EC2 - July 2015

A New Zealand Herald Commercial Publication

UNIVERSITY CHALLENGE Steve Maharey’s tertiary revolution

NCEA All you need to know

Thursday, July 23, 2015

A NEW WINE WORLD Students in the vines

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Inside

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INSIDE

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A NEW WORLD OF WINE Students in the vines

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UNIVERSITY CHALLENGE Steve Maharey’s tertiary revolution

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NCEAWHAT YOU NEED TO KNOW

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A NEW WINE WORLD Our wine industry offers a wide range of career opportunities. By Martin Gillion

IN WORLD TERMS the New Zealand wine industry is still in its adolescence. Our production of varietal table wine goes back just 50 years or so, whereas comparative New World regions, such as those in Australia, reach back more than a century.

But in truth it’s an adolescent that has outgrown its parentage. Just as today’s youth look with disbelief at those who find the convolutions of the digital age more and more confusing, so has the wine industry transformed from a localised producer base and an even more restricted consumer base into a globally respected player.

Last year our wine exports grew to a massive $1.3 billion whereas just 20 years previously $75 million was the total value of the cases of wine we sent off shore, mainly to the UK - a dizzyingly rapid transformation!

Scientific procedures now determine the sugar and acid levels in the fruit and sophisticated computer programmes help to define the fermentation times.

Grapes are more likely to be harvested by machine as by hand and frost protection will rely on expensive over-sprinkling systems or the service of helicopters rather than burning smudge pots.

Wine brands and the marketing of them has become as sophisticated as for any other global product.

The logistics of storing, bottling and transporting wine to markets half a world away has become a science in its own own right.

It’s indeed a new wine world.

Encouragingly there remains much of the ‘hands on’ approach of traditional winemaking to go hand-in-hand with the new technology.

“Almost without exception the university and IT courses are firmly grounded in practical work. They are all located within easy reach of vineyard and winery experiences.”

Our markets are now global with China the most recent. And while the UK is still important, Australia and USA are each now larger importers of New Zealand wine.

So with this dynamic development some of the traditional attitudes and practices have also had to change.

No longer do winemakers like Anthony Ivecevich of West Brook Winery learn their craft at the knee of their Croatian vigneron fathers.

No longer are picking decisions based solely on the palate and experience of the winemaker.

Today we have universities offering degree courses in both viticulture and winemaking and a wealth of educational options leading to careers in an industry that now ranks as sixth in terms of export earnings.

Lincoln and Auckland Universities, Hawke’s Bay Eastern Institute of Technology and Nelson/Marlborough Institute of Technology all offer degree courses in both fields. In some cases, such as in Auckland, the qualification is offered as a post-graduate opportunity following a general Bachelors degree in science while the others provide three year stand-alone Bachelor courses.

THE GOLDIE INTERNSHIP Winemaking is proactive. It requires an understanding of the vineyard as well as knowledge of pressing procedures and ferments. It requires experience in real vineyards and in real wineries.

So it’s no surprise that institutions offering qualifications in winemaking are located in wine regions such as Hawke’s Bay, Marlborough and Canterbury.

But following the generous gift of the Goldwater Waiheke vineyards and winery in 2011, Auckland University offers a unique post-graduate opportunity. Lectures and studies as well as practical work take place within the confines of a working winery and vineyard. It’s an intern system that is unique in New Zealand.

Nelson/Marlborough IT and Hawkes Bay EIT both offer certificate and diploma courses aimed at providing an entry to other aspects of viticulture or winemaking.

These are firmly focussed on the practical aspects and some of these are capable of part time study. In one such a case, the Certificate of Horticulture (viti) at Hawke’s Bay EIT, assumes that the student will be fully employed during the three years that the course requires.

Hawke’s Bay EIT also conducts a separate two year course in Wine Marketing for those looking to move to that side of the industry.

But entry to the industry is not always through the academic corridor.

Many of the students live on site in the old Goldwater homestead but some like Stephen Lefesko from Washington State in USA, live close by on the island. Others make the daily commute as do their lecturers and course directors.

Stephen had visited New Zealand following the completion of his art/ biological degree back home. “When I saw the Goldie opportunity to take up an internship in such a beautiful environment I was hooked.”

Stephen says that when he graduates he hopes to experience winemaking in both hemispheres before settling in one location. “In the meantime this experience is invaluable”

Many of the winemakers I have met have begun their careers by working as cellar hands in larger wineries before deciding on a career in the wine industry and taking the academic path. Many of them gained their initial interest through holiday jobs as ‘cellar rats’.

For the wine industry is nothing if not ‘hands on’. Almost without exception the university and IT courses are firmly grounded in practical work. They are all located within easy reach of vineyard and winery experiences.

In the case of Auckland University Post Graduate Wine Science course the campus is actually located within a working winery with its own associated vineyard.

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Stephen Lefesko is an intern at University of Auckland’s Goldie Wines on Waiheke.

