Technological innovation of higher education in New Zealand: a wicked problem?

2014 ◽  
Vol 41 (2) ◽  
pp. 288-301 ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Technological Innovation ◽  
Wicked Problem

Overcoming the White Knight Complex: Social License and Internationalization for Society

2021 ◽  
pp. 102831532110162
Author(s):  
Svetlana Kostrykina
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
International Education ◽  
Service Industries ◽  
Local Context ◽  
Social License To Operate ◽  
Education Industry ◽  
Social License ◽  
Common Purpose ◽  
Internationalization In Higher Education

The article investigates the concept of internationalization in higher education for society (IHES) and discusses the role of social license to internationalize, its contextual variations, and implications for internationalization practices in New Zealand and Indonesia. The notion of social license to operate is common in the extraction and some service industries; however, the concept of social license to internationalize constitutes an innovative direction for research concerned with IHES and the global international education industry. Social license to internationalize emerged as a pivotal feature of internationalization practices in New Zealand and Indonesia. It reflected the public recognition of IHES, manifested in the cultural and social value of internationalization. The construction of social license to internationalize presented itself as a strategic priority for the governments and higher education institutions (HEIs) in both research settings. The conceptual underpinnings of social license to internationalize, and hence the means of constructing the latter varied depending on the local context, but they served a common purpose of reification of internationalization practices. The study of social license to internationalize contributes to a broader discussion on IHES and sheds lights on the mechanisms of building meaningful and mutually beneficial connections between the stakeholders of the global international education industry and the wider public.

scholarly journals Modelling the impact of alternative educational qualifications on the New Zealand higher education system

2020 ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Education System ◽  
Historical Data ◽  
Social Phenomena ◽  
Agent Based ◽  
Higher Education System ◽  
Agent Based Modelling ◽  
Education And Employment ◽  
The Impact

Agent-based modelling provides a mechanism by which complex social phenomena can simulated in order to identify how particular features arise from causes such as demographics, human preferences and their interaction with policy settings. The NetLogo environment has been used to implement a simulation of the New Zealand higher education system, using historical data to calibrate model settings to mirror those of the real-world system. This simulation is used to explore how the introduction of an alternative qualification and education paradigm might disrupt established patterns of education and employment.

scholarly journals The case for an ?Excellence in Scholarship for Australia? initiative

2010 ◽  
Vol 16 (4) ◽  
pp. 228 ◽  
Author(s):  
Mike Calver
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Research Priorities ◽  
Education Sector ◽  
Research Quality ◽  
Research Assessment ◽  
High Quality ◽  
High Quality Research ◽  
Quality Research

Only those truly cryptozoic for all of 2010 could have missed the bustle and concern created by the Australian Commonwealth?s Excellence in Research for Australia (ERA) initiative (http://www.arc.gov.au/era/default.htm). In common with other national research assessment exercises such as the RAE (UK) and PBRF (New Zealand), ERA is designed to assess research quality within the Australian higher education sector, identifying and rewarding those institutions and departments producing high-quality research. The linkages between achievement, recognition and reward have the potential to shape the research priorities and agendas of institutions and individual researchers.

scholarly journals The Pakaru ‘Pipeline’: Māori and Pasifika Pathways within the Academy

2020 ◽  
Author(s):  
Sereana Naepi ◽  
Tara G McAllister ◽  
Patrick Thomsen ◽  
Marcia Leenen-Young ◽  
Leilani A Walker ◽  
...  
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Recruitment And Retention ◽  
Teaching Fellows ◽  
Advantages And Disadvantages ◽  
Professional Teaching ◽  
Insight Into ◽  
Academic Positions ◽  
Academic Pipeline

We examine the academic ‘pipeline’ for Māori and Pasifika graduates and illustrate the chronic under-representation of Māori and Pasifika in permanent academic positions in New Zealand universities. We identify areas within higher education where significant opportunities are being lost for the recruitment and retention of Māori and Pasifika. The narratives of Māori and Pasifika post-doctoral researchers, research associates and professional teaching fellows provide further insight into the advantages and disadvantages of these positions. Lastly, we propose a Pacific alternative metaphor ‘Pacific Navigation of Academic Pathways’ based on Pacific navigation, as opposed to the more commonly used term ‘pipeline’, in order to capture the nuances of Pasifika and Māori experiences.

scholarly journals An Australian and New Zealand scoping study on the use of 3D immersive virtual worlds in higher education

