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1.

Following the Learning for Life (Ministry of Education 1989) reforms in New Zealand, enacted in the Education Amendment Act 1990, and the development of an equivalent full‐time student (EFTS) funding system and student loan scheme, a taskforce was established to investigate the feasibility of a capital charge scheme for tertiary institutions, with responsibility also for examining the issue of governance. In late 1995 the New Zealand Vice‐Chancellors’ Committee in 1995 ‘became concerned that there were proposals for change in the relationship of universities to Government being developed at the officials level’, decided to be proactive in reviewing proposals on governance and commissioned Graham Scott, former Secretary to the Treasury, to write a paper on the ownership and governance of New Zealand universities. In essence, Scott in association with his colleague Simon Smelt (Scott and Smelt 1995) argue that the Crown is actively seeking ways to contain or reduce its financial risk. On this basis they argue for a private ‘not‐for‐profit’ trust model which, they maintain, would reduce the risk and performance concerns of the Crown while at the same time increase the commercial freedom of universities. This paper reviews current debates on governance and ownership of New Zealand universities, commenting upon the trust model and recent attempts to develop a model of ownership monitoring for TEIs (tertiary education institutions). It begins by contextualizing the discussion in terms of both structural adjustment policy and New Zealand's model of public management, before focusing on two opposing models of devolution. The paper then proceeds to review the governance of higher education in New Zealand against the background of the shift from so‐called ‘state control’ to ‘state supervision’, focusing on public sector reform, the contitutional consequences of privatization, and the issue of ‘representation versus technocracy’ arising out of the consideration of the ‘not‐for‐profit’ model of governance.  相似文献   

2.
This paper presents the findings of two investigations into the prevalence and profile of academic dishonesty amongst students in New Zealand’s tertiary institutions and compares this with findings from other studies. Staff and students report on their personal experiences of academic dishonesty and these are compared with official information requested and supplied by the institutions. Ways in which academic dishonesty are dealt with are discussed, including the reasons given by staff and students for lack of action. Staff and student reactions to institutional policies on the issue are presented, analysed and compared with data from other studies. Finally the study examines methods utilised by academic staff to minimise the occurrence of dishonest behaviour.  相似文献   

3.
This paper examines the flow of teachers between schools of different socio‐economic statuses. New Zealand Ministry of Education data is examined with regard to teacher age and salary structures in schools from high and low socio‐economic intakes. Teacher mobility data is examined and a model of the mobility life cycle of a ‘typical’ teacher reveals causes of the staffing discrepancies between schools with differing socio‐economic intakes. The model accounts for the tendency for low socio‐economic intake schools to have staff who are older and at lower salary levels than those from high socio‐economic intake schools A theoretical interpretation of the situation in New Zealand is provided. It is argued that there is competition between schools for teachers’ labour, and this has had the effect of exacerbating the social stratification flowing from market oriented reforms promoting consumer choice in New Zealand education.  相似文献   

4.
Within the Asia-Pacific community, the New Zealand Ministry of Education has been one of few educational authorities to adopt an Assessment for Learning (AfL) framework and actively promote formative uses of assessment. This paper reports the results of a qualitative study in which eleven New Zealand secondary teachers in two focus groups discussed their conceptions of assessment and feedback. These data were examined to see how teachers defined and understood assessment and feedback processes to identify how these conceptions related to AfL perspectives on assessment. Categorical analysis of these data found teachers identified three types of assessment (formative, classroom teacher–controlled summative and external summative) with three distinct purposes (improvement, reporting and compliance, irrelevance). Feedback was seen as being about learning, grades and marks, or behaviour and effort; these types served the same purposes as assessment with the addition of an encouragement purpose. This study showed that although these New Zealand teachers appeared committed to AfL, there was still disagreement amongst teachers as to what practices could be deemed formative and how to best implement these types of assessment. Additionally, even in this relatively low-stakes environment, they noted tension between improvement and accountability purposes for assessment.  相似文献   

5.
In the last 15 years, New Zealand has experienced a range of educational “reforms” driven by a neo-liberal agenda which has insisted that the education system serve the goal of enhancing the nation's economic performance and its competitive edge through the inculcation in learners of the skills requisite to the pursuit of this goal. Fuelled by a perception that the education system needed quality management and greater accountability to its clientele, a series of administrative reforms were put in place in the late 1980s and were followed by a series of radical, state-dictated curriculum and assessment reforms. The subsequent reshaping of curriculum and assessment has had a profound impact on the nature of teachers’ work and their identity as professionals. Using research undertaken in New Zealand in the later 1990s, this article examines ways in which 1990s reforms in New Zealand have worked to reconstruct the professional knowledge (including pedagogical knowledge) of secondary English teachers. It further examines the implications of these changes in teachers’ work for professional identity and discusses some of the implications of these “reforms” for pre-service teacher education.  相似文献   