Pic Ted Baghurst.

Of course the size and sophistication of the New Zealand wine industry means that there are career options from any number of other disciplines and environments.

Laboratory technicians have become increasingly important in any winery as are logistics and engineering technicians. And let’s not forget the financial management skills that are required for a product where output can vary wildly from one year to the next. A great summer one year can provide

surplus fruit and spiralling costs whereas early or late frosts the following season can decimate both the vintage and the revenue.

Of course marketing is a hugely important part of the industry. Branding and image are paramount, especially where international sales are concerned. The marketing side of things can provide significant rewards in terms of international experience while the rapid variations of both supply and d emand certainly make for a challenging environment.

Entry to this side of the industry is mainly through regular business faculties such as that provided by Massey University in Albany. But Lisa Parslow, marketing manager of Yealands Estate Wines, comments that the wine industry is more varied than most. “Even a prominent winemaker is required to spend some considerable time promoting brands in key markets,” she says.

“While we would look for candidates with experience in a general FMCG

environment, wine marketers need to be able to talk authoritatively about the wines: how they are made, where they come from, and even what food they match. The completion of a wine course or even a wine qualification from an organisation such as the Wines Sprits and Educational Trust is invaluable.”

With the wine industry now ranking as New Zealand’s sixth biggest overseas earner there are ample career opportunities.

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UNIVERSITY CHALLENGE

To paraphrase Mark Twain, predictions of the death of universities as we have known them have often been greatly exaggerated. But it may be that those predictions are about to come true. By Steve Maharey AS SO OFTEN HAPPENS, the driver of change can be traced to money. Money lost in the United States as a result of the 2008 Global Financial Crisis to be precise.

For American universities, the GFC marked the end of what had become the equivalent of an education arms race.

For decades they had been trying to do better than Harvard – the world’s leading university with some US$31 billion in endowments.

The Harvard model, established in the middle of the last century, aimed to attract the best staff and students, build the best amenities and provide the best services.

In recent times Arizona State University became the poster institution for what were dubbed the “new universities” boasting a campus lifestyle that rivalled any high end holiday resort.

But doing more of everything, even if the link to quality education is questioned, costs a lot of money. American universities put themselves in considerable debt trying to achieve their goals so, when the GFC arrived, they were vulnerable.

As student numbers dwindled, revenue from fees fell and debt became hard to finance. Pressure for urgent and radical change was called for if future generations of students were going to have access to

university education. For some universities change was a matter of survival.

But financial crisis was not the only driver of change. At the same time they were facing pressure from politicians

There will be an increase in Auckland but not in the rest of the country, where the population of some regions is shrinking and ageing. The Government is wondering why it needs to increase funding when there are

“Currently New Zealand has a very successful university system.

But if it is to stay this way it will have to respond to change” worried about costs and poor outcomes, demographic changes, shifts in student preferences and new technology. It was what some commentators called a perfect storm.

New Zealand universities did not suffer the abrupt change to their financial situation in the same way as universities in the United States. The GFC did, however, see an end to real increases in core funding.

As the economy improves there are no signs that funding is about to increase.

In part, this is because the Government’s books are yet to return to surplus. Then there is the matter of demography. New Zealand universities have been growing for decades as the baby boomers and other population blips have been getting themselves educated. Since 2013 the school leaver population has been flat and looks like staying that way at least until 2017.

no extra students.

Changes to student preferences are also in the mix. The cost of education means increasing numbers of students want to work as well as study. Older students also have to manage family responsibilities.

New models of learning are emerging that accommodate these preferences, often enabled by technology.

The model of learning that was most common in the past saw a student on campus going to class, attending a tutorial, sitting in the library, taking an exam and completing a qualification at the pace the institution demanded. The norm in the future looks like being a student combining face-to-face and on-line learning (blended), perhaps gaining credit for learning in the workplace while moving through a qualification as fast or slow as necessary.

Some will lament the change in the way

Steve Maharey future students are educated but changes in learning models and the use new technologies to enhance the experience may well promise better education.

Alongside the change in the core function of teaching, universities are and will seek change in many other areas. Staff may find themselves working in open plan offices.

Commercialisation of IP will become routine. The unbundling of qualifications to enable students to receive credit for a programme tailored to their needs will broaden the numbers of students seeking access to university. Teaching and research off-shore in countries where there is an undersupply of higher education will be a major area of work.

Whatever form change takes, it is sure something will happen. The question facing

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New Zealand and New Zealand universities is how will this change come about?

The answer at the moment is: with difficulty. Because our universities are heavily regulated and funding depends on meeting enrolment targets as well as making sure students complete qualifications on time. These are important issues but they don’t capture the sweep of change that a revolution represents.

In most sectors of society such a disruptive level of change leads to words like consolidation, downsizing and closures being bandied about. They are heard on occasion but there seems to be no avenue to explore them in a meaningful way.

