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THE SMART DEGREES
And the jobs they get
Tuesday, May 17, 2016
Debt-free education No brainer or not needed?
Back to Maths class
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nzherald.co.nz | The New Zealand Herald | Tuesday, May 17, 2016
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INSIDE ec2
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4-5 Back to Maths class ec2 sits in on a college Maths class with an award-winning teacher
Living a portfolio life Workers are taking the ‘bag of mixed lollies’ approach to their careers
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COVER STORY
Authenticity key to success
Debt-free education?
Sometimes the best thing to do in professional life is: be yourself
A student’s view of Labour’s free tertiary education policy
ec2 is an NZME Custom Publication. The next issue will be published on the 16th of August. Editor Greg Fleming Gregory.fleming@nzme.co.nz Advertising inquiries Neil Cording neil.cording@nzme.co.nz Contributing writers Tiana Templeman, Lawrence Watt, Danielle Wright, Alex Malley, Julie Cleaver
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CAREERS
nzherald.co.nz | The New Zealand Herald | Tuesday, May 17, 2016
Living a portfolio life
David Kerr began his career as a real estate entrepreneur and had created a successful business by the time he was 35, but he loved helicopters so got his pilot’s licence. Supplied
Remember dipping into a bag of mixed lollies — how each sweet was delicious and offered the variety you craved? Workers are now using this approach to create the same in their careers, writes Tiana Templeman
W
elcome to the era of the portfolio career, where a number of jobs are done simultaneously to deliver a viable income, job satisfaction and the ability for workers to follow their passions. Portfolio careers have become a hot topic of late as more employees move to individual contracts rather than traditional fulltime roles. However, the concept has been around for a long time, especially in fields such as the creative arts where it can be difficult to find a fulltime job. Leonardo da Vinci encapsulated the modern-day concept of a portfolio career, working as a painter, sculptor, inventor, architect, musician, and writer — often simultaneously — to make a living doing what he loved. A portfolio career can help workers fulfil their career potential, pursue personal interests and develop unique talents, all of which
create a deeper sense of purpose and meaning in their lives. Mike Willmett, a musician, composer and university lecturer at Queensland University of Technology, began his portfolio career 11 years ago. When we meet he is juggling multiple academic roles with composing music for a dance show, working on a new theatre development and managing his own business devoted to music and sound. Not surprisingly, Willmett admits: “I enjoy the juggling but it’s getting to a stage now where I have to put one of the balls down.” While this way of working can be chaotic at times, multiple projects can make for a more rewarding and fulfilling work-life blend. “I enjoy the constant feeling that new things are coming up,” says Willmett. “There’s an excitement around what the future might hold.” However, working outside a traditional employment relationship is
not without its challenges. While optimists see portfolio careers as a rewarding employment option that promises a future of freedom, flexibility and empowered entrepreneurs, others, such as US Presidential candidate Hillary Clinton, are more cautious. As more US workers than ever before move to portfolio careers, Clinton has expressed concern that they could be exploited by individual employers and organisations which hold an unfair balance of power when it comes to employment. As individual jobs and projects are often short term and ad hoc, this can be stressful and create financial and sometimes emotional insecurity when workers blame themselves for issues created by external industry conditions. Australian writer Sue White knows what it is like to manage a portfolio career during difficult financial times. “With any career, when you are busi-
ness for yourself, there are ebbs and flows. I got through the GFC so I figure I can survive anything now.” White gave up the security of traditional employment to do work that she wanted and has created a successful career as a journalist, copywriter and writing coach. “I love working on things that interest me and seeing that I make a difference with what I do.” While portfolio careers are common in the creative arts, they are not just for creative workers. David Kerr began his career as a real estate entrepreneur and had created his own successful business by the time he was 35. Soon, he was searching for a new challenge. “I had loved helicopters ever since I was a kid so I learned to fly and got my private licence.” From there he created Brisbane Helicopters, using his own helicopter to get his flying hours up while simultaneously contracting work to quali-
fied pilots so he could pay for a commercial licence. He has now built not one, but two, successful helicopter businesses, adding Hervey Bay Helicopters to his portfolio career last year. When highend clients are interested in buying property, he often flies them around to see it from all angles. “I love all the different aspects of what I do now,” he says. “I don’t see it as work.” Arts graduates like Willmett often adopt a portfolio career as they establish themselves in their chosen field. However, portfolio careers are not just for workers who are starting out or those like Kerr seeking a midlife career change. Boomers have adopted the term ‘encore career’ to describe an active retirement earning money on the side by doing what they love. It goes to show that you’re never too old — or too young — to discover the benefits of a portfolio career.
