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This two-year project at Massey University and the University of Canterbury began by using perception and concept surveys before and after undergraduate science courses to measure students' attitudes towards science as well as their knowledge. Using these data and classroom observations of student engagement and corroborating focus groups, the research team worked with lecturers to create interventions to enhance student engagement and learning in those courses. Results show several positive changes related to these interventions and they suggest several recommendations for lecturers and course coordinators. The recommendations include: (1) make learning outcomes clear, both for the lecturer and the students; (2) use interactive activities to improve engagement, develop deeper levels of thinking, and improve learning; (3) intentionally foster 'expert-like thinking' amongst students in the first few semesters of the degree program; and (4) be flexible because one size does not fit all and contextual events are beyond anyone's control.

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This report presents and discusses the findings of a project to study the perspectives of New Zealand apprentices in their first year of apprenticeship. The aim of the project is to identify factors: (1) influencing apprentices' initial decisions to enter into and commit to an indenture; and (2) contributing to continuation of the apprenticeship past initial entry. To identify these factors, apprentices' perceptions of their entry trajectory and initial workplace learning experiences have been collected and analysed, and the experiences of potential, continuing, and 'unsuccessful'/discontinued apprentices compared. The project's objective was to enable learner experience to be usefully incorporated into the design of guidelines and to improve the induction processes and initial training for apprentices, with a view to contributing to increased retention and improved apprenticeship completions. To begin, a brief summary of the evolution and role of [industry training organisations] ITOs within the New Zealand context is provided. This is followed by a description of the research method, research questions and underpinning literature supporting the project's findings. The findings from the project are then reported. These include: demographic summaries of the apprentices, pre-trade students and discontinued apprentices; profiles of the workplaces of first-year apprentices; themes emerging from focus groups conducted with first-year apprentices and pre-trade students, and interviews with first year apprentices and discontinued apprentices; discussion of the profiles and themes. The recommendations (in the form of guidelines) to assist first-year apprentices' induction and retention are then introduced and discussed. These are the need to: match individuals' 'vocational imagination' with the realities of the industry apprentices have chosen to enter; provide support to help apprentices establish a sense of belonging to the workplace; and assist with maintaining engagement and momentum for apprentices to complete their apprenticeship.

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This report describes a project that identified ways through which supervisors can support their research students through effective feedback. Findings indicated that a wide range of beliefs and practices about feedback are held by supervisors. From the student perspective, direct or 'to-the-point' feedback was easier to understand and act on. Written feedback, followed by face-to-face meetings, is useful in allowing discussion to 'flesh out' and clarify points that are made and to help students move forward to the next stage. Supervisors and students recognised the fact that the relationship between them needs to be framed as a partnership of equals. Professional development for supervisors is necessary to support supervisors in identifying and diagnosing problems in students' writing.

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This report outlines the outcomes of an Ako Aotearoa 2010 National Project Fund project, 'E-learning and higher education: understanding and supporting organisational change in New Zealand'. Over an 18-month period four educational institutions - a New Zealand university, PTE (private training establishment), wananga and ITP (institute of technology or polytechnic) - have engaged in a process of change influenced by technology. Their e-learning capability was benchmarked using the e-learning Maturity Model (eMM) and this information used to stimulate and support change activities. The resulting case studies illustrate the issues that face tertiary organisations and leaders engaging with the opportunities and challenges of e-learning. Five factors have been identified as significant influences on the ability of organisations to change in response to technology in the current political and educational landscape of the New Zealand tertiary sector.

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This is the report of a project that evaluated the outcomes of a strength based course called 'My Voice'. The 'My Voice' engagement framework incorporates a strengths-based philosophy and activities into existing course curriculum. It helps learners focus on their abilities rather than their weaknesses, allowing them to understand themselves from a positive perspective. The framework also considers the influence of strengths on learner well-being, optimism and tutor relationships. Trialled across two [private training establishments] PTEs and three secondary schools, this approach resulted in earlier engagement for learners (compared to a comparison group). Learners reported that the approach was associated with increased well-being and self-confidence. Tutors reported earlier learner engagement rates, increased motivation and higher aspirations among learners.

