSTRACT FROM AUTHOR]

Sustaining multiple ecosystem services across a landscape requires an understanding of how consistently services are shaped by different categories of land uses. Yet, this understanding is generally constrained by the availability of fine‐resolution data for multiple services across large areas and the spatial variability of land‐use effects on services. We systematically surveyed published literature for New Zealand (1970–2015) to quantify the supply of 17 non‐production services across 25 land covers (as a proxy for land use). We found a consistent trade‐off in the services supplied by anthropogenic land covers with a high production intensity (e.g. cropping) versus those with extensive or no production. By contrast, forest cover was not associated with any distinct patterns of service supply. By drawing on existing research findings, we reveal complementarity and redundancy (potentially influencing resilience) in service supply from different land covers. This will guide practitioners in shaping land systems that sustainably support human well‐being. [ABSTRACT FROM AUTHOR]

Worldwide milk production is predominantly founded on indoor, high‐concentrate feeding systems, whereas pasture‐based feeding systems are most common in New Zealand and Ireland but have received greater attention recently in countries utilizing conventional systems. Consumer interest in 'pasture‐fed' dairy products has also increased, arising from environmental, ethical, and nutritional concerns. A substantial body of research exists describing the effect of different feeding strategies on the composition of milk, with several recent studies focusing on the comparison of pasture‐ and concentrate‐based feeding regimes. Significant variation is typically observed in the gross composition of milk produced from different supplemental feeds, but various changes in the discrete composition of macromolecular components in milk have also been associated with dietary influence, particularly in relation to the fatty acid profile. Changes in milk composition have also been shown to have implications for milk and dairy product processability, functionality and sensory properties. Methods to determine the traceability of dairy products or verify marketing claims such as 'pasture‐fed' have also been established, based on compositional variation due to diet. This review explores the effects of feed types on milk composition and quality, along with the ultimate effect of diet‐induced changes on milk and dairy product functionality, with particular emphasis placed on pasture‐ and concentrate‐based feeding systems. [ABSTRACT FROM AUTHOR]

SUMMARY Over 100 species of red algae have been described as parasites on other red algae, but the majority show some degree of pigmentation. This raises the question of their parasitic status, especially their abilities to photosynthesize and their dependence on their host for fixed carbon. Are they considered parasites only based on morphological characters, for example, reduced size and secondary pit connection to the host? Translocation of nutrients from host to parasite have been shown for very few red algal parasites, and these were mostly unpigmented. This study investigated three pigmented red algal parasites (Rhodophyllis parasitica, Vertebrata aterrimophila and Pterocladiophila hemisphaerica) from New Zealand. We quantified their chlorophyll a content and also measured their PSII capacity using PAM fluorometry. All three parasites contained chlorophyll a. The parasites Rhodophyllis parasitica and Vertebrata aterrimophila were not able to photosynthesize and must therefore be fully nutritional dependent on their host. The parasite Pterocladiophila hemisphaerica was able to photosynthesize independently, but based on molecular characteristics we suggest that it relies on the host plastid to do photosynthesis. Our results support the parasitic status of all three species and highlights the necessity of more studies investigating the differences in host dependency in red algal parasites. [ABSTRACT FROM AUTHOR]