CAREERS
I enjoy the constant feeling that new things are coming up. There’s an excitement around what the future might hold
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Mike Willmett is a musician, composer, business owner and university lecturer He likes the challenge presented by a Supplied portfolio career.
5 tips for a successful portfolio career Don’t put all your eggs in one basket Contracts and one-off projects are a viable option but don’t rely on one client. Working with a number of different firms protects you if one no longer requires your services.
Have one reliable source of income A permanent source of income, such as a regular part-time job, can relieve the financial pressure which is sometimes associated with a portfolio career.
Do something you love Use your portfolio career to follow your passion and enjoy the personal, and often professional, rewards associated with doing what you love.
Remember, your passion doesn’t have to pay Don’t feel all the jobs in your portfolio career have to pay. Volunteer work and time for personal development can greatly enhance a traditional career.
Look ahead and plan accordingly Don’t wait for your current project to finish before you start looking for another one. Continuous workflow is one of the success factors for portfolio careerists.
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THE ROAD FROM ROME TO SAE For SAE Creative Media Institute student Martina Fedeli, the hands-on experience of an SAE campus visit changed the course of 2016 in a matter of weeks.
gone on to have great careers in audio delivering something that would otherwise engineering, so when I heard about ChicMix, be missing. I signed up immediately.” “The SAE women who led ChicMix inspired me so much – they were so knowledgeable ChicMix aimed to draw back the curtain and they’re the reason I’m now here. on the traditionally male-dominated environment of audio engineering, “Being a front-of-house engineer or working demystifying the basics and providing on film audio interests me. Working on an hands-on experience in music production artist album or just recording and editing and the recording arts. for friends and myself could be awesome too. It’s such a broad field and all the The modules, led by female SAE students opportunities are so exciting.” and teachers, included electronic music production; film post-production; SAE’s next open day, showcasing its audio microphones/recording techniques and and film courses, will be on Saturday mix/mastering. June 11, 11am – 3pm. This open day provides an opportunity to explore the campus, speak with staff and find out about the courses on offer. Guests will have the chance to experience professional studios first-hand and get up close and personal with analogue and digital audio workstations as well SAE’s project studio, post-production studio, midi suite and mastering suite.
Now enrolled in a one-year audio engineering diploma at SAE in Parnell, Auckland, Martina says she couldn’t be happier with the new path she is on. It was only in March that Martina, who was born and grew up in Rome, Italy, attended ChicMix - an all-female workshop at SAE, run by women, for women. Martina has a tertiary qualification in fashion design earned in her native Italy, however she has always had a passion for live music. It was after emigrating to New Zealand in 2013 that this passion came to the fore and Martina began to consider a career in audio engineering.
“The workshop aimed to inspire women to be involved in the industry and understand what we can bring to this vast field, which has always been more male-dominated,” Martina said.
