scholarly journals A Review of Influencing Factors for Selection of Engineering Pathway for Women – A Case Study of Females Studying Engineering at Waikato Institute of Technology (Wintec), New Zealand

2020 ◽  
Author(s):  
Maryam Moridnejad ◽  
Josy Cooper ◽  
Wendy H Fox-Turnbull ◽  
Sarla Kumari
Keyword(s):  
New Zealand ◽  
Influencing Factors ◽  
Gender Stereotypes ◽  
School System ◽  
Tertiary Education ◽  
Cultural Issues ◽  
Contributing Factors ◽  
Female Participation ◽  
Institute Of Technology ◽  
Selection Of

Females are underrepresented in engineering cohorts in New Zealand. The lack of female participation in engineering fields at the tertiary education level has been a barrier for diversity and equality in both the industry and academic professions. A recent study by Docherty et al. [11] noted girls coming to engineering at Canterbury University, New Zealand are more likely to be from a single sex school and this phenomenon can be due to cultural reasons. They identified that future work is needed to look at the cultural changes in New Zealand which could potentially mitigate the gender bias.However, we first need to identify a range of contributing factors (including cultural issues) for the lack of diversity in engineering schools in New Zealand. By identifying these factors, we can then propose and implement necessary remediation actions to address the lack of female participation in engineering. Common influencing factors for female participation in STEM and selection of engineering pathways were found during a review of literature and included parental and teacher influences, self-efficacy, perception and attitude, gender stereotypes, and peer and media influences. We believe that New Zealand context in terms of how it influences female study and career pathway to engineering has not been well studied and documented to date. The objective of this research is to identify the main factors and cultural issues that contribute to low female participation in engineering studies in New Zealand.  We carried out individual and focus group interviews on both domestic and international female students at Wintec enrolled in the Diploma, Bachelor of Engineering Technology and Graduate Diploma programmes in Civil Engineering. The interviews helped us to understand our students’ perspectives around the factors that influenced their study decisions. We used the collected data to identify patterns and generate themes.  n the New Zealand context, we found, barriers to selection of engineering pathway for females include the school system; lack of career and subject choice guidance available to students at school, lack of promotion of the profession, and society’s perception of engineers as being masculine - “a tradie working in a workshop”. For our international students’ participants, it appears that the school system in their country directed them (regardless of gender) to maths and engineering study pathways if they showed talent in these areas and engineering is a highly regarded profession. 

scholarly journals An old story, a new voice: Tertiary education in the Bay of Plenty region

2019 ◽  
Vol 24 (1) ◽  
pp. 79-92
Author(s):  
Diana Amundsen
Keyword(s):  
New Zealand ◽  
Graduate Students ◽  
Cultural Context ◽  
Tertiary Education ◽  
Doctoral Research ◽  
Aotearoa New Zealand ◽  
The Face ◽  
Institute Of Technology ◽  
The University ◽  
Region Information

In this article, I first critique neoliberal effects on the Aotearoa New Zealand tertiary education sector and then provide a close-up look at tertiary education in the Bay of Plenty region. Information is based on aspects of my doctoral research which was located across three tertiary education organisations comprising the Bay of Plenty Tertiary Education Partnership: The University of Waikato, Toi Ohomai Institute of Technology and, Te Whare Wānanga o Awanuiārangi.  The findings of this research examine connections across the partnership, delving into relevant aspects of universities, polytechnics and wānanga. I evaluate the historical, geographical, political and socio-cultural context of all three institutions. Lastly, I discuss campus connections between the partnership organisations. The emerging picture reveals an old story of expansion and growth with a new voice of tension between collaboration and competition in the face of a neoliberal education context. This article offers timely implications for contemporary and future University of Waikato campus connections and may appeal to academics, graduate students, policymakers and the general public.  

scholarly journals Addressing graduate capability through action research: a cross-disciplinary perspective in a New Zealand context