Purpose The purpose of this paper is to explore the information culture of Ghanaian immigrants living in New Zealand. The values, beliefs and behaviours that influence the ways information is identified, accessed, used, shared and preserved, defines people’s information culture. Some Ghanaians have migrated to New Zealand for different reasons, including studies, work and resettlement. To live successfully and peacefully in a foreign country, they need specific information and to understand where to find, use and share it. This paper investigated the factors that influence the beliefs and perspectives Ghanaians hold around information the information they use in New Zealand.Design/methodology/approach A qualitative approach was adopted. Both questionnaire and interviews were used to collect data from 27 Ghanaians living in different regions of New Zealand. Basic questionnaire analysis was done in survey monkey. Interview transcripts were analysed manually by reading through severally using colour patterns to identify key concepts and themes and using tables to organise them.Findings The main areas Ghanaians are interested in using information about in New Zealand include education, health, information on environmental issues, New Zealand politics and sports. Few Ghanaians are interested in information about entertainment and religion and agriculture as these areas do not have much impact on the purposes for their lives in New Zealand. Although most Ghanaians consider themselves poor record-keepers, they accord high value to the information they seek and use in New Zealand. Their preferred information source is the World Wide Web, although other sources such as libraries and academic databases are also considered useful. The most preferred and trusted approach of sharing information is face-to-face is considered. Social media, WhatsApp, mobile phones, etc. are also considered reliable ways of communicating information.Research limitations/implication Only 27 Ghanaians participated in the study, their circumstances surrounding the life in New Zealand may be completely different from other Ghanaians. So their views may not fully reflect the situations of all Ghanaians in New Zealand. Also, the fact that most participants were familiar with the researcher could impact their responses.Practical implication This paper provides a useful understanding of the information cultural patterns of Ghanaians and can provide a useful basis for further investigations of Ghanaians and other immigrants’ life patterns in New Zealand.Originality/value Although other studies have looked at the Ghanaian immigrants in other countries, this is the first study that looks at the information culture of Ghanaians in New Zealand. [ABSTRACT FROM AUTHOR]

This article reports on the results of a study which explored teachers transitioning from one year level to another in primary schools in New Zealand, and in particular the impact of this transition on teachers' professional identity. While this transition could be considered to be a commonplace occurrence in schools, the lack of literature indicates that it is currently under-researched. Findings from the study indicate that teachers can strengthen their professional identity as they experience positive outcomes in terms of their practice, pedagogy and relationships when they transition from one year level to another. However, attention is drawn to contextual factors which, if not fully understood and addressed, can lead to teachers having negative outcomes from transition. Finally, the important role that school leaders play to help alleviate these negative outcomes and ensure that teachers can successfully transition is also highlighted. [ABSTRACT FROM AUTHOR]

This article reports on the results of a study which explored teachers transitioning from one year level to another in primary schools in New Zealand, and in particular the impact of this transition on teachers' professional identity. While this transition could be considered to be a commonplace occurrence in schools, the lack of literature indicates that it is currently under-researched. Findings from the study indicate that teachers can strengthen their professional identity as they experience positive outcomes in terms of their practice, pedagogy and relationships when they transition from one year level to another. However, attention is drawn to contextual factors which, if not fully understood and addressed, can lead to teachers having negative outcomes from transition. Finally, the important role that school leaders play to help alleviate these negative outcomes and ensure that teachers can successfully transition is also highlighted. [ABSTRACT FROM AUTHOR]

Improving student retention and academic performance is a key objective for higher education institutions, and finding effective interventions for assisting with at-risk students is therefore important. In this article, we evaluate a proactive pastoral care intervention that was trialled in an introductory economics course in New Zealand. We first identified students at high risk of failure, and then randomized these students into two treatment groups and a control group. The first treatment group received an email with information about academic support, while the second treatment group received the email as well as a personal telephone call to follow-up. In evaluating the impact of the intervention trial, we found that the first intervention did not significantly improve student outcomes, but the second intervention improved outcomes in one of the two semesters evaluated. Overall, the initiative was a qualified success. It is both simple and cost-effective and should be considered for wider implementation and further evaluation. [ABSTRACT FROM AUTHOR]

While informal learning is recognised as an important part of academic learning, the significance of learning outside the prescribed curriculum has been largely overlooked in the literature on international students. The purpose of this study is to better understand the informal academic learning practices of international EAL students through the concept of brokering. In this study, brokering practices are defined as academic help-seeking social interactions outside the formal curriculum. Examples of brokering interactions include translating academic-related information or making explicit the requirements of an academic task. This paper is based on an ethnographic study involving ten international EAL students at a New Zealand university. Students were interviewed regularly over the period of one academic semester. Based on initial findings, the article details the characteristics of peer and non-peer brokers. Brokers were chosen because they had prior experience or recognised expertise in particular academic areas. At times, they were also chosen because they could communicate in the students' native language. It is hoped that understanding the different types of brokers will allow institutions to develop more effective strategies in supporting international students' academic needs. [ABSTRACT FROM AUTHOR]