“Since coming to Auckland, I’d met many people who have studied at SAE and
“ChicMix showed me that [women] do indeed add value to audio engineering,
SAE is a global leader in creative media education, operating campuses in 28 countries. In New Zealand courses on offer include the Bachelor of Recording Arts, Diploma of Audio Engineering and Certificate in Electronic Music Production. For more information about SAE New Zealand, visit www.auckland.sae.edu or call T: +64 (09) 373 4712
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COLLEGE
nzherald.co.nz | The New Zealand Herald | Tuesday, May 17, 2016
,, Ted Baghurst
How are you getting on?, the teacher asks. I’m fine, I reply in a ‘leave me alone’ way. I have to work at this and it takes time and the 15-yearolds are doing better than me.
one else is doing the equations on the next page. These kids are very focused and appear to be well ahead. Memories of school come flooding back. I remember a boy in my 1970s class who we gave a hard time because his maths was poor. Somehow, I reckon he had missed out on something and had just got behind. Unfortunately he never caught up, probably I thought, an emotional issue, as much as an intellectual one. He left school around age 16. “How are you getting on,” Weymond asks. “I’m fine,” I reply in a ‘leave me alone’ way. I know I have to work at this and it takes time and the 15-year-olds are doing better than me. At morning tea, Weymond says he asks students, in the first lesson, to say in all honesty whether they like maths, and if they remember a point in time where there was something they did not understand. A few put their hands up for both questions. The school has a number of ways to help people catch up. First is his own teaching technique; he gets students engaged with the odd joke — how much faster can a Lamborghini get you to meet your girlfriend, than an ordinary car? This works, and he
quickly moves them on. “An extremely silly example is a good thing for the kids. They will remember it,” he tells me. The school runs a maths clinic, mostly for hard-to-solve problems. Weymond and other teachers also run free coaching classes. There are also small things, to improve your marks, he says. The marker in an exam, for example, may not understand your handwriting. People need to ‘fess up about what they don’t know. “I tell the kids, I don’t want to know what you got right, I want to know what you got wrong,” he says. “What you got wrong is what you need help with.” Teaching maths solidly all day would be quite tiring, I suggest, wondering how I would hack it. He is not fazed, neither is he by parent-teacher interviews. They get as many kids up to speed, while celebrating excellence, having had some students get 100 per cent in the Cambridge Exam. Weymond reckons maths is something we will always need. He recalls meeting a graduate student doing computer studies who was grateful for drilling in matrices (tables where the lines relate to each other). “I don’t know what the kids are going to do. We have to equip them for whatever they need. I don’t want to close any doors,” he says. “It’s use it or lose it,” Also, he reckons you remember the stuff you need in your everyday life. At least I know, that if I work at it, it will come back. Teaching maths though, must be good for your brain. I tell myself, I will use Google less, and use my brain more. As for the homework — well, I haven’t done any yet, but I am resolved to practise.
Writer Lawrence Watt attends Weymond Fong’s Mathematics class at ACG College in Parnell.
Back to Maths class With a shortage of subject teachers causing concern, Lawrence Watt sits in on a college Maths class with an award-winning teacher
I
t’s been a long time since I did much maths. It went well for me at school, our teacher tried hard and I did heaps of homework. While at journalism school I moonlighted as a maths coach. But today you can just Google everything and leave your brain halfasleep. Why use long division, when there’s a calculator on the desk or PC? And as the hair gets greyer, the mathsbrain seems to go slower. I went to some maths classes at ACG Parnell College, an independent school near Auckland Museum. My teacher for the day is maths dean Weymond Fong, like me a young chap in his fifties. He won an Excellence in Teaching Award in 2011 and students on the ‘Rate My Teachers’ site says Weymond makes maths seem like “going to the gym.” I am in good hands. Our first class is year seven — kids’ ages around 11. Today’s topic is geometry — lines, circles, boxes and so on. I struggle to remember some of the terms. Yes, I just remember, as Weymond says, “rays, as in ray guns . . . rays are just like when you shine a torch into the night sky and it seems to go on forever.” Fairly straightforward so far. Weymond keeps the kids engaged