2020 ◽  
Author(s):  
Qilong Zhang
Keyword(s):  
New Zealand ◽  
Action Research ◽  
Tertiary Education ◽  
Education Institution ◽  
Teaching Staff ◽  
Five Dimensions ◽  
Pedagogical Documentation ◽  
Team Meetings ◽  
Five Disciplines ◽  
Selection Of

Abstract The concept “graduate capability” has been created to respond to the trend that tertiary education graduates routinely encounter uncertainty and complexity. Adopting a multiple-site action research design, this study explored ways to address graduate capability across five disciplines in a New Zealand vocational education institution. Participants were 215 students and 21 teaching staff. Data collection included interviews, team meetings, and a variety of pedagogical documentation. Ethnographic content analysis was used for data analysis which generated five discipline-specific approaches to graduate capability intervention. Each approach included five dimensions: selection of focus capability items (FCIs) for intervention, composition of FCIs, strategies to address FCIs, impact of the intervention, and relationship between the intervention and the academic programme. This study not only helps the sampled programmes address graduate capability in an intentional and systematic way, but also offers an operational framework for designing capability intervention programmes in similar settings.

THE PERFORMANCE OF S170 TALL FESCUE IN CANTERBURY

1974 ◽  
pp. 214-215
Author(s):  
B.R. Watkin
Keyword(s):  
New Zealand ◽  
White Clover ◽  
Tall Fescue ◽  
Trifolium Repens ◽  
Festuca Arundinacea ◽  
Sheep Grazing ◽  
Selection Of

AN Aberystwyth selection of tall fescue (Festuca arundinacea Schreb.), known as S170, was sown with certified New Zealand white clover (Trifolium repens) and re' clover (T. pratense) and compared under sheep grazing with other grass/clover pastures at the Grasslands Division Regional Station at Lincoln (Watkin, 1975) .

Contributions to urban Indigenous self-determination: the story of Neeginan and Kaupapa Māori

2020 ◽  
pp. 1-9
Author(s):  
Darwin Horning ◽  
Beth Baumbrough
Keyword(s):  
New Zealand ◽  
Indigenous Knowledge ◽  
Affordable Housing ◽  
Sense Of Community ◽  
School System ◽  
Social Assistance ◽  
Self Determination ◽  
Education Programs ◽  
Government School ◽  
Kaupapa Māori

Abstract This paper considers two different Indigenous-led initiatives, the Neeginan initiative (Winnipeg, Canada) and the Kaupapa Māori movement (New Zealand), within the context of urban Indigenous self-determination, examining the role, or contributions of, each towards the realisation of Indigenous self-determination. Neeginan originates from, and focuses on, building a sense of community, through education programs, social assistance and affordable housing, with local Indigenous knowledge providing the foundational guiding principles. This is compared to the Kaupapa Māori movement's role in the revival of traditional cultural and language practices in education, which has resulted in the development of an overwhelmingly successful parallel non-government school system based on Māori culture, language and philosophy.

Navigating the secondary-tertiary education border: refugee-background students in Southern Aotearoa New Zealand

2021 ◽  
pp. 1-26
Author(s):  
Vivienne Anderson ◽  
Sayedali Mostolizadeh ◽  
Jo Oranje ◽  
Amber Fraser-Smith ◽  
Emma Crampton
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Aotearoa New Zealand

scholarly journals Gender and global health education, what is it about the Global South

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
D Atobrah
Keyword(s):  
Health Education ◽  
Global Health ◽  
Gender Stereotypes ◽  
Methodological Approach ◽  
Qualitative Interviews ◽  
Global South ◽  
Ethnographic Study ◽  
Cultural Issues ◽  
Research Participants ◽  
Global Health Education