6.
The conceptions an individual holds about a phenomenon can influence and determine associated behaviours and perspectives. Consequently, they have a bearing upon how learning about a phenomenon is undertaken and how that phenomenon is experienced and applied in context. A phenomenographic research approach was used to gather the expressed experiences of e‐learning and professional development for e‐learning held by teachers and support staff from institutions across New Zealand. Five conceptions of e‐learning (as tool and equipment; as a facilitator of interaction; as learning; as a reduction in distance; and as a collaborative enterprise) and four conceptions of professional development for e‐learning (as training; as opening up possibilities; as collaboration; and as relevant and purposeful) were discovered. In this report, we discuss the conceptions, and show how they are interrelated through outcome space. Implications for the professional development of tertiary teachers and teaching support staff are outlined. The study provides some insights for individuals, institutions and those responsible for planning and implementing professional development programmes to help them to support the development and progress of e‐learning in appropriate and rewarding directions.  相似文献   

7.
School improvement initiatives are needed to better meet the needs of underprivileged students, to reduce underachievement and to break a continuing cycle of disadvantage. This article describes part of a school improvement initiative in New Zealand that provided additional funding for school nurse and social worker services in nine secondary schools with the most disadvantaged students in New Zealand. It describes the nature and delivery of services provided by the social workers in these schools. In addition, the article reports changes over time in staff and student views about school climate including a comparison with non-participating schools of similar socioeconomic status. The findings indicated that school climate is a useful intermediate measure of the effectiveness of school improvement initiatives. There were significant improvements in staff views about school climate over time, with staff views about school climate becoming more favourable on scales measuring Improvements in the Last 12 Months and Support for Ethnic Diversity compared to eight non-participating schools. Student views were more favourable on scales measuring Satisfaction with School, Support for Achievement and Support for Ethnic Diversity, compared to the non-participating schools.  相似文献   

8.
This paper reports findings from Australian research into student, academic and administrative staff understandings of the role and efficacy of periodic progress reports designed to monitor the progress of higher-degree-by-research candidates. Major findings are that confusion of the purpose and ultimate audience of these reports is linked to less than effective reporting by all parties; countersigning and report dependency requirements inhibit the frank reporting of progress and ‘social learning’ impacts on the way candidates and sometimes supervisors approach reporting obligations, running counter to institutional imperatives. We conclude that no ready or transparent nexus between the progress report and progress may be assumed. Fundamentally, this calls into question the usefulness of this process as currently implemented. Arising from this is the recommendation that progress reporting be linked to substantive reviews of progress and embedded in the pedagogy and curriculum of higher-degree-by-research programmes.  相似文献   

9.
Student engagement has become increasingly important in higher education in recent years. Influenced internationally by government drivers to improve student outcomes, many countries and institutions have participated in surveys such as the National Survey of Student Engagement (NSSE) and its progeny, the Australasian Survey of Student Engagement (AUSSE). Findings from these surveys are used to make comparisons, for example, between disciplines within an institution, and between different institutions. The intention is positive – to generate institutional improvement. However, some researchers are raising issues with the design and use of instruments like the NSSE, particularly as it becomes dominant in countries such as the USA, Canada, Australia, New Zealand, South Africa, China and Ireland. Questions have also been raised about discipline differences in student engagement. This article reports on a study conducted in New Zealand. It draws on data from an AUSSE to answer the question: what can we learn about discipline differences in student engagement from AUSSE data in one institution? It uses analysis of variance and post hoc procedures to identify significant differences between disciplines. Findings show that: there were significant differences between disciplines on all six engagement scales; some discipline differences are influenced by assumptions in the AUSSE; findings on differences between hard and soft disciplines are both similar to and different from previous studies; AUSSE data not be compared across disciplines within an institution; and the AUSSE scales need to go beyond the current focus on measuring students’ behaviours.  相似文献   