Endangered species Maths teachers are a declining species. According to a recent PPTA survey of 172 schools, fewer maths graduates are entering the profession. The average age of maths teachers is increasing. The number of advertised jobs is increasing and average number of applicants per position is declining. Some schools reputedly have to get non-specialists to teach it. The proportion of teachers leaving to go to other jobs outside teaching has also increased. by getting them to provide some answers out loud. Halfway through the lesson, he catches out a boy who has drifted off. A girl hands out our assignment sheet. I complete most of the exercises, at about the same speed as the 11-year-olds, faster than some. I get a symbol wrong, but mostly I’m doing OK. The next class is year 11, age around 15. This time it’s algebra — equations involving symbols like X and Y, where you have to work out what the values are worth. This is maths, as I remember it, before it started to get difficult in year 13. The most famous equation in the world is no doubt Einstein’s E= mc2, which has some very profound implications — like spaceships cannot
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exceed the speed of light and that matter and energy are the same stuff. Weymond writes an equation on the whiteboard. My brain is a big blank. But when he begins to plug ideas into the equation, 39-year-old memories trickle back. “You have to be able to do it yourself, not just understand the teacher showing you.” I tell myself. “Best to do just three problems,” then check if they are right, he says. I start working through the textbook examples. I get two right and one wrong. I then discover that I had done them in the wrong order and that I had numbered one incorrectly. Phew — it actually was right, but I would have been marked wrong. Yes my brain is still working, albeit slowly. I see I am actually a part-chapter behind; every-
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TERTIARY EDUCATION
nzherald.co.nz | The New Zealand Herald | Tuesday, May 17, 2016
smart degrees
The
Danielle Wright finds out why a degree is still a smart investment
I
t used to be that to move up in the world, you needed a university degree. Then the rise of the ‘under-achieving high-school dropout turned billionaire entrepreneur’ took over as inspiration for a generation. More recently, the lure of paid apprenticeships showed another way to early financial freedom through the trades. YouTube sensations shunning education showed short-term pathways to glory. But whatever the current tide of opinion follows, one thing is certain: a university degree is still the ticket to a better life, according to new data released by Universities New Zealand — Te Po¯kai Tara — which shows that a typical graduate earns around $1.6 million more over their working life than a non-graduate. “The findings suggest that it’s good to be educated and the more educated you are, the better. You’ll likely
earn more money and have less chance of finding yourself unemployed,” says Universities New Zealand executive director Chris Whelan. Taking people in fulltime employment at the time of the 2013 Census, those with a Ph D (doctorate) were earning 22 per cent more than people with a masters or honours level degree. Further, those with a masters or honours degree were earning around 9 per cent more than those with only a bachelor degree.Those with a bachelor degree were earning around 40 per cent more than those with only a high school qualification. There are exceptions to the rule and some graduates with Ph D’s in law earn less than Masters of Law because they’ve chosen to work in universities. Generally, the rule is the more educated you are, the more you’ll be earning. And if you were swayed by the money — especially considering you
may have taken out a considerable student loan — those studying healthrelated degrees, engineering and information technology are among those who can expect the biggest payoff. “Even though job security doesn’t exist anymore, a university degree is still the best investment you can make in terms of career security,” says Whelan, who conducted the research after encountering myths around degree education. Example: ‘An arts degree is a waste of time’. “Arts graduates actually make great analysts because of the great range of soft skills they learn, so you’ll often find arts graduates working in local government or teaching roles,” says Whelan.
W
hile some businesses are stripping back the requirement for specific degree qualifications, a degree in any subject still shows an
employer that you have communication skills and critical thinking, no matter what you’ve studied. There are some, though, who suggest some subjects will be outdated by the time a person graduates. Whelan disagrees, arguing that even in IT degrees students are taught hundreds of programming languages. The goal is to teach graduates to go into different workplaces and pick up a computer language with their broad knowledge, rather than knowing only one programme. He does admit not everyone is cut out for university life and trades still fill a vital part of the economy, as well as providing a good life for people who are happier working with their hands. “A tradie can be straight into work out of school and get an apprenticeship so they are paid to learn at age 16. By contrast, an arts graduate might finish university around 20 years of age with a student loan of $14-20,000.