The record of fossil monocotyledonous pollen in New Zealand is summarized and discussed in terms of age and palaeoecological implications. The fossil monocot pollen record covers reports of taxa variously ranging from the Palaeogene to the present, with diverse groups represented, including Alstroemeriaceae: Luzuriagoideae ( Luzuriaga), Amaryllidaceae (aff. Hymenocallis?), Arecaceae (including Nypa and aff. Metroxylon), Asparagaceae: Lomandroideae ( Arthropodium, Cordyline), Asteliaceae ( Astelia and Collospermum), Cyperaceae, Anarthriaceae (including Hopkinsiaceae and Lyginiaceae) or Flagellariaceae?, Orchidaceae, Pandanaceae, Poaceae, Restionaceae (aff. Empodisma), Ripogonaceae ( Ripogonum), Typhaceae ( Typha and Sparganium) and Asphodelaceae (= Xanthorrhoeaceae): Hemerocallidoideae ( Dianella and Phormium). There are also monosulcate and reticulate lilioid and echinate and gemmate arecoid palynomorphs known from the Late Cretaceous. The possible biogeographical and palaeoecological implications of these records, especially for tropical or subtropical taxa occurring at mid to high southern latitudes, are also discussed. © 2015 The Linnean Society of London, Botanical Journal of the Linnean Society, 2015, 178, 421-440. [ABSTRACT FROM AUTHOR]

The macrofossil record of monocotyledons for New Zealand and Australia is updated on the basis of recent finds. In particular, reports for mummified leaf fossils with good cuticular preservation reveal significant fossil age or range extensions for a number of families in several different orders, including Ripogonaceae in the Eocene of Tasmania and New Zealand (and South America), and calamoid and other Arecaceae from the Eocene of southern New Zealand. There are also earliest macrofossil records for several families or subfamilies, including Alstroemeriaceae: Luzuriagoideae ( Luzuriaga), Arecaceae, Asparagaceae: Lomandroideae ( Cordyline), Asteliaceae ( Astelia), Cymodoceaceae (aff. Ruppia), Cyperaceae, Restionaceae, Orchidaceae: Epidendroideae ( Dendrobium and Earina), Asphodelaceae (previously Xanthorrhoeaceae): Hemerocallidoideae ( Dianella/ Phormium) and Xeronemataceae ( Xeronema) from the Miocene of New Zealand. In addition, an Ensete-like seed associated with Pakawaua ( Musaceae) and a leaf fragment of a second Musaceae-like species of Miocene age are presented. The biogeographical and palaeoecological implications of these records, especially for tropical or subtropical taxa occurring at mid to high southern latitudes, is discussed. In particular, the role and ecology of the relatively high-diversity monocot fossils in the sclerophyllous swamp forest at Newvale Mine in Southland and the lake-edge rainforest at Foulden Maar are explored. © 2015 The Linnean Society of London, Botanical Journal of the Linnean Society, 2015, 178, 394-420. [ABSTRACT FROM AUTHOR]

As digital technologies form an inextricable part of young people's everyday lives, some commentators claim that the current generation of learners think and learn differently from their predecessors. This study investigated the validity of this claim by surveying 799 undergraduate and 81 postgraduate students at a large research-intensive university in New Zealand to document their use of digital technologies on university and social activities and comparing three age groups of students (under 20, 20-30 and over 30) to see whether there were any differences in their learning characteristics. The findings of the study showed that while students spent a large amount of time on digital technologies, the range of digital technologies they used was rather limited. There were also no practical generational differences in the technology use pattern and learning characteristics found in this study. The results of this study suggest that generation is not a determining factor in students' use of digital technologies for learning nor has generation had a radical impact on learning characteristics of higher education students. [ABSTRACT FROM AUTHOR]

