scholarly journals Transportation habits of students at UCOL: An assessment of carbon footprint

2019 ◽  
Author(s):  
Kawtar Tani
Keyword(s):  
New Zealand ◽  
International Students ◽  
Carbon Footprint ◽  
Tertiary Education ◽  
Green Method ◽  
Significant Difference ◽  
Mode Of Transportation ◽  
Working Status ◽  
Mode Of Transport

The aim of this study was to explore the transportation habits of students, and assess the transportation-related carbon footprint of the institution. Data about students’ modes of travel to a tertiary education provider in New Zealand were collected in 2018 from 227 students enrolled. Green modes of travel included walking, and cycling, while non-green method was driving. Data collected also included distance from institution, age, gender, ethnicity, and enrolment type. Results showed that more students used a non-green method of travel, international students were more likely to choose a green mode of transport, and females were more likely to drive than were males. There was a significant difference between the working status of participants, and their mode of transportation, where non-green participants were more likely to be working, while green participants were more likely to be not working. Implications and limitations of this study are presented.

scholarly journals Transportation habits of students at UCOL: An assessment of carbon footprint

2019 ◽  
Author(s):  
Kawtar Tani
Keyword(s):  
New Zealand ◽  
International Students ◽  
Carbon Footprint ◽  
Tertiary Education ◽  
Green Method ◽  
Significant Difference ◽  
Mode Of Transportation ◽  
Working Status ◽  
Mode Of Transport

The aim of this study was to explore the transportation habits of students, and assess the transportation-related carbon footprint of the institution. Data about students’ modes of travel to a tertiary education provider in New Zealand were collected in 2018 from 227 students enrolled. Green modes of travel included walking, and cycling, while non-green method was driving. Data collected also included distance from institution, age, gender, ethnicity, and enrolment type. Results showed that more students used a non-green method of travel, international students were more likely to choose a green mode of transport, and females were more likely to drive than were males. There was a significant difference between the working status of participants, and their mode of transportation, where non-green participants were more likely to be working, while green participants were more likely to be not working. Implications and limitations of this study are presented.

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>

Facebook in the International Classroom

2018 ◽  
pp. 20-50
Author(s):  
Inna P Piven
Keyword(s):  
Social Media ◽  
New Zealand ◽  
International Students ◽  
Focus Groups ◽  
Educational Research ◽  
Tertiary Education ◽  
Participant Observation ◽  
Course Delivery ◽  
Key Factors ◽  
Learning Tool

The case explores international students' learning experiences with Facebook-based activities within the eight-week study term known as the intensive mode of course delivery. By implementing participant observation and two asynchronous Facebook focus groups, the study investigates the potential values of Facebook for learning from international students' perspective. In addition, the case looks at the challenges faced by students and discusses key factors that may impact international students' experiences with courses that incorporate Facebook as a learning tool. The research is framed in the context of New Zealand tertiary education and intended as a contribution to the emerging body of educational research on social media.

A Home Away From Home?

2008 ◽  
Vol 13 (1) ◽  
pp. 5-21 ◽  
Author(s):  
Ken Simpson ◽  
Weihua (Steven) Tan
Keyword(s):  
New Zealand ◽  
International Students ◽  
Public Good ◽  
Tertiary Education ◽  
Chinese Students ◽  
Positive Experience ◽  
The Public ◽  
True Value ◽  
Seller Relationship ◽  
Western Democracies

As the education of international students has developed into a key component of the economic mix for many Western democracies, approaches to the evaluation of success or failure have become increasingly based on the type of buyer—seller relationship that features strongly in the management and marketing literature. As a result, an activity that has historically been assessed in terms of its contribution to the public good is now more likely to be measured through application of the language of business. This article analyzes the comments of 160 Chinese students attending courses at a New Zealand institution and suggests that the criteria that contribute to a positive experience evaluation, when viewed through the eyes of students, may not entirely coincide with the “business language” criteria that education providers believe to be critical. The article concludes that significant changes in institutional philosophy are necessary if the true value of providing tertiary education to international students is to be optimally realized.