“However, fast forward a few years and the arts graduate will likely be better off than the tradie by the mid30s. The tradie might be tiring of the work they do and looking instead for a maintenance-type position.” Whelan says that even though a typical bachelor degree costs between $5000-$15,000 a year, the arts graduate will typically have lifetime earnings double that of those with a trade qualification. He’s quick to point out, though, that the payback isn’t merely financial. “International research says nonfinancial returns to society of tertiary educated citizens are huge. A tertiary education is one of the most certain ways a person can rise up from whatever background they’ve come from, and the intergenerational benefits of the education are also something to take into account.” So, even if you’re making enough money creating a stir in the virtual world with a popular blog, the statistics point to a tertiary education still being a way to set yourself apart in the highly competitive world of work in the long term.
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CAREERS
Entering the workforce for the first time is your cue to start collecting experiences that will benefit your professional future
Sometimes the best thing to do in professional life is simply be yourself, advises Alex Malley
Authenticity key to success I
t was the early ‘80s when I landed my first full-time job out of university. Dressed in a new suit, I entered the office of the financial institution that’d hired me full of high expectations about the exciting challenges that lay ahead, only to be abruptly grounded when issued with my primary duty: filing documents. This involved spending hours in a small room on my own each day, sorting and depositing paperwork onto rows of shelves. Just when I’d think I was nearly finished, someone would arrive with another box of documents for me to sort out. If only filing was as simple as a click of a computer button like it is today. While the workplace has changed a lot since then, I believe no advancements in technology or processes have altered the most effective way to transition from student to professional life. No matter the field or profession you are about to enter, whether it’s in an interview or after you’ve secured a position, I believe the fundamental key to success is maintaining a positive attitude, willingness to learn and being authentic. It really is that simple. While the first few months in the job may feel like you’re a pinball
bouncing from one foreign challenge to the next, keeping an optimistic and curious mindset will help set you on an advantageous career course. This is because your employer won’t expect you to already know how to do everything. Yes, you have a university degree, a fantastic base of knowledge, but what you will discover is that every business has its own processes and protocols which you’ll need to work within. Consequently, what your employer will expect from you is an eagerness to learn, and an ability to consistently put these lessons into practice. This applies to even the most menial tasks that, to you, may seem pointless — remember, you wouldn’t be asked to do them if they didn’t matter. What was my attitude like in my first job? Admittedly, it was poor — no doubt about it. I made the common mistake of entering the role with preconceived notions of what it should be like. When it failed to meet my expectations, I quickly became disappointed, frustrated, unmotivated. While I had a degree, worked hard to finally reach this point, here I was, filing for the majority of each day. I felt like I was being under-utilised and undervalued; it seemed like such an
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No matter the field or profession you are about to enter, the key to success is maintaining a positive attitude, willingness to learn and being authentic.
