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.

scholarly journals Validating the Scale of the New Ecological Paradigm (NEP) in Brazilian University Students

2021 ◽  
Vol 10 (4) ◽  
pp. e16410413947
Author(s):  
José Francisco dos Reis Neto ◽  
Celso Correia de Souza ◽  
Taner Douglas Alves Bitencourt ◽  
Cristiano Miranda Cupertino ◽  
Patrício Lauro de Melo Neto ◽  
...  
Keyword(s):  
Higher Education ◽  
University Students ◽  
Structural Model ◽  
Environmental Attitudes ◽  
Education Institution ◽  
Future Research ◽  
Higher Education Institution ◽  
New Ecological Paradigm ◽  
Convenience Sample ◽  
Ecological Paradigm

This article brings within two purposes. First it validated the scale of the New Ecological Paradigm (NEP) and then analyzed the ecocentrist and anthropocentric attitudes of university students from a Brazilian higher education institution. The original NPE scale of 15 items was used, in the form of a questionnaire and applied in a sample of 241 university students. Before the self-completion of the questionnaires, the university students did not receive the basic concepts of environmental attitudes. Confirmatory factor analysis techniques were used to test the structural model and statistical procedures to describe the sample as to its properties of similarities between the groups of students. The NEP was reduced to 13 items, proving to be reliable and valid to investigate structured and multidimensional environmental attitudes of university students. When analyzing the segmentation of university students, it was identified that women presented a more intense ecocentrist attitude than men. For the other segmentation groups in relation to age range, area of knowledge, semester in progress and course period, they did not present statistically significant differences. However, overall, the scores of university students indicated more ecocentrist than anthropocentrist attitudes. The convenience sample of part of the courses offered by the higher education institution may cause a bias in the research, considering as a limitation of this study. However, with the confirmation of the two-factor model, the results indicate consistency and guide future research to activities related to the environment, such as sustainable tourism, preservation against environmental impacts, among others.

scholarly journals Toward an Anti-Imperialistic Critical Race Analysis of the Model Minority Myth

2020 ◽  
Vol 90 (4) ◽  
pp. 542-579
Author(s):  
Varaxy Yi ◽  
Jacqueline Mac ◽  
Vanessa S. Na ◽  
Rikka J. Venturanza ◽  
Samuel D. Museus ◽  
...  
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Model Minority ◽  
Future Research ◽  
Deficit Thinking ◽  
Current Analysis ◽  
Model Minority Myth ◽  
The Past ◽  
Literature Reviews ◽  
Race Analysis

Over the past three decades, many higher education scholars have engaged in efforts to counter the stereotype that Asian Americans achieve universal and unparalleled academic success. While most of these scholars adopt an anti-oppression approach, some researchers have claimed that this literature reinforces oppressive deficit paradigms. To understand this conflict in existing literature, the current authors utilize an anti-imperialistic approach to analyze scholarship on the model minority myth. The current analysis reveals little evidence that research on the myth reinforced hegemonic deficit thinking. Instead, authors find that scholars largely utilized complex and multifaceted antideficit approaches, challenged dominant essentialist model minority frames, engaged in strategic (anti-)essentialism to navigate complex pan-racial contexts, and reframed the myth to achieve diverse purposes that speak to different audiences. Several implications for conducting critiques of literature reviews and future research on the myth are discussed.

scholarly journals Te Taumata -te Timata: the Pinnacle - the First Step

2021 ◽  
Author(s):  
◽  
Margaret A Wilkie
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
New Zealand ◽  
Role Models ◽  
Information Technologies ◽  
Tertiary Education ◽  
Research Approach ◽  
Traditional Role ◽  
Institutes Of Technology ◽  
Kaupapa Māori