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>

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.

scholarly journals Pain, Culture and Pedagogy: A Preliminary Investigation of Attitudes Towards “Reasonable” Pain Tolerance in the Grassroots Reproduction of a Culture of Risk

2021 ◽  
pp. 003329412098809
Author(s):  
Paul K. Miller ◽  
Sophie Van Der Zee ◽  
David Elliott
Keyword(s):  
Undergraduate Students ◽  
Pain Perception ◽  
Tertiary Education ◽  
Preliminary Investigation ◽  
Psychological Research ◽  
Pain Tolerance ◽  
Total N ◽  
Sporting Culture ◽  
Significant Difference ◽  
The Relationship

In recent years a considerable body of psychological research has explored the relationship between membership of socio-cultural groups and personal pain perception. Rather less systematic attention has, however, been accorded to how such group membership(s) might influence individual attitudes towards the pain of others. In this paper, immersion in the culture of competitive sport, widely regarded as being exaggeratedly tolerant of risky behaviours around pain, is taken as a case-in-point with students of Physical Education (PE) in tertiary education as the key focus. PE students are highly-immersed in competitive sporting culture both academically and (typically) practically, and also represent a key nexus of cross-generational transmission regarding the norms of sport itself. Their attitudes towards the pain that others should reasonably tolerate during a range of activities, sporting and otherwise, were evaluated through a direct comparison with those of peers much less immersed in competitive sporting culture. In total, N=301 (144 PE, 157 non-PE) undergraduate students in the UK responded to a vignette-based survey. Therein, all participants were required to rate the pain (on a standard 0-10 scale) at which a standardised “other” should desist engagement with a set of five defined sporting and non-sporting tasks, each with weak and strong task severities. Results indicated that PE students were significantly more likely to expect others to persevere through higher levels of pain than their non-PE peers, but only during the sport-related tasks – an effect further magnified when task severity was high. In other tasks, there was no significant difference between groups, or valence of the effect was actually reversed. It is argued that the findings underscore some extant knowledge about the relationship between acculturated attitudes to pain, while also having practical implications for understanding sport-based pedagogy, and its potentially problematic role in the ongoing reproduction of a “culture of risk.”

scholarly journals The Carbon Footprint of Energy Consumption in Pastoral and Barn Dairy Farming Systems: A Case Study from Canterbury, New Zealand

2019 ◽  
Vol 11 (17) ◽  
pp. 4809 ◽  
Author(s):  
Hafiz Muhammad Abrar Ilyas ◽  
Majeed Safa ◽  
Alison Bailey ◽  
Sara Rauf ◽  
Marvin Pangborn
Keyword(s):  
New Zealand ◽  
Carbon Footprint ◽  
Dairy Farming ◽  
Carbon Footprints ◽  
Energy Inputs ◽  
Study Results ◽  
Feed Supplements ◽  
Dairy Systems ◽  
Milk Solids ◽  
On Farm

Dairy farming is constantly evolving to more intensive systems of management, which involve more consumption of energy inputs. The consumption of these energy inputs in dairy farming contributes to climate change both with on-farm emissions from the combustion of fossil fuels, and by off-farm emissions due to production of farm inputs (such as fertilizer, feed supplements). The main purpose of this research study was to evaluate energy-related carbon dioxide emissions, the carbon footprint, of pastoral and barn dairy systems located in Canterbury, New Zealand. The carbon footprints were estimated based on direct and indirect energy sources. The study results showed that, on average, the carbon footprints of pastoral and barn dairy systems were 2857 kgCO2 ha−1 and 3379 kgCO2 ha−1, respectively. For the production of one tonne of milk solids, the carbon footprint was 1920 kgCO2 tMS−1 and 2129 kgCO2 tMS−1, respectively. The carbon emission difference between the two systems indicates that the barn system has 18% and 11% higher carbon footprint than the pastoral system, both per hectare of farm area and per tonne of milk solids, respectively. The greater carbon footprint of the barn system was due to more use of imported feed supplements, machinery usage and fossil fuel (diesel and petrol) consumption for on-farm activities.

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