injustice at the time. As you might’ve already guessed, my tenure in that role was short-lived. This wasn’t because I was asked to move on; I left on my own volition, leaving behind an unfavourable reputation. For the next 10 years I chased that elusive job that’d match my lofty expectations before finally realising the problem wasn’t who I worked for, or the tasks I was expected to undertake – my attitude was the problem. I knew the only person who could fix my predicament was me. So I made a conscious decision to learn how to respect the colleagues I didn’t necessary like, and persevere rather than run away from the tasks that didn’t excite me. My life became much more fulfilling and fruitful as a result. It really felt like a weight had been lifted. Today, I am a CEO, and I often see some young people entering the workforce weighed down by the needless pressure of lofty or
unrealistic expectations, just like I did. Many glorify what life will be like when they’re earning an income, working five days a week. Add to this the natural inclination to compare one’s progression with friends at the same stage of their career, and one can really get distracted by things that really don’t matter. I remember when I was younger certain people would get promoted ahead of me, leaving me confused and frustrated as to why I hadn’t progressed too. The reality is that everyone progresses at a different pace. There’ll be times where you’ll be ahead and potentially times you’re not. One’s career is a long and often unpredictable journey. You could’ve been the smartest student in your university class, or struggled to earn your qualification, but once you enter the workforce you’re back on an equal playing field. The knowledge you would’ve gained during your studies is of course valu-
able, but it’s not everything. The workplace is far too dynamic. Natural traits or skills that might not have benefited you at university might actually prove advantageous in the professional world. For instance, you might be an inherently sociable person who finds it easy to interact with various personalities, which is a very valuable asset in professional life. It’s for this reason that you should never discount the power of just being yourself – it really can be your competitive edge. Yes, you’ll be in a new environment, but that doesn’t mean you need to skew who you are to fit in. People want to know that the person they’re working with is what they seem. Besides, people will see through the mask more often than not, which will do you no favours in building trusted relationships based on respect – the lifeblood of any successful career. Authenticity really is such a valuable quality. Too many people let it go. Entering the workforce for the first time is your cue to start collecting experiences that will benefit your professional future. Good or bad, every scenario will be a valuable addition to your career. It will teach you a lot about yourself, which is always a fascinating and worthwhile process. A positive attitude, willingness to learn and being authentic: the power to take your place in the professional world rests with you. ■ Alex Malley is chief executive of CPA Australia and author of The Naked CEO.
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TERTIARY EDUCATION
nzherald.co.nz | The New Zealand Herald | Tuesday, May 17, 2016
When Labour announced its new free tertiary education policy in January, the nation split in two. Student Julie Cleaver wades into the debate
The cost of debt-free education O pay about 50 per cent. So their economy is able to support extremely expensive and progressive policies, but could we? Or in a few years would we be drowning in debt? Then along with the latte drinkers, I started thinking about other ways this $1.2 billion a year could be spent. Child poverty, unclean rivers and oceans, and a shortage of affordable houses are all issues that I believe are far more pressing than students not having to pay back an already subsidised and interest-free loan. On the other hand, the thought of having a loan deters a lot of people from studying. I asked 14 young people who chose to not go to university if having a loan impacted their decision and all bar three said yes. Michaela Loye summed up the general argument: “I would have loved to study psychology but the thought of having a loan loom over me for a great period of my life, and the fear of possibly not being able to travel due to the increase in interest, was not a stress I wanted to take on.” The last point Michaela mentioned is interesting. According to the IRD, if a person leaves New Zealand for more than six months their loan will start racking up interest. Unsurprisingly this point was raised a lot. Young people often dream of going away for their big OE, but becoming plain broke just doesn’t fly with them.
However some people, particularly those on anti-free loan island, would argue that young people choosing not to study is a good thing. Isn’t this country already flooded with graduates?, they would say. Don’t we already have too many educated people working in cafes and fast-food joints? This is a relatively bitter but important point that needs to be addressed — why have free loans if we don’t want more grads? First, I think it is worth mentioning that Labour’s new policy would include free fees for apprenticeships and trades. As there’s a shortage of tradies and an increasing number of houses that need building, making practical training free would likely be very constructive for New Zealand. Second, uni graduates make decent money, which is good for the economy. A recent study from Universities NZ discovered that uni grads made $1.6 million more over their working lifetimes than people who didn’t study. Times that by however many graduates there are, and that’s quite a lot of money for our little country.
