Education Review Postgrad Research 2014 by NZME. Educational Media

EDUCATION REVIEWseries

Part of the

& Postgrad Research 2014 / www.educationreview.co.nz

Ask the experts:

top tips for students

Getting to the CoRE

of Maori research

Teaching-only universities would they work in NZ?

Nanodegrees

fad or next big thing?

Overcoming the odds:

Six inspiring postgrads Part of the series:

>> NZ Teacher >> Leadership & PD >> Postgrad Education >> ICT & Procurement >> Postgrad & Research

James

Planning lessons, Monika

grading papers Jennifer

and dodging spitballs have gone Google. Thousands of schools have already gone Google, using Apps for Education and Chromebooks, devices that bring the power of the web to students. Why not learn more?

http://goo.gl/gcFSww

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Ed’s letter What’s in a number? There’s a billboard near my home that advertises The University of Auckland as “New Zealand’s world-ranked university”. It has always struck me as a slightly odd selling point. Auckland University was 92nd in this year’s QS rankings and 175th in the Times Higher Education (THE) rankings. It ranked 201300 in the 2014 Academic Ranking of World Universities (ARWU) or ‘Shanghai Ranking’ as it is more commonly known. How can it be in the top 100 by one organisation’s reckoning, top 200 by another’s, and top 300 by a third? Which one counts? Which one matters? Every year, when world university rankings are released, I am reminded of why they annoy me somewhat. A ranking system will allocate an institution its position on the league table, based on certain criteria. A few weeks later, a rival ranking system will give a completely different result. It isn’t surprising that universities achieve such different rankings; the systems measure universities in a variety of ways, based on a variety of factors. The QS rankings are based on information derived from surveys around research, teaching, employability and international outlook; the THE places emphasis on teaching quality; and Shanghai focuses on the standard of research. With so much variation, why do we get so hung up on the rankings? Do they really matter? It would appear they do. The rankings have a bearing on various scholarship and grant programmes around the world, including in Brazil, India, Denmark, the Netherlands, and Russia – to name a few. They’re a motivator for universities to keep improving their positions. In recent years, New Zealand universities have begun to slide down the rankings, for which many blame the Government; we need more funding in order to stay up in the rankings, the argument goes. Certainly, there does appear to be more emphasis from Government on achieving efficiencies and finding creative new delivery models than on increasing public investment. But even if this were to change, there is only so much that is in our control. East Asia is pouring money into tertiary education, and new universities are emerging year on year, posing new competition. While the rankings do bear significance – and what’s more, they’re here to stay – New Zealand institutions need to keep focused on their own games, on delivering the best education they can, rather than focusing their efforts on meeting a diverse range of international criteria. A number on a league table does not accurately reflect the depth of student experience, research output and quality teaching that occurs in a university. Jude Barback, Editor editor@educationreview.co.nz

EDUCATION REVIEW series

INside: 2

Getting to the CoRE of Māori research

Overcoming the odds

Data and daughters: one man’s journey to completing his doctorate

Are teaching-only universities the way of the future?

How do Kiwi universities measure up on the global stage?

Gender and health research: a level playing field?

The Postgrad Calendar

NanoDegrees: friend or foe of the traditional degree?

Six degrees of fascination

The end of the Aussie fee-free PhD (and what it means for New Zealand)

Note sharing: cheating the system or yourself?

Ask the experts: top tips for research students

Selecting your research supervisor … it’s your choice!

Lack of support, disinterest, and high costs: perceived barriers of higher education

Achieving a work-life-study balance

A pattern for success

Editor Jude Barback production Aaron Morey Dan Phillips Advertising & marketing Manager Belle Hanrahan Publisher & general manager Bronwen Wilkins EDITOR-IN-CHIEF Shane Cummings Contributing writeRS Suzy Botica, Sara Carbery, Christopher Theunissen, Donovan Wearing IMAGES Thinkstock

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ISSN: 1173-8014 Errors and omissions: Whilst the publishers have attempted to ensure the accuracy and completeness of the information, no responsibility can be accepted by the publishers for any errors or omissions. Education Review is distributed to key decision makers in the education sector and its distribution is audited by New Zealand Audit Bureau of Circulation (ABC). Distribution: 6450

Education Review series Postgrad & Research 2014

Māori research

Getting to the CoRE of Māori research The Tertiary Education Commission’s decision to cease Ngā Pae o te Māramatanga’s funding prompted an outcry. JUDE BARBACK investigates allegations that the funding process was flawed and explores what the future holds for Māori-led research.

he decision not to renew funding for New Zealand’s only Māori Centre of Research Excellence (CoRE), Ngā Pae o te Māramatanga (NPM), left the Māori research community reeling. Advocates for NPM, and for Māoriled research in general, grappled with what the implications might be for Māori-led research, and for New Zealand research as a whole.