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This project was commissioned by Ako Aotearoa (National Centre for Tertiary Teaching Excellence) and carried out with the Association of Pasifika Staff in Tertiary Education (APSTE). The purpose of this study was to identify exemplars of success for Pacific students in New Zealand tertiary education. The overarching research question was: What educational practices work best in achieving, sustaining, and reproducing Pacific student success in tertiary education? The sub-questions were: What are the perceptions that tertiary students hold about success in education? What enabling factors contribute significantly to one’s success or achievement? How do institutions engage in students’ success in education?

Overall, the findings showed three broad themes and sub-themes that were identified as factors that lead to success for Pacific students in tertiary settings: (1) appreciative pedagogy (family support in education; personal commitment to success; the learning village at the institution); (2) teaching and learning relationships (respectful and nurturing relationships with students; recognition of cultural identity, values and aspirations; the creation of ‘Pacific’ physical spaces; incorporation of students’ learning needs; insistence on high standards; opportunities for students to pursue higher education; learning relationships between students; mentorship as a learning relationship); and (3) institutional commitment (a firm level of institutional support; active institutional engagement with the Pacific community; strong and supportive leadership; significant Pacific role models).

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This is the report of a project that examined how bicultural competence is applied in the education of early childhood teachers with regards to Maori pedagogies, identities, languages and cultural beliefs, and how Maori pedagogies are valued in the provision of early childhood education in Aotearoa (New Zealand). A Kaupapa Maori methodology was adopted, drawing upon qualitative techniques. From this project, seven resources were developed to support and promote bicultural competence within the early childhood education sector.

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Clinical practice is a key component of Bachelor of Nursing education and is where students learn about nursing by having clinical experiences in different areas of practice. The Dedicated Education Unit (DEU) is a model of clinical teaching and learning that requires collaboration between staff from both education and practice to support student learning, more so than in the commonly used Preceptorship model. DEUs have been used to educate nurses in parts of Australia for more than 10 years. In New Zealand the DEU model was first introduced by the School of Nursing at Christchurch Polytechnic Institute of Technology and the Canterbury District Health Board in 2007, and more recently by Manukau Institute of Technology (MIT) in partnership with Counties Manukau District Health Board (CMDHB). MIT and CMDHB have successfully piloted the Dedicated Education Unit model in medical and rehabilitation areas at Middlemore Hospital, as well as in the community in a joint venture with a Primary Health Organisation. The pilot is the focus of this report. The report describes the research process and findings, and identifies contextual differences from previous work. The success of this pilot study strongly indicates that future DEUs between CMDHB and MIT should be embedded in clinical education and practice to ensure optimal learning opportunities are provided for undergraduate students.

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This report describes the outcomes of a New Zealand project that sought to understand how holistic practices at selected high-performing Pacific private training establishments (PTEs) benefit learners and support academic achievement. A range of beneficial practices and success factors for learners and PTEs are described. Show less

Although there is a significant body of research on Maori learners in institutional settings, there is far less literature focused on the experience of Maori learners within workplace settings - especially in industry training. This project sought to address this gap in knowledge. This project focused on understanding the experiences of Maori learners in industry training organisations, and used these experiences to understand how to best support Maori learners in the workplace. Specifically, this project aimed to answer three research questions: What is distinctive about how Maori apprentices learn or approach learning in workplace settings, specifically in trades industries? Are there aspects of how Maori apprentices learn or approach learning that may provide pointers to how completions can be increased? How can training and career pathways be strengthened for Maori apprentices? The overarching benefit from this project is intended to be an industry training system that is more responsive to, and therefore better serves, the needs of Maori learners. The findings suggest that the enablers and barriers to workplace-based learning for Maori trainees are multi-layered, involving a complex mix of the elements. Two outputs were generated from this project: this research report and a summary guide.

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