Much of the past literature examining the field of student affairs and services from an international perspective has done so from an organisational lens at the country level. Drawing from open-ended survey responses, this paper focuses on the issues and challenges identified by individual student affairs and services staff members from Canada, the United Kingdom, Australia and New Zealand. Understanding the issues and challenges faced by colleagues in other cultural contexts may motivate an international exchange of effective practices used in local contexts to address challenges that exist globally. [ABSTRACT FROM AUTHOR]

This study considered the previous educational experiences, decision-making, and first-year experiences of four students who self-identified as learning with dyslexia within one university in New Zealand. The study showed that despite achieving the required standards for entrance to study at university, some students lacked the knowledge and self-advocacy skills necessary to access the learning support available to them at the university. Without good quality, relevant and focused course advice, students with dyslexia are at risk of being mismatched in academic programs, failing to complete their courses of study and incurring financial costs. With appropriate course advice, connecting to support services early, and applying proven study and time management strategies, these students are able to achieve grades higher than in compulsory education, suggesting that high school academic results should not be used as a predictor of their success at university. By understanding the learning experiences of successful students with dyslexia as they transition to university, we can improve how we encourage and support academically capable students who struggle with literacy in their compulsory and tertiary education. [ABSTRACT FROM AUTHOR]

This article addresses the question: To what extent do tertiary teachers and students have similar understandings of what engages students in classroom settings? It employs data from a funded research project in Aotearoa New Zealand that draws on selected questions from two surveys. One survey asked students how important nine selected teacher behaviours were in engaging them in learning, the other asked teachers what priority they put on these behaviours and how important they thought they were to students. The selected questions were drawn from an extensive research literature identifying teacher behaviours that engaged students. The article reports that teachers and students had some similar but more dissimilar perceptions about what engages students. Suggested reasons for the differences are discussed. [ABSTRACT FROM AUTHOR]

An increasing proportion of tertiary students are aged 25 and over, and many of these students choose to study at a distance in order to more easily combine their studies with their family and work commitments. Higher attrition rates and lower course completion rates for this group highlight the need for a greater understanding of their student experience. To explore whether age and mode of study impact on student engagement, satisfaction, learning and departure intention, data from the Australasian Survey of Student Engagement from 1116 first-year undergraduate students from a single New Zealand university were analysed. Results confirm the influence of student engagement on both student satisfaction and learning, in particular the importance of a supportive learning environment. The findings suggest that while older and distance students are less likely to engage in active learning strategies with their fellow students, they have a much greater capacity to integrate their learning with their work experience. The finding that these students are as satisfied as the more traditional-aged, on-campus students suggests that their experience is different, but not second-rate. Universities need to build on the strengths of these students as well as provide greater opportunities for them to form collaborative relationships with similar students. Limitations stemming from the timing of the survey and the inherent limitations of cross-sectional surveys suggest the need for more in-depth longitudinal work to understand the changing nature of engagement for these students and to explore why they engage differently with their studies. [ABSTRACT FROM PUBLISHER]

Transition programs aimed at assisting new students to become part of the learning community have been a common feature in Australian and New Zealand universities for many years. The University of New England (Australia) established two new programs aimed at supporting the academic transition of commencing students studying by distance education in 2007. One was a peer mentoring program. The other was an online university induction and academic mentoring program. Evaluation and outcomes, plus an analysis of resources required by each program, led to the online induction program taking precedence over the peer mentoring program. The induction program has been more successful, more risk averse, and more resource effective in introducing students to the academic culture of the university and assisting with their integration into, and comfort within, the academic community. It appears from our experience that academic mentoring is best left in the hands of professional, experienced and continuously employed university staff. The online induction program won a prestigious Australian Learning and Teaching Council Citation in 2011 for an outstanding initiative that effectively supports student learning. [ABSTRACT FROM AUTHOR]