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n one island people hugged each other and rejoiced, believing that debt-free was the way to be. On the other people spat out their triple-shot lattes in disgust, insisting there were better ways to spend such a monstrous amount of money. Or that Labour was just buying votes, like they always did. Although each island had a solid argument, both made one crucial mistake. From what I could see, both parties forgot to ask any students or potential students what they thought of the idea. They probably assumed it would be unnecessary. After all, who would say no to free stuff? So what do current and potential students think of this idea? As a student myself I initially Congo-trained my way straight over to party island. What a good idea! I thought. Now people of all economic backgrounds can have access to education without worrying about debt! I daydreamed about countries like Germany where they offer free education to not just their own citizens but the entire world, and I wondered if New Zealand was heading down that wonderful track of equality. Then I started digging a little deeper. Germany is a “sozialstaat” (social state) and they’re taxed much higher than we are. On average we pay around 30 per cent tax and they
Child poverty, unclean rivers and oceans, and a shortage of affordable houses are all issues that I believe are far more pressing than students not having to pay back an already subsidised and interest-free loan Then we need to look at how education benefits individuals’ lives and society as a whole. One study called The Benefits of Higher Education… found that societies with highly educated people were basically better in every possible way. It also found that individuals with a uni education had better health, more life satisfaction, and even lived longer. Based on that information I think the more people who study, the better. Although a lot of people will probably disagree with that, for the sake of this piece, let’s just say as a nation we do want more students. Now that we’re all on the same page, hypothetically of course, the question still remains: would making tertiary education free actually increase the number of people who study? I asked students how they felt about having a loan. Interestingly the majority of people I spoke to weren’t overly concerned with the debt. Most said it barely even crossed their minds, but what did bother them was the terms and conditions surrounding it.
Samantha Holland, who is studying business at AUT, said: “I don’t really think about it because it’s interest-free and you pay it off slowly when you get a full-time job anyway. “The only thing that would concern me is if I wanted to travel for ages then I’d have to start paying interest.” There’s that travel thing again. Another issue mentioned by students was their inability to get allowance. Arts student Georgia Harris said not getting any student allowance was “more off-putting” than her loan. Another, Jordan Jones, completed his degree in psychology and sociology and wanted to do a post-grad; he was unable to “since post-grad students are not eligible for the student allowance.” And it’s not just post-grad students that don’t qualify for allowance; it’s everyone who has used up their 200-week allowance limit. This National Party policy was implemented in 2012 and especially affects medical, veterinary medicine and dentistry students, as their courses are all longer than the fouryear cutoff. After talking to young people both students and non-students, I’ve come to the conclusion that loans are not necessarily a massive problem, but the conditions surrounding them around are. This doesn’t mean I’m against free tertiary education, because I’m not; I just think there are more pressing issues that need to be tackled before any grand scheme can be implemented. I’ve done some island-hopping over this debate. I started on the left, then sailed over to the right and now, I’ve drifted to a completely new oasis altogether. One that I hope the rest of the nation will float towards — at least before they try flying to the moon. ■ Julie Cleaver is a journalism student at AUT.
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GET SCHOOLED SIT offers new Master Degrees The Southern Institute of Technology has some exciting news! They are offering two new Master Degrees for 2016: the Master of Information Technology (MIT) and the Master of Applied Management (MAM). Both programmes are available onsite at the Invercargill Campus and can be studied full-time over 18 months, part-time options are also available. The Master of Information Technology is aimed at IT professionals and recent graduates and the Master of Applied Management is aimed at management professionals and recent graduates wishing to undertake an advanced programme of study with an aim for career progression into more senior positions, or to further study. Each programme follows two pathways. The first is designed for students who want to undertake more course work, and the second is specifically for those students who want to undertake a more substantial research project. Whichever pathway you choose, both qualifications are available under the Zero Fees scheme (for domestic students).
Travis Hubber, Bachelor of IT graduate. Photo www.oliverlee.co.nz
The Master of Information Technology has been available on-campus since February and the Master of Applied Management starts in July. Graduates of both programmes will gain the necessary tools required to advance their careers in which ever field they choose. For more information visit www.sit.ac.nz or phone 0800 0 FEES (0800 4 0 3337).
ATLAS helps children far from home Top teaching methods from New Zealand classrooms will soon be helping children in wartorn Sri Lanka pursue a brighter future through education. After seeing the life-long impacts of poor education on children in the world’s most deprived communities, teacher turned aid worker with ChildFund New Zealand Sally Angelson spearheaded the development of ATLAS or ‘Active Teaching and Learning Approaches in Schools’. “We took our inspiration from New Zealand classrooms, where children are encouraged to participate and take ownership of their education in an environment that’s wellresourced and positive,” says Ms Angelson. ATLAS draws on New Zealand’s successful child-centred and active-learning techniques and sets up a framework to train and support teachers to improve outcomes.