At some time these and other ideas, some desirable, some inevitable and some to be avoided at all costs, will have to be considered. New Zealand needs to do this in a considered and informed way. Currently New Zealand has a very successful university system. But if it is to stay this way it will have to respond to change. Given the importance of universities to knowledge based societies in the 21st century, this response cannot be left to chance.

Steve Maharey is the Vice-Chancellor of Massey University and a recent visitor to the United States.

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NCEA – WHAT YOU NEED TO KNOW It’s been with us for over a decade but is still misunderstood by students, parents and employers. By Donna McIntyre INTRODUCED AS THE MAIN SECONDARY SCHOOLS QUALIFICATION BETWEEN 2002 AND 2004, students are au fait with NCEA. That credits in achievement standards are awarded in four grades … not achieved, achieved, merit or excellent.

And they know how many credits are needed for each of the three levels.

subject choice of where they want to be, and will have the results and the paperwork to show people what their skills and knowledge are when it comes time to applying to universities or for jobs.

Post Primary Teachers’ Association president Angela Roberts has witnessed students focusing on the number of credits

“I think that NZQA could be doing more to support business, the people who employ these kids, to have a better understanding of how NCEA works” — PPTA president Angela Roberts.

But teachers and industry heads report some students don’t understand the importance of choosing courses based on a career or study pathway rather than the number of credits offered.

Staff at NZQA says the key message is the importance of having a plan and the importance of subject choice, so when students go on the journey through their school years they are making the right

a course offers, rather than how it fits into their pathway. “That can be an incredible challenge. Part of that is understanding where those courses are going to take you.

The temptation is to do a course that will get you the credits and get you your level 2 NCEA and then you get into level three and there is nowhere for you to go.

“We have to challenge the idea of the number of credits and be looking at the

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Students should be careful when choosing their NCEA subjects so the qualification has meaning for their on-going education and career.

pathways of the students.

“When I talk to my students who say ‘Oh, we only have access to 18 credits’, I say those looking for an excellence endorsement means having an opportunity to build knowledge to an excellence level. And for those struggling to pass, only having 18 gives them more time to pass. So they understand about the quality rather than the numbers.

“You have to have those conversations with kids.”

Secondary Principals Association president Sandy Pasley agrees it is important to consider pathways before credits.

“If students want to do a university course, they need to be careful about choosing their course so they can get the maximum number of credits to a high level in approved subjects.

“They need good advice. They can get it from their school careers department or sometimes outside agencies give careers advice. Careers NZ is helpful. And the universities themselves, if you particularly want to go to one university, you have to know what their requirements are,” says Pasley.

Roberts likens NCEA subject choices to bricks used to build a wall. “When you build up your NCEA qualification it is a lot like building your credits towards a degree.

“When people build up a degree, they might do a Bachelor of Arts but, like building a wall, they choose the bricks that they put in. There are some things they have to do and there are some things they add on.

Everyone’s Bachelor of Arts can look quite different.

“NCEA is the same.

NCEA HELP • The New Zealand Qualifications Authority (NZQA) administers NCEA and has resources to explain NCEA. www.nzqa.govt.nz • Careers NZ helps people think about planning for a career. www.careers.govt.nz • The Youth Guarantee website helps show how skills and interests relate to industry. youthguarantee.net.nz • You can talk to your school about NCEA and your child’s career plans.

Many schools also have NCEA information sessions.

“Say you do level one economics, it is chopped into little bits of learning. You gain credits as you demonstrate a particular skill and knowledge level. It looks complicated because the kids’ record of learning for their qualifications is much more detailed than it used to be,” says Roberts.

“I have a hairdresser colleague who used to employ kids who had school certificate and now they have NCEA,” she says. “When a kid turns up and had 53 in school cert maths she said that wasn’t really helpful. As a hairdresser she needs to know the kids can understand geometry because they need to be able to understand how to cut hair. They need to understand percentages because they need to mix chemicals. And they need to understand how to charge customers and give them change. I said well you can do that now because in maths you learn that this kid understands geometry, they understand number but they don’t understand algebra. She said that is helpful, but it did require that explanation,” says Roberts.

Pasley says NCEA is reasonably complex compared with the old system of university entrance and school certificate many

employers and parent did when they were at school.

But there are huge benefits with subject endorsement. “You don’t only get level three NCEA endorsed with excellence or merit, you can now get say mathematics statistics endorsed with excellence or chemistry endorsed with excellence so employers should be able to see where the areas of strength are when they look at the record of learning of the students. “ And she says merit and excellence endorsements can enhance the likelihood of being accepted for university courses.

“The important thing is to keep it broad for as long as possible. And to think hard before they drop a subject that is a stepping stone subject.

“Maths, science and language would be examples of subjects that need to be followed on,” says Pasley “I think that NZQA could be doing more to support business, the people who employ these kids, to have a better understanding of how NCEA works,” says Roberts. “That is a useful conversation for schools to be having with employers as well.”

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