Although there is much research related to the first-year student in higher education and first-year retention, a dominant focus of this has been on students’ assimilation into higher education. However, there is a noticeable increase in higher education researchers who advocate for a more active role of institutions to adapt to first-year students who enter higher education. This can be seen as reflecting an increased understanding that university teachers need to be explicit in explaining to new students what is expected of them, what the rationale is for, what is expected of them and how the university ‘works’. Being explicit and clear is important if all students are to have a chance of succeeding in higher education. This article reports on findings related to first-year students’ understanding of the objectives, purpose and rationale of their courses. These findings result from a research project in one New Zealand university that sought to map the academic challenges first-year students faced in their first semester. The results suggest that respondents were not always clear about what they were supposed to learn, and what the rationale and purpose was for particular teaching formats and/or learning activities. It is argued that, if universities are serious about equitable participation, teachers need to pay particular attention to being transparent and explicit about the organisation and objectives of the courses they are teaching, especially first-year courses. Moreover, irrespective of students’ backgrounds, all first-year students benefit from this clarity: transition into higher education is a new experience for all students. [ABSTRACT FROM PUBLISHER]

Note-taking in lectures is often taken to be the distinguishing characteristic of learning at university. It is typically assumed that this is a commonsensical skill that students either have or will learn through trial and error. The data from a research project in one New Zealand university suggest that taking good notes is not a skill that first-year students just have: they face considerable challenges and in many instances prefer to be provided with notes. Although as academics we need to ask the question what our role is in students’ note-taking, we also need to ask ourselves whether the debate about note-taking is still relevant in the twenty-first century. The rapid technological changes challenge not only the idea of note-taking in lectures but also the idea of lectures as a format and forum where teaching and learning takes place. [ABSTRACT FROM AUTHOR]

In New Zealand, Māori (indigenous New Zealanders) and Pacific students tend not to attain the same levels of educational success as Pākehā (New Zealanders of European descent). Addressing this problem is a particular challenge in the sciences. The kaupapa (values-base) of Te Rōpū Āwhina (Āwhina) is to produce Māori and Pacific professionals to contribute to Māori and Pacific development and leadership through the creation of an inclusive off- and on-campus whānau (extended family) environment where high expectations, aspirations and achievement, collective success, and reciprocity are normalised. This paper reviews theories and practices of recruitment and retention relevant to Māori and Pacific students at tertiary level, presents the rationale for Āwhina in the Faculties of Science and Architecture and Design at Victoria University of Wellington, and assesses the impact of the whānau. Based on analyses of quantitative measures of student achievement, and biennial surveys of student responses from the first 6 years of Āwhina, it is suggested that the results are consistent with improving Māori and Pacific graduate and postgraduate achievement and retention. Potential implications for efforts to reduce disparities in tertiary education in New Zealand and elsewhere are summarised. [ABSTRACT FROM AUTHOR]

Student engagement in learning is a complex process influenced by many factors. This article introduces a conceptual organiser developed from a review of the literature. It captures four key perspectives - motivation and agency, transactional engagement, institutional support and active citizenship - and suggested indicators for each perspective. Data from a project researching student engagement with first-time enrolled students in Aotearoa New Zealand is then used to review the conceptual organiser. Findings show that the four perspectives were all evident, though some indicators were more clearly supported than others. As a result of the evaluation, changes were made to the organiser. We argue that it has value as a way for teachers and institutions to inform and evaluate their efforts to engage students in learning. [ABSTRACT FROM AUTHOR]

Student success, variously understood as engagement, persistence, completion, graduation and entry to employment, has become a central focus for stakeholders in higher education. Theoretical and empirical research exploring these varied conceptions has mushroomed since the 1980s. Much of this literature focuses on what and how higher education institutions contribute to student success; a substantial amount also reports on the part students play in their own success. Less frequently studies investigate how non-institutional influences affect student success. This article addresses this gap. It uses data from a survey of first-time enrolled students in New Zealand higher education to investigate the importance of family, cultural, employment and personal influences on student perceptions of success. Findings show that non-institutional influences exert a moderate effect on student success, and that they are influences which need to be considered by institutions interested in fostering student success. [ABSTRACT FROM AUTHOR]

