scholarly journals Polytechnic Tutor Training After Learning for Life: A Study of the Effects of Funding Policy Changes

2021 ◽  
Author(s):  
◽  
Alison Ruth Viskovic
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Teaching Quality ◽  
Tutor Training ◽  
Funding Policy ◽  
Training Costs ◽  
Equity And Access ◽  
Emerging Trends ◽  
Major Reform ◽  
Training Delivery

<p>This thesis presents the findings of an investigation into the effects of a change in government policy for the funding of polytechnic tutor training in New Zealand after 1990. The new policy arose from Learning for Life: Two, and was part of a major reform of the administration and funding of all tertiary education and training in New Zealand. The main intentions of Learning for Life: Two were to make individual institutions more autonomous, through the decentralisation of management and funding, and so to create increased equity and excellence in tertiary education. From 1973 to 1990, tutor training had been directly funded by the Department of Education; the 1990 Tutor Training Policy required each polytechnic thenceforward to provide for tutor training from its annual bulk funding. Comparative data was collected by survey and interview, relating to polytechnics' treatment of initial tutor training in 1990 and 1993, and a more detailed case study was carried out at one polytechnic that had made substantial changes in practice. In 1990 all new tutors had been entitled to 12 weeks of initial training at one of three regional centres, with all training costs met centrally, including travel, accommodation and relief staffing. Analysis of the findings showed that by 1993, despite some transitional funding protection for the regional centres, tutor training provision varied considerably around the country, as polytechnics made local decisions about funding and implemented various forms of training delivery. When the emerging trends and effects were compared with the policy intentions of Learning for Life, it was concluded that the equity and access intentions had not been achieved consistently around the country in respect of tutor training. Longer term research was recommended into the effects of changes in tutor training on teaching quality in polytechnics.</p>

scholarly journals Polytechnic Tutor Training After Learning for Life: A Study of the Effects of Funding Policy Changes

2021 ◽  
Author(s):  
◽  
Alison Ruth Viskovic
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Teaching Quality ◽  
Tutor Training ◽  
Funding Policy ◽  
Training Costs ◽  
Equity And Access ◽  
Emerging Trends ◽  
Major Reform ◽  
Training Delivery

<p>This thesis presents the findings of an investigation into the effects of a change in government policy for the funding of polytechnic tutor training in New Zealand after 1990. The new policy arose from Learning for Life: Two, and was part of a major reform of the administration and funding of all tertiary education and training in New Zealand. The main intentions of Learning for Life: Two were to make individual institutions more autonomous, through the decentralisation of management and funding, and so to create increased equity and excellence in tertiary education. From 1973 to 1990, tutor training had been directly funded by the Department of Education; the 1990 Tutor Training Policy required each polytechnic thenceforward to provide for tutor training from its annual bulk funding. Comparative data was collected by survey and interview, relating to polytechnics' treatment of initial tutor training in 1990 and 1993, and a more detailed case study was carried out at one polytechnic that had made substantial changes in practice. In 1990 all new tutors had been entitled to 12 weeks of initial training at one of three regional centres, with all training costs met centrally, including travel, accommodation and relief staffing. Analysis of the findings showed that by 1993, despite some transitional funding protection for the regional centres, tutor training provision varied considerably around the country, as polytechnics made local decisions about funding and implemented various forms of training delivery. When the emerging trends and effects were compared with the policy intentions of Learning for Life, it was concluded that the equity and access intentions had not been achieved consistently around the country in respect of tutor training. Longer term research was recommended into the effects of changes in tutor training on teaching quality in polytechnics.</p>

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

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.

Child Participation: Overcoming Disparity between New Zealand’s Family Court and Out-of-court Dispute Resolution Processes

2017 ◽  
Vol 25 (3-4) ◽  
pp. 658-671 ◽  
Author(s):  
Nicola Taylor
Keyword(s):  
New Zealand ◽  
Dispute Resolution ◽  
Justice System ◽  
Research Evidence ◽  
Family Court ◽  
New Family ◽  
The Family ◽  
Major Reform ◽  
Children’S Views ◽  
Resolution Processes

This article considers children’s right to participate in the context of private law disputes concerning their post-separation, day-to-day care and contact arrangements. In New Zealand the approach to ascertaining children’s views has been both long-standing and systematic for contested proceedings within the Family Court (via children’s legal representatives and judicial meetings with children). However, major reform of the family justice system in 2014 shifted the emphasis to new out-of-court processes for resolving post-separation parenting arrangements. The reforms were disappointingly silent on the issue of children’s participation in the new Family Dispute Resolution services, particularly mediation. A disparity has thus arisen between opportunities for children’s engagement in New Zealand’s in-court and out-of-court dispute resolution processes. Research evidence and international developments in Australia and England and Wales are reviewed for the guidance they can offer in remedying this in New Zealand and elsewhere.