Origins of Ngā Pae o te Māramatanga

The funding decision would have been a blow to any CoRE, but to NPM, New Zealand’s only Māori CoRE, which had been successfully operating for over a decade, the decision came as a complete shock. Ngā Pae o te Māramatanga, which translates as ‘horizons of insight’, was founded in 2002 by Professors Linda Tuhiwai Smith and Michael Walker. Hosted by The University of Auckland, with 16 partner research entities, it focuses on

Postgrad & Research 2014 Education Review series

conducting research of relevance to Māori communities, but also on contributing to global indigenous research and affairs. It boasts a lengthy list of accomplishments. It has just under 100 research projects either completed or underway spanning education, health, environmental restoration, and the Māori economy. Over the years it has supplied a huge number of grants and scholarships to support Māori and indigenous students and researchers working in its field of indigenous (Māori) development and advancement. Its Māori

post-graduate programme, MAI Te KupeNgā, has seen a massive increase in the number of Māori postgrads. NPM currently receives $5.3 million per annum from Tertiary Education Commission (TEC) CoRE funding, but in February this year, the results of the 2013-14 CoRE funding round put an end to future funding.

Marginalisation of Māori research

The TEC contracts the Royal Society of New Zealand to operate the general CoREs selection round and to provide the TEC with funding recommendations. An expert selection panel is appointed by the CoREs secretariat on the advice of the chair of the advisory committee and the appropriate expert selection panel chair. For the 2013/14 round, the panel had the difficult task of selecting from 27 CoRE proposals – some existing CoREs like NPM, others new proposals. Of these, eight proposals were shortlisted for site visits, including three of the existing CoREs. Four of the existing CoREs, including NPM, were not shortlisted. As a result, the decision was made to cease NPM’s funding when its present contract ends on 31 December 2015. Funding for the Riddet Institute at Massey University, Gravida at Auckland University, and the Bio-Protection Centre at Lincoln University also suffered the same fate. No doubt the standard was high – 27 applications contesting for a slice of the $32 million funding pool, but perhaps questions need to be asked why no effort was made to prioritise Māori research, particularly New Zealand’s only Māori CoRE that had by all accounts proven itself to be successful in its 12 years of operation. In fact, not one Māori-led bid was shortlisted in the 2013/14 CoRE funding round. The Government’s later actions confirm that Māoriled research is indeed a priority, which adds weight to the argument that perhaps the CoRE selection process was flawed. NPM director Tracey McIntosh has raised concerns about the lack of Māori representation on the selection panel. “There was no Māori on the selection panel or advisory committee, nor any individual with expertise in Mātauranga Māori or on Māori research methods,” said McIntosh. The Royal Society of New Zealand website states that the appointments of members to the expert selection panels will aim to achieve where possible “adequate representation of relevant research disciplines”. There is also an expectation for members to demonstrate “understanding of and commitment to the Government’s strategic direction for New Zealand”.

Māori research Given the Government’s commitment to Māori research, it would seem McIntosh and others have a right to feel aggrieved. TEC chief executive Tim Fowler does not dispute the lack of Māori representation but maintains the diversity of the 2013/14 selection panel. “The Ngā Pae o te Māramatanga application was assessed by a diverse panel of experts containing respected and experienced researchers in social sciences, economics and policy,” he said.

Outcry

In any case, the CoRE research funding decision prompted an outcry. Dr Pita Sharples of the Māori Party described the decision not to renew NPM’s funding as “a slap in the face to Māori research” and said it was a clear sign that Government agencies are marginalising Māori development and communities. Sharples noted the decision is at odds with Kā Hikitia, the Māori Education Strategy, He Kai Kei Aku Ringa and the Tertiary Education Strategy. Lesley Francey of the Tertiary Education Union was among those left wanting to know more about the criteria for funding and why NPM had missed out. “On the face of it, Ngā Pae o te Māramatanga seemed to cover all the criteria for funding and more. It is a hard decision to fathom based on the information we have from the Commission so far,” she said. Māori members of the Tertiary Education Union called the TEC to reconsider the funding application immediately. However, TEC chief executive Tim Fowler suggests Ngā Pae o te Māramatanga lacked the “extremely high levels of research excellence” needed to be successful. Fowler describes the standard of the 2013/14 CoRES competitive selection round as “very high”. “In regard to the application from Ngā Pae o te Māramatanga, the CoREs selection process was fundamentally about funding research excellence first and foremost, together with other selection criteria focused on contribution to the tertiary education system, contribution to New Zealand’s future development, and governance and management. Applicants that were unable to demonstrate extremely high levels of research excellence and meet the other selection criteria were ultimately unsuccessful.”

Government response

Like a square peg is to a round hole, it seems that NPM did not fit the highly competitive model and tight criteria against which the CoREs were assessed in the 2013/14 round. This did not appear to sit comfortably with the Government, and in the wake of the CoRE funding round decision, it appeared to grasp for solutions to help ease the pressure. In April it announced funding of up to $2.5 million a year in Māori-led science and innovation. While NPM welcomed the investment, research director Dr Dan Hikuroa was quick to point out that it did not represent new or unexpected funding, or funding for Māori-led research, but rather funding that has been administered for some time under the Vision Mātauranga policy of the Ministry of Business, Innovation and Employment to unleash Māori potential.