Abstract Background International policy frameworks have strengthened advocacy for gender equality, as agreed in SDG 3. However, gender considerations in research and the related methodological approaches often focus on gender-oriented topics in the global North with little attention on gender perspectives in ostensibly neutral disciplines such as health, and with even less consideration in African societies. The aim is to illustrate how feminist research principles, sensitivity to gender relations and gender performance are cross-cutting and integral in the use of patient-centered methods, ethics and culture. Methods Material was taken from an ethnographic study based on in-depth qualitative interviews conducted with cancer patients in Accra, Ghana. Eight cases studies of women diagnosed of breast cancer, ovarian, endometrium or cervical cancer were selected for the present analysis. Results In highly gendered societies like Africa health research is shaped by the peculiar ethical considerations on gender and cultural issues. This leads to a situation where female researchers may have favourable opportunities for gathering qualitative material because of gender stereotypes. However, they face gendered expectations of their research participants during data collection periods, and this may provoke adverse reactions, if the researcher does not meet the expectations. Education into patient-centred methods, therefore, must strengthen competencies of health professionals to critically reflect their own gendered realities and confront masculinity and femininity reactions by research participants, while being culturally sensitive and ethical at the same time. Conclusions Advocacy for gender approaches in global health education is important but not sufficient. Action is needed to develop a methodological approach sensitive to the gendered conditions of patient-centred research in the Global South.

scholarly journals Love and homophobia in Malawi's spoken-word poetry movement

Africa ◽  
2021 ◽  
Vol 91 (3) ◽  
pp. 361-387
Author(s):  
Harri Englund
Keyword(s):  
Gender Stereotypes ◽  
Gender Relations ◽  
Spoken Word ◽  
The Internet ◽  
Modern Poetry ◽  
Spoken Word Poetry ◽  
The People ◽  
Popular Interest ◽  
The Aesthetic ◽  
Selection Of

AbstractBy the early 2010s, a number of Malawian poets in their twenties had begun to substitute the elliptical expression of earlier generations with a language that resonated with popular idioms. As poetry directed at ‘the people’, its medium is spoken word rather than print, performed to live audiences and distributed through CDs, radio programmes and the internet. Crafted predominantly in Chichewa, the poems also address topics of popular interest. The selection of poetry presented here comes from a female and a male poet, who, unbeknown to each other, prepared poems sharply critical of homosexuality and what they regarded as its foreign and local advocacy. The same poets have also gained success for their love poems, which have depicted intimate desires in remarkably compatible ways for both women and men. The poets who performed ‘homophobic’ verse went against popular gender stereotypes in their depictions of romantic love and female and male desires. This introductory essay, as a contribution toAfrica's Local Intellectuals series, discusses the aesthetic challenges that the new poets have launched in the context of Malawi's modern poetry. With regard to gender relations in their love poems, the introduction also considers the poets’ possible countercultural contribution despite their avowed commitment to perform for ‘the people’.

Health(y) education: A critical analysis of the role of public health regulation in and on tertiary education in Aotearoa New Zealand

2021 ◽  
pp. 147821032199501
Author(s):  
Susan Shaw ◽  
Keith Tudor
Keyword(s):  
Public Health ◽  
New Zealand ◽  
Critical Analysis ◽  
Tertiary Education ◽  
Power Dynamics ◽  
Policy And Practice ◽  
Educational Design ◽  
Aotearoa New Zealand ◽  
Public Health Regulation

This article offers a critical analysis of the role of public health regulation on tertiary education in Aotearoa New Zealand and, specifically, the requirements and processes of Responsible Authorities under the Health Practitioners Competence Assurance Act for the accreditation and monitoring of educational institutions and their curricula (degrees, courses of studies, or programmes). It identifies and discusses a number of issues concerned with the requirements of such accreditation and monitoring, including, administrative requirements and costs, structural requirements, and the implications for educational design. Concerns with the processes of these procedures, namely the lack of educational expertise on the part of the Responsible Authorities, and certain manifested power dynamics are also highlighted. Finally, the article draws conclusions for changing policy and practice.

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