<p>Maori with Bachelors degrees in Information Technologies (IT) have specialist knowledge and skills far in advance of the general population of Aotearoa/New Zealand. Problematically, this point is lost in dominant higher education discourses that marginalise and position Maori negatively. The 'silence of the archives' with regard to Maori narratives of higher education is a compounding factor. While the largest proportions of Maori pursue tertiary education in the New Zealand Institutes of Technology and Polytechnics (ITP), very little is known about them. Kaupapa Maori theorising and research practices enabled a new approach in an 'insurrection of suppressed knowledges' to identify and inform issues that are problematic for Maori in particular. A traditional Maori metaphor of poutama is used as a heuristic to illuminate core values and foundations of a Maori worldview and philosophy, to generate a 'reversal discourse' that gives a Maori perspective of the problems. Computer Graphic technologies portray the spirals of learning implied by the multi-levelled, multi stepped poutama; two heuristically separated worlds of Te Ao Maori and Te Ao Pakeha and their integration into Te Ao Hou, The New World. Re-interpreting a traditional role of Pae Arahi (Guides) as a Kaupapa Maori research approach, respected members of tangata whenua, the indigenous people of the land the ITPs are built on, facilitated appropriate entry into fieldwork. Semi-structured face-to-face interviews conducted in 2006-2007 with 17 tauira Maori (students and graduates), 7 IT staff and 12 Maori staff from three ITPs are the basis of narratives that 'positively image' Maori who gained IT qualifications in the ITPs. A re-presentation of poutama as whakapapa or genealogy explains the significance of foundational Maori values of wairuatanga (spirituality), whenua (land), tangata (people) and whanau (family), in academic success. A Maori worldview offers new perspectives of what success is and challenges of being Maori in the tertiary academy that are not commonly understood or acknowledged by non-Maori. Five steps on a learning poutama follow the tauira Maori in their first introductions to IT and prior education; enlightenment to the value of higher education for whanau and openness to new understandings in the IT field; increasing confidence in their abilities to learn, to apply and share IT knowledges; mastering the requirements of degrees in the academy and the challenges of the virtually mono-cultural IT field and ITP environments; their achievement of a pinnacle of IT degrees and other qualifications, and their first steps into work. Te Taumata, Te Timata expresses potentials for 'Maori Ways' to be combined with 'IT Ways' and for more Maori voices to be heard in the higher education discourse. Centrally it celebrates 17 unique individuals who are role models, and inspirations for other Maori to follow to their own successes.</p>

scholarly journals Change, technology and higher education: Are universities capable of organisational change?

2010 ◽  
Vol 26 (8) ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
New Zealand ◽  
Organisational Change ◽  
The United States ◽  
University Culture ◽  
The Past ◽  
The United Kingdom ◽  
E Learning

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand.

scholarly journals Te Taumata -te Timata: the Pinnacle - the First Step

2021 ◽  
Author(s):  
◽  
Margaret A Wilkie
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
New Zealand ◽  
Role Models ◽  
Information Technologies ◽  
Tertiary Education ◽  
Research Approach ◽  
Traditional Role ◽  
Institutes Of Technology ◽  
Kaupapa Māori