10.
The following code of practice has been developed by the Association of University Staff (AUS) of New Zealand (Inc.) with Dr Cedric Hall, Director, University Teaching Development Centre (UTDC), Victoria University of Wellington. The code deals with the use of student evaluations of teaching for summative decision making (e.g. promotion, tenure, etc.). A draft of the AUS code was distributed to the centres responsible for academic staff development in each university and all committees of AUS for comment. We thank the individuals and groups concerned for their comments and advice. Appropriate changes have been made to the code to take account of the suggestions provided. The AUS code on student summative evaluation of teaching is for the use of AUSNZ members and New Zealand universities. The code is intended to encourage good professional practice in the use of student summative evaluation of teaching and teaching staff. AUS recognises that the contents of the code will need to be reviewed from time to time to take account of changing practices and educational developments within institutions. AUS recognises that student views can be a relevant consideration in overall evaluation of teaching quality, and that they can properly have a place in decision making in relation to tenure and promotion for teaching staff. However, varying practices in ascertaining student views have led (both in New Zealand and internationally) to instances of such decisions being based on invalid and unreliable data from student views. Bad practice in these areas reflects poorly on the institution(s), as well as being unfair to staff; in some instances, it may also be in breach of current legislation. This Code of Practice is based on the belief that any evaluation should provide valid (i.e. relevant and useful) and reliable (i.e. accurate) information on the quality of a person's teaching. AUS believes that teaching quality must be judged in context: the type and purpose of the teaching, the background of the students, the resources available and the voluntary/compulsory nature of the course, should all be considered. Validity and reliability, therefore, relate not only to the measurements that are made of a person's teaching performance, but also to the interpretation of the results.  相似文献   

11.
Ingrid Moses 《Higher Education》1986,15(1-2):135-149
Research studies conducted in the USA, Britain, Australia and New Zealand which examine academic staff's attitude to the promotion procedures in their institutions have all found dissatisfaction with existing promotion practices. In particular academics are reported to be dissatisfied with the undervaluing of teaching excellence in promotion decisions.This paper discusses studies of job satisfaction and staff motivation as background to an interview study at an Australian university. Data concerning promotion issues from interviews with 104 academic staff members are presented and discussed.Interviewed staff at that university see their institution as actively encouraging research through rewards and incentives. But they perceive the university as paying only lip-service to teaching by requiring documentation of teaching performance without rewarding good performance adequately. Many also perceive the university as interested more in publications than in scholarship and some adjust their activities accordingly.  相似文献   

12.
Maintaining a team of skilled and concerned personnel will be a major challenge of rehabilitation agencies in the 1990s. During the affluent 1970s programs were established in Canada and other countries such as Australia, the United Kingdom, the United States of America, and New Zealand to prepare personnel for work in community agencies; often they replaced nurses and untrained staff who had been the primary caregivers. The new educational models successfully produced many skilled and competent personnel. However, dramatic changes in the international economic climate and budget pressures on local governments are forcing rehabilitation agencies to change the mix of employees they recruit and the ways that staff are trained. Discussed are ways that employers and post‐secondary institutions are working together in Western Canada to respond to the changing personnel training needs within this new environment.  相似文献   

13.

Since 1997 appraisal has been a mandated requirement of New Zealand schools. While the management of teacher performance is not new, schools are increasingly being faced with difficult and complex decisions regarding accountability mechanisms for teacher performance. Moreover, in a climate of school self-management the potential exists for tensions between bureaucratic systems and the professional autonomy of teachers to surface. This article reports on research conducted in 2001 that investigated teachers' perceptions of the bureaucratic and professional approaches to performance management in their schools. In a climate of increasing control of teachers' work and professional activities by the State, results from recent research indicate that school managers have adopted a professional approach to the appraisal of staff. Moreover the involvement of teachers in developing school-level appraisal systems is pinpointed as fundamental to the long-term success of appraisal in New Zealand schools.  相似文献   

14.
Internationally, centralised systems of student evaluation have become normative practice in higher education institutions, providing data for monitoring teaching quality and for teacher professional development. While extensive research has been done on student evaluations, there is less research-based evidence about teachers’ perceptions of and engagement with student evaluations, the focus of the research reported in this paper. An interpretive approach framed the study in which data were gathered through questionnaire and interview responses from teaching staff at three New Zealand tertiary institutions. Results highlighted the general acceptance of the notion of student evaluations, recurring ideas about the limitations of evaluations and significant gaps in the way academics engage with student evaluation feedback. Recommendations for enhancing teacher engagement with student evaluation are made to optimise the potential for student evaluations to inform teaching development and to improve students’ learning experiences.  相似文献   

15.
A significant body of work has emerged over the last 10 years investigating the experiences of international university students. These studies have covered various challenges faced by some groups of international students relating to culture, language and integration and have been prompted by the increase in international students studying in the UK, Australia and New Zealand. A smaller strand of research has also begun to focus on the experiences, perspectives and reactions of academic staff who have seen the composition of their cohorts change substantially over recent years in terms of numbers of international participants. This article reviews relevant literature in this field, reporting on a questionnaire study based at two UK post‐92 universities. Respondents associated a range of traits with international students and suggested that the increasing number of international students enhanced the environment, but also required a higher level of support. This study also found that staff resorted to informal methods when developing means of adapting their practices to the increasing number of international students, preferring discussion with colleagues and students themselves to formal development programmes or advice from specialist departments such as student support. The article concludes that in order to encourage diversity in a meaningful way, universities need to recognise the challenge of increased numbers of international students and support staff accordingly.  相似文献   