scholarly journals Coping with emotion in New Zealand Business schools

2021 ◽  
Author(s):  
◽  
Alice Scahill
Keyword(s):  
New Zealand ◽  
Coping Strategies ◽  
Business Schools ◽  
Tertiary Education ◽  
Early Career ◽  
Specific Level ◽  
Systemic Factors ◽  
Emotional Demands ◽  
Negative Impacts ◽  
Using Data

<p>Emotion is an integral aspect of organisational life and this thesis examines the emotional demands that academics experience in their workplace and the consequences this has for them. At a more specific level, the thesis examines the strategies that academics use to cope with these emotional demands, and how these strategies develop and change over the duration of their career. Using data collected from interviews with academics from business schools across the New Zealand tertiary education sector, findings are presented which demonstrate how academics develop coping strategies and how the organisation provides support. The implications from these findings could have significant effects for organisational practice. Firstly, these findings illustrate that academics experiences emotion in relation to personal, interpersonal, and systemic factors. Secondly, academics adopt a wide array of coping strategies, which have been personally developed by each individual over time. They are not given any organisational training or support for their development of these strategies. In addition, academics use coping strategies both in the workplace and at home in order to attempt to mitigate the negative impacts of the emotional demands of their roles. Finally, academics in their early career lack adequate coping strategies, and appear to have the lowest levels of organisational commitment.</p>

scholarly journals Education and Training in the Labour Force

1970 ◽  
Author(s):  
Raewyn O'Neill
Keyword(s):  
New Zealand ◽  
Formal Education ◽  
Tertiary Education ◽  
Labour Force ◽  
Education And Training ◽  
Green Paper ◽  
Sources Of Information ◽  
Market Outcomes ◽  
Capital Development ◽  
And Training

In their 1997 green paper on tertiary education the Ministry of Education said, "to ensure our prosperity New Zealand needs to be a 'learning society' recognising the importance for all of our people to continue to develop new skills and knowledge throughout a person’s lifetime." Given the importance of an educated and adaptable workforce, there is surprisingly little information available on education and training undertaken in New Zealand. While some information is collected on those enrolled in study towards formal education qualifications, there is little available information on human capital development beyond this. One of the few sources of information is the Education and Training Survey (ETS), conducted in September 1996. This paper uses information collected in the ETS to look at the characteristics of those participating in education and training as well as the barriers to and reasons for participation in education and training. lt then goes on to compare the labour market outcomes of those people who participated in education and training with those who did not.

scholarly journals Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

2011 ◽  
Vol 8 (1) ◽  
pp. 81-96
Author(s):  
Barbara Russell ◽  
◽  
Gloria R L Slater ◽  
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Conceptual Model ◽  
Tertiary Education ◽  
Research Question ◽  
Education Programme ◽  
Active Citizenship ◽  
Structured Interviews ◽  
First Time

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

scholarly journals The Determinants of International Student Demand in New Zealand and the OECD

2021 ◽  
Author(s):  
◽  
Logan Page
Keyword(s):  
New Zealand ◽  
International Students ◽  
Fixed Effects ◽  
International Student ◽  
Tertiary Education ◽  
Descriptive Analysis ◽  
University Education ◽  
Export Market ◽  
Student Demand ◽  
The Impact

<p>Tertiary education, once a purely domestic affair, has become an increasingly globalised industry over previous decades. Whilst the international sector has grown to being New Zealand's fourth largest export market (Ministry of Education, 2016), there is a lack of credible research on the demand of international students.    This thesis aims to provide a greater understanding of the determinants of international student demand, both in New Zealand and internationally. I firstly provide a descriptive analysis of the trends in the international student market for New Zealand and 27 OECD countries. Secondly, I use a fixed-effects approach to analyse the demand of international students within New Zealand, using fees data at the course-by-university level. Thirdly, I then generalise this approach to the international market to provide an analysis of the demand for international students travelling to the OECD.    The findings from these analyses imply that the demand for international university education is relatively inelastic. The impact of a marginal increase in fees decreases the number of EFTS/students at a proportion of less than one. Furthermore, this effect is generally not statistically distinguishable from zero.</p>

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