<p>Maori with Bachelors degrees in Information Technologies (IT) have specialist knowledge and skills far in advance of the general population of Aotearoa/New Zealand. Problematically, this point is lost in dominant higher education discourses that marginalise and position Maori negatively. The 'silence of the archives' with regard to Maori narratives of higher education is a compounding factor. While the largest proportions of Maori pursue tertiary education in the New Zealand Institutes of Technology and Polytechnics (ITP), very little is known about them. Kaupapa Maori theorising and research practices enabled a new approach in an 'insurrection of suppressed knowledges' to identify and inform issues that are problematic for Maori in particular. A traditional Maori metaphor of poutama is used as a heuristic to illuminate core values and foundations of a Maori worldview and philosophy, to generate a 'reversal discourse' that gives a Maori perspective of the problems. Computer Graphic technologies portray the spirals of learning implied by the multi-levelled, multi stepped poutama; two heuristically separated worlds of Te Ao Maori and Te Ao Pakeha and their integration into Te Ao Hou, The New World. Re-interpreting a traditional role of Pae Arahi (Guides) as a Kaupapa Maori research approach, respected members of tangata whenua, the indigenous people of the land the ITPs are built on, facilitated appropriate entry into fieldwork. Semi-structured face-to-face interviews conducted in 2006-2007 with 17 tauira Maori (students and graduates), 7 IT staff and 12 Maori staff from three ITPs are the basis of narratives that 'positively image' Maori who gained IT qualifications in the ITPs. A re-presentation of poutama as whakapapa or genealogy explains the significance of foundational Maori values of wairuatanga (spirituality), whenua (land), tangata (people) and whanau (family), in academic success. A Maori worldview offers new perspectives of what success is and challenges of being Maori in the tertiary academy that are not commonly understood or acknowledged by non-Maori. Five steps on a learning poutama follow the tauira Maori in their first introductions to IT and prior education; enlightenment to the value of higher education for whanau and openness to new understandings in the IT field; increasing confidence in their abilities to learn, to apply and share IT knowledges; mastering the requirements of degrees in the academy and the challenges of the virtually mono-cultural IT field and ITP environments; their achievement of a pinnacle of IT degrees and other qualifications, and their first steps into work. Te Taumata, Te Timata expresses potentials for 'Maori Ways' to be combined with 'IT Ways' and for more Maori voices to be heard in the higher education discourse. Centrally it celebrates 17 unique individuals who are role models, and inspirations for other Maori to follow to their own successes.</p>

The Tertiary Education Advisory Commission (TEAC) reforms

2006 ◽  
Vol 12 (1) ◽  
pp. 68-77 ◽  
Author(s):  
Bill English
Keyword(s):  
New Zealand ◽  
Education Policy ◽  
Policy Development ◽  
Tertiary Education ◽  
Tertiary Sector ◽  
Tertiary Institution ◽  
The Past ◽  
Advisory Commission ◽  
To Come ◽  
Set Up

In this article Bill English, New Zealand's Shadow Minister for Education, tells the story of New Zealand's tertiary education policy development over the past several years. His perspective comes from time in government and from time in opposition. He concludes with the lessons to be learnt, and his prognosis of the main issues to be confronted by that tertiary sector, in the years to come. The lessons to be learnt are just as valuable for the Australian sector as they are for New Zealand academicians.In this article, Polytechnics are the equivalent of the old Colleges of Advanced Education in Australia, or roughly between the TAFE and university sectors. MMP (mixed member proportional) is the proportional system of electing the New Zealand Parliament. This system is similar to the method by which Australians elect their federal Senate. A Wananga is a tertiary institution set up by statute to focus on the educational needs of Maori.

‘Imagined futures’ in the navigation and management of uncertainty for young women in Aotearoa, New Zealand

2019 ◽  
Vol 55 (4) ◽  
pp. 654-669 ◽  
Author(s):  
Alan France ◽  
Tepora Pukepuke ◽  
Lucy Cowie ◽  
David Mayeda ◽  
Marilyn Chetty
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Labour Market ◽  
Young Women ◽  
Diverse Group ◽  
The Past ◽  
Aotearoa New Zealand ◽  
Massification Of Higher Education ◽  
Management Of Uncertainty ◽  
Permanent Work

Uncertainty and insecurity in the labour market for young women have increased dramatically. Globally, notions of ‘precariousness’, ‘flexibility’ and ‘gig working’ have grown and the idea of secure permanent work and ‘career building’ is seen as a thing of the past. Simultaneously, and not unconnected, we have also seen the ‘massification’ of higher education where more young women than ever are entering university aiming to improve their situation in the labour market. But how, in these uncertain times, are they imagining their futures? What is influencing their planning and what are their motivations? These questions were explored with a diverse group of young women (n = 26) who were third-year students at a university in Aotearoa New Zealand. The analysis of their interviews draws on the work of Pierre Bourdieu and findings highlight the need to recognise the important relationships between their past, the present and their imagined futures.