16.
A survey was developed to benchmark the affective sustainability characteristics of an incoming cohort of students in a Polytechnic in New Zealand, with the intention to monitor changes in these attributes as the students experience higher education over subsequent years. The survey contained a number of research instruments as we were interested in exploring how best to record these attributes. This article reports on the comparative efficacy of four of these instruments in describing the affective characteristics of the students. All the instruments depended on respondents’ self‐reporting in the absence of researchers or interviewers. The results do encourage us to have some confidence that students’ sustainability characteristics may be researched using a variety of survey‐based research instruments, and particular confidence in ongoing use of the Revised New Ecological Paradigm (NEP) scale.  相似文献   

17.
The computing learning environment has not often been equitable for female students. For example, the number of females enrolled in tertiary computing courses is low compared with males and their retention is poor. In recent years, New Zealand educational institutions have experienced an increased enrolment of new arrivals – students of diverse nationalities, cultures and educational backgrounds. The New Zealand government is encouraging the expansion of education exports, yet little is known about how new-arrival students, studying programming at tertiary institutions, perceive their learning environment and whether they feel comfortable and included. This article reports research which examined how equity is perceived by subgroups based on sex and arrival status. The study used a mixed-method design to investigate first-year tertiary programming students perceptions of their learning environment. Survey results showed that, compared with New Zealand males and new-arrival females, New Zealand females and new-arrival males indicated that they would prefer a more equitable learning environment to the one that they actually experienced. Further, results from student interviews revealed differences amongst the student subgroups, suggesting that there were areas of dissatisfaction not obvious from the survey data.  相似文献   

18.
Our research aim was to determine what enables engagement with graduate outcomes in tertiary institutions in Aotearoa/New Zealand. We used a mixed methods approach comprising a survey sent to all tertiary institutions, follow-up interviews with 10 academic leaders and eight case studies of good practice of programmes engaged with graduate outcomes across four institutions. Using a general inductive approach, analysis of the academic leader interviews generated five categories of enablers: external drivers, structural/procedural, development, student achievement and contextual enablers. Combining these enablers led to an integrating framework for institutional engagement in the development of graduate outcomes. Drawing on wider datasets from the survey, interviews and cases studies, relevant strategies were identified that staff and students perceived influenced the development of graduate outcomes. The framework and the associated strategies adopt a ‘whole-of-institution’ approach, which is inclusive of programmes, staff and students and their individual histories, traditions, cultures and purposes thus allowing for each institution’s unique characteristics.  相似文献   

19.
Secondary Education and Research in New Zealand   总被引：1，自引：0，他引：1  
Through the 1990s the secondary sector was a site of considerable change as the Government sought to ensure that the curriculum and associated assessment practices were designed to meet student needs and the long-term goals of New Zealand society. The new regime aimed to promote student achievement and in particular to attain more equitable educational outcomes for all New Zealand students. These were policy rather than practice driven initiatives that linked somewhat tenuously to research based evidence. This paper begins by giving an overview of the secondary sector in New Zealand and these educational reforms. The overview sets the context for the following section that describes links between educational research, policy and practice during this time. Key issues within the sector are highlighted and some of the ways research has been used to monitor changes and inform policy are identified. It is argued that much of the research over the past decade has been small scale and short term and while this has served the immediate policy agenda it has provided only fragmentary evidence to inform longer term goals such as improving student performance. The paper concludes by discussing some of the current initiatives that might contribute to improving the interface between research and policy/practice in secondary education. This revised version was published online in July 2006 with corrections to the Cover Date.  相似文献   

20.
Based on a survey of 243 New England colleges and universities, this article is designed to contribute to an understanding of the current and projected roles of institutional research and to discuss the implications of these roles for the education and training of future institutional researchers. Results from this study reveal the strongest relationships between the institution's size and the scope of the institutional research function, the reporting relationship, and the size and the qualifications of the institutional research staff. Multivariate analysis identifies the size of the institutional staff and the qualifications of the institutional director as significant predictors of involvement in planning and policy studies. These data indicate the need to enhance the presence, qualifications, and level of activity of institutional researchers in order to enhance the contribution to institutional decision making particularly among small institutions. Recommendations are offered to achieve these goals and prepare the institutional research profession for the challenges confronting higher education now and in the 21st century.  相似文献   

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