Following a successful programme in Zambia, which contributed to pass rates rising from 20% to 80%, ChildFund is now focused on the Batticaloa region of Sri Lanka where children’s education has suffered from years of conflict. “Here generations have missed out on a quality education and children struggle to pass basic subjects. ATLAS gives them the tools to learn for the rest of their lives, allowing them the opportunity for higher learning and the ability to break free from poverty.” Kiwis can help at www.childfund.org.nz
Unitec — real-world learning that counts When it comes to teaching, there are countless ways to create an engaging and memorable exchange with students. One way is to teach a new skill, then put that learning into practice. This method not only improves understanding but also increases recall at a later date. One tertiary education provider that aligns their teaching techniques with this method is Unitec. They teach theory in the classroom that’s reinforced by practical, hands-on education. “Practical lessons make up a large part of each qualification, and helps reinforce the teachings in the classroom,” says Steve Haddock Executive Director of Business Development & Marketing at Unitec, Auckland. “Graduates don’t just leave with a piece of paper, they take away valuable hands-on experience that can be used in the real world.” To foster this unique learning style, Unitec has business bases, workshops and studios on campus for industry specific learning. The facilities allow students to develop practical skills and understand the realities of potential careers. Something few tertiary education providers offer. “This way of learning gives our graduates a clear advantage, because they understand the
way their industry works before their career begins. They’re familiar with a range of specific processes or any complex technologies. For example, knowing how to use the latest sound recording equipment or newest software programme can make all the difference,” says Haddock. But this way of teaching wouldn’t be possible without the people who make Unitec tick. It’s the tutors who live and breathe this unique combination of learning and doing. “Some lecturers continue to work in their fields while also teaching at Unitec. This allows them to adapt to industry changes and maintain relationships with influential contacts. And if lecturers aren’t working, they’re researching and pushing the boundaries of their chosen field,” says Haddock. A positive by-product of students receiving hands-on experience is graduating work-ready. With such a large emphasis on practical education, Unitec graduates are in high demand. A recent survey of over 500 employers found Unitec graduates ranked well above average for their positive attitudes, relevant industry skills, and job knowledge.
At Unitec students receive hands-on experience and graduate work-ready.
“Thanks to the teaching methods of Unitec, employers constantly contact lecturers regarding hard-working students. Tutors can actively help place students who perform well or recommend students who are the right fit for a particular business,” says Haddock. “It all comes back to the practical learning. Students know employers are
looking for top graduates, and employers know those individuals have the skills to do the job. It really is a win-win.” Deciding on a place to study is never easy. But with their unique teaching methods that produce work-ready graduates, Unitec is a pretty good option.
SOUTHERN INSTITUTE OF TECHNOLOGY (SIT) Second semester study options New in 2016: Master of InformationTechnology Master of Applied Management
Call us today, or email
info@sit.ac.nz
Certificate to degree: Art and Craft Automotive Engineering BeautyTherapy Business Clothing Manufacture Construction Electrical Engineering Hairdressing Hospitality Hotel Management InformationTechnology Mechanical Engineering Pre-Entry Music/Sound Engineering Pre-Entry Nursing RoadTransport Travel
0800 4 0 FEES www.sit.ac.nz
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nzherald.co.nz | The New Zealand Herald | Tuesday, May 17, 2016
Get the Whiteclife Edge Whitecliffe is an award-winning specialist in tertiary arts and design education. Whitecliffe graduates are articulate, innovative creative thinkers with broad skills and a high level of industry standard technical proficiency. They create powerful and compelling visual expressions of their ideas, are leaders in the creative industries, and shape contemporary culture.
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