scholarly journals Communicating Transdisciplinary Characteristics In Global Regulatory Affairs: An Example From Health Professions Education

10.28945/4030 ◽  
2018 ◽  
Vol 21 ◽  
pp. 219-234
Author(s):  
Daniela Drago ◽  
Paige McDonald ◽  
Gaetano R Lotrecchiano
Keyword(s):  
Higher Education ◽  
Graduate Education ◽  
Healthcare Professionals ◽  
Lessons Learned ◽  
Master's Program ◽  
Convenience Sample ◽  
The Past ◽  
Regulatory Affairs ◽  
Transdisciplinary Science ◽  
Programs Of Study

Aim/Purpose: This paper describes the regulatory affairs discipline as a useful case in the study of both inter- and transdisciplinary science and dynamics related to communication across multiple boundaries. We will 1) outline the process that led to the development of transnational competencies for regulatory affairs graduate education, 2) discuss how the process highlights the transdisciplinary character of regulatory affairs, 3) provide implications for how to communicate the influence of this characterization to future healthcare professionals, and 4) draw conclusions regarding how our lessons-learned might inform other programs of study. Background: In the past few decades, the regulatory affairs profession has become more internationalized. This prompted the need for new competencies grounded in the transnational and cross-disciplinary contexts in which these professionals are required to operate. Methodology: A convenience sample of experienced regulatory affairs professionals from multiple disciplines contributed to the development of transnational competencies for a master’s program in regulatory affairs using a transdisciplinary framework. Contribution: An applied exemplar in which to understand how transdisciplinary characteristics can be communicated and applied in higher education. Recommendations for Practitioners: This paper recommends how competencies developed from a regulatory affairs program can serve as exemplars for other applied transdisciplinary higher education programs. Impact on Society: This framework provides a seldom-used reflective approach to regulatory affairs education that utilizes cross-disciplinary theory to inform competence-based formation of professionals.

scholarly journals Is the Australian Paramedic Discipline a Full Profession?

2010 ◽  
Vol 8 (1) ◽  
Author(s):  
Brett Williams ◽  
Andrys Onsman ◽  
Ted Brown
Keyword(s):  
Higher Education ◽  
Health Care ◽  
Self Report ◽  
Professional Status ◽  
Past Century ◽  
Convenience Sample ◽  
Australian Health ◽  
The Past ◽  
Body Of Knowledge ◽  
Significant Difference

Introduction Over the past century the Australian paramedic discipline has changed dramatically; moving from its origins of an ambulance driver to its current practitioner role and integral member of the Australian health care system. However, at present the Australian paramedic discipline is not considered a full profession. The issue of whether the discipline currently believes it is a profession, and if it wants to achieve full professional status will be examined. This paper has two objectives - to examine if the Australian paramedic membership views the discipline as a profession, and if paramedic community wants to be considered a profession within Australia. Methods A convenience sample was used for this study that included participants who attended the inaugural National Association Paramedic Academics in September, 2008. An investigation of professionalisation attitudes were investigated using a paper-based self-report questionnaire. Results A total of 63 experts participated in the study. Forty (63.5%) of the participants were male and 23 (36.5%) were female, with 44% of the participants (n=28) being between 35-44 years of age. The majority of the participants reported that the paramedic discipline would benefit from being recognised as a full profession (M=4.62, SD=.771) within Australia and that the higher education sector has an important part to play in this process (4.49, SD=0.74). The majority felt that national registration would not occur within the next 2 years (M=2.52, SD=1.12). A significant difference (p=0.001) between participants from Victoria, New Zealand and Queensland about whether the paramedic discipline would achieve national registration produced was noted. Conclusion The findings from the survey suggest two points in relation to professionalism of the paramedic discipline within Australia. Firstly, the paramedic discipline is not a profession and secondly, the paramedic discipline wants to become recognised as a profession. Other professional factors such as national registration, autonomy and the development of a unique body of knowledge require further investigation.

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