Central in this study is the role of student variables and the fit between secondary education and university education in the explanation of first-year student achievement. The fit between two levels of education can be defined in different ways. In this study the focus is on four fit-aspects: appropriateness of expectations, and the degree to which there is a continuance with respect to teaching approaches, knowledge and workload. The conceptual model, a synthesis of the Model of Student Attrition, the Educational Productivity Model and the Transition Model, is tested with structural equation modelling, based on maximum likelihood estimation. The results indicate that the fit between secondary and university education, in terms of resemblance between the learning environments and experience of some adjustment, as well as social integration, student employment and motivation, affect first-year achievement indirectly through time investment. The theoretical and practical implications of these results are discussed. [ABSTRACT FROM AUTHOR]

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

In this paper we explore whether power issues enhance and/or inhibit retention of foundation-learners in vocational education in Aotearoa New Zealand. After surveying reasons given for early departure in the retention literature, the paper offers Foucault's notion of governmentality as another possible factor in early departure. The paper explores three aspects of governmentality through the data: whether student resistance to the exercise of power creates conditions for early departure; whether the process of group formation, identity building and behaviour creates power dynamics within groups that inhibit or enhance retention; whether self-disciplining, using power on oneself to conform to others' expectations, norms or rules, influences learners' decisions about staying or leaving early. Our conclusions are tentative but we suggest that power issues do play a part in helping learners decide whether or not to complete their courses of study. [ABSTRACT FROM AUTHOR]

Simple Summary: Grazing behaviour measures herbage intake and varies according to herbage type, climate conditions, and social status of the animal within the herd. Rumination behaviour indicates the digestive efficiency and health status of the animal and varies according to herbage quality, type, and maturity. Both intake and digestive efficiency substantially affect the animal's performance. Knowledge about grazing and rumination behaviours could improve the health and welfare of animals, pasture management, and overall production efficiency in a grazing-based system. Dairy farming in New Zealand is characterised by pasture-based grazing systems. In this system, monitoring the individual animal behaviour, especially grazing and rumination, has been less explored, primarily because visual observation is labour intensive and subject to human error. Advancements in precision livestock farming (PLF) have introduced behaviour monitoring tools that can record grazing and rumination behaviours. However, the adoption of PLF is still a challenge in the farming community due to the lack of research-based knowledge to address the accuracy of PLF tools in a grazing-based system. The objective of this study was to evaluate the accuracy of a grazing and rumination behaviour monitoring device (AfiCollar) for grazing dairy cows. This study evaluated the accuracy of a sensor-based device (AfiCollar) to automatically monitor and record grazing and rumination behaviours of grazing dairy cows on a real-time basis. Multiparous spring-calved dairy cows (n = 48) wearing the AfiCollar were selected for the visual observation of their grazing and rumination behaviours. The total observation period was 36 days, divided into four recording periods performed at different times of the year, using 12 cows in each period. Each recording period consisted of nine daily observation sessions (three days a week for three consecutive weeks). A continuous behaviour monitoring protocol was followed to visually observe four cows at a time for each daily observation session, from 9:00 a.m. to 5:00 p.m. Overall, 144 observations were collected and the data were presented as behaviour activity per daily observation session. The behaviours visually observed were also recorded through an automated AfiCollar device on a real-time basis over the observation period. Automatic recordings and visual observations were compared with each other using Pearson's correlation coefficient (r), Concordance correlation coefficient (CCC), and linear regression. Compared to visual observation (VO), AfiCollar (AC) showed slightly higher (10%) grazing time and lower (4%) rumination time. AC results and VO results had strong associations with each other for grazing time (r = 0.91, CCC = 0.71) and rumination time (r = 0.89, CCC = 0.80). Regression analysis showed a significant linear relationship between AC and VO for grazing time (R2 = 0.83, p < 0.05) and rumination time (R2 = 0.78, p < 0.05). The relative prediction error (RPE) values for grazing time and rumination time were 0.17 and 0.40, respectively. Overall, the results indicated that AfiCollar is a reliable device to accurately monitor and record grazing and rumination behaviours of grazing dairy cows, although, some minor improvements can be made in algorithm calibrations to further improve its accuracy. [ABSTRACT FROM AUTHOR]