2011 ◽  
Vol 27 (1) ◽  
Author(s):  
Barney Dalgarno ◽  
Mark J.W. Lee ◽  
Lauren Carlson ◽  
Sue Gregory ◽  
Belinda Tynan
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Virtual Worlds ◽  
Academic Disciplines ◽  
Teaching Staff ◽  
Scoping Study ◽  
Face To Face ◽  
International Trends ◽  
Online Distance ◽  
Insight Into

<blockquote>This article describes the research design of, and reports selected findings from, a scoping study aimed at examining current and planned applications of 3D immersive virtual worlds at higher education institutions across Australia and New Zealand. The scoping study is the first of its kind in the region, intended to parallel and complement a number of studies conducted in other parts of the world. Results from a sector-wide questionnaire administered as part of the scoping study, portions of which are presented in this article, appear consistent with international trends, especially in terms of the platforms chosen and the dramatic increase in usage seen in recent years. Higher education teaching staff in Australia and New Zealand are using 3D immersive virtual worlds with their students in a variety of ways, for both assessable and non-assessable tasks and in face to face, fully online/distance as well as blended-mode subjects, although use in face to face and blended contexts appears to be most common. The results also provide some insight into the demographics (e.g. age) of staff who have adopted 3D immersive virtual worlds in their teaching, as well as into the academic disciplines in which the technology is being employed.</blockquote>

scholarly journals Individualism/Collectivism and Academic Self-Enhancement in New Zealand Māori University Students

2010 ◽  
Vol 4 (2) ◽  
pp. 138-151 ◽  
Author(s):  
Natasha A. Tassell ◽  
Ross A. Flett ◽  
Jhanitra R. Gavala
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
New Zealand ◽  
University Students ◽  
Policy Development ◽  
Educational Strategies ◽  
Negative Contribution ◽  
Convenience Sample ◽  
The Past ◽  
Cultural Orientations

AbstractThe present study had several aims: to examine horizontal/vertical individualism/collectivism in a New Zealand Māori sample; to determine whether these cultural orientations contribute to academic self-enhancement; and to investigate if self-enhancement affects intentions to continue studies in higher education. A quantitative questionnaire was distributed to a nonprobability convenience sample of 71 Māori university students. All participants had either studied within the past year or were currently studying, and were recipients of a Māori-specific bursary for higher education studies. Results revealed the sample scored high on measures of horizontal collectivism and academic self-enhancement. ANOVAs showed some significant differences between our sample and other cultural samples on some of the cultural orientations. A series of standard multiple regressions revealed that combined, the cultural orientations predicted academic self-enhancement, although only horizontal collectivism made a significant negative contribution. Academic intentions were not predicted by self-enhancement. The findings have implications for policy development and educational strategies oriented toward enhancing the academic success of Māori in higher education.

Exploring the relationship between dispositions to think critically and sustainability concern in HESD

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kerry Shephard ◽  
Qudsia Kalsoom ◽  
Ritika Gupta ◽  
Lorenz Probst ◽  
Paul Gannon ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Thinking ◽  
New Zealand ◽  
Design Methodology ◽  
Educational Systems ◽  
Content Type ◽  
The Usa ◽  
The Relationship ◽  
Practical Implications

Purpose Higher education is uncertain which sustainability-related education targets should be sought and monitored. Accepting that something needs to be measurable to be systematically improved, the authors explored how measures relate to potential targets. This paper aims to focus on dispositions to think critically (active open-minded thinking and fair-minded thinking in appraising reasoning) as measures and explored how they related to sustainability concern as an indicative educational target. Design/methodology/approach This research included the development and testing of research instruments (scales) that explored dispositions to critical thinking and sustainability concern. Authors researched these instruments within their own correspondence groups and tested them with university students and staff in Pakistan, the USA, Austria, India and New Zealand. The authors also asked a range of contextualising questions. Findings Respondents’ disposition to aspects of active, open-minded thinking and fair-minded thinking do predict their concern about facets of sustainability but their strength of religious belief was an important factor in these relationships and in their measurement. Practical implications This research demonstrates the complexity of monitoring dispositions to think critically and sustainability concern in educational systems, particularly in circumstances where the roles of religious beliefs are of interest; and suggests ways to address this complexity. Originality/value This research integrates and expands discourses on ESD and on critical thinking in diverse disciplines and cultures. It investigates measurement approaches and targets that could help higher education institutions to educate for sustainable development and to monitor their progress, in ways that are compatible with their culture and values.

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