“While welcomed, NPM notes that without a secure funding base it will be difficult to fully realise the potential of Māori. Te Pūnaha Hihiko funding guidelines explicitly state that this money is not to be used for research purposes,” said Hikuroa. “Therefore, the future of Māori research, which ensures innovation and benefit to the nation are captured, will remain uncertain until future research monies are guaranteed.” So to this end, the Government announcement did little to placate those fighting for the future of Māori research, and NPM’s future in particular.

The hui that was heard

Momentum continued to build. Over 100 letters were received from around the world decrying the decision not to continue NPM’s funding. A hui was held on 20 March 2014 at Auckland University’s Waipapa Marae and attended by over 200 people. Many prominent speakers took the stage, including NPM board chair, Sir Tipene O’Regan, Professor Sir Mason Durie, Dame Iritana Tāwhiwhirangi, Associate Professor Leonie Pihama, and Professor Charles Royal. While the cessation of funding for NPM was naturally high on the agenda, the meeting also addressed some wider concerns around the marginalisation of Māori research. It discussed concerns around the development of the Māori economy, issues of social transformation and equity for Māori communities, and how to harness and strengthen the creative potential of Mātauranga Māori.

Budgetary beacon of hope

The timing of the hui was crucial, as it coincided with the annual Budget. Among the budgetary decisions made around increased investment in research excellence, Māori Affairs Minister Dr Pita Sharples and Associate Tertiary Education, Skills and Employment Minister Tariana Turia announced funding of $5 million a year to establish a Māori-focused CoRE beginning on 1 January 2016, when NPM’s current contract expires. The funding is part of the Government’s further investment in the CoREs fund, for four more CoREs including a specific Māori CoRE. In his announcement, Sharples acknowledged the “extraordinary research” carried out by NPM and said it is essential there is a Māori CoRE to continue that work. “This new funding will ensure that we are building on the work that Māori are already doing in the research space,” Turia added. Advocates for Māori research, including NPM representatives, were reportedly delighted with the news, although McIntosh posed the obvious question to Government. “However, it must be asked of the Minister of Māori Affairs, why was Ngā Pae o Te Māramatanga unsuccessful in its bid for its usual CoRE funding, which it has received from TEC since 2002?” The answer remains unclear, although the TEC’s response indicates that NPM simply did not rank as highly as other bids in a highly competitive race for funding under tight criteria. Meanwhile, McIntosh, although quick to acknowledge the merits of the successful CoREs, believes the selection process,

including the lack of Māori representation, was ultimately to blame. In any case, she is certain the Government’s decision to establish a Māori CoRE was made in direct response to the outcry at the cessation of NPM’s funding. “The groundswell has led to a high level of engagement with Ministers and officials in order to see the Māori CoRE come to fruition,” she said, “There has been incredible support.” McIntosh hopes that Māori will also play a vital role in processes for the new Māori CoRE funding. She also says NPM will strategise with their partners to work towards a proposal for the best outcomes for the future of Māori research. Fowler confirms there will certainly be Māori representation for the 2014/15 round. “The TEC is directly operating the selection round to select a Māori CoRE. Emeritus Professor Sir Mason Durie, a highly regarded leader in Māori health and education and indigenous development, has been appointed to chair the selection committee. The TEC sought nominees for membership of selection committee and will be making further announcements on the composition of the committee in October.” The new funding for the Māori CoRE is subject to a competitive tender process for Māori researchers and Māori-led research institutes. Given the concerns raised about the CoRE funding round earlier this year, McIntosh says it is positive that there is to be an open contestable round process for the Māori CoRE, compared with a closed round process normally used for CoRE selection. McIntosh says there have been at least three bids put forward for the Māori CoRE, including one from NPM. Expressions of interest for the CoRE were due in by 15 August, pre-proposals are due in on 14 November, and full proposals by 27 February 2015.

The future of Māori research

Is NPM likely to win the bid for the Māori CoRE? McIntosh feels they are well-placed to win, for a range of reasons including its global presence and high brand recognition. “But we certainly recognise the strengths of the other bids,” she said. The process of being unsuccessful in the CoRE funding round, then preparing for a new bid, has given NPM the chance for some self-reflection. “It’s given us the opportunity to use our imagination and think about what is it that we need,” said McIntosh. It has undoubtedly been a challenging year for NPM. “It has been a difficult process,” acknowledged McIntosh. “It hasn’t been without some level of damage but I am confident the objectives of Māori research are now being heard.” McIntosh said regardless of whether it wins the bid, NPM will continue in some guise. Ultimately she is pleased that the future of Māori research is looking brighter. “One of the good things to have come out of this is that whatever happens, regardless of whether Ngā Pae wins the bid, there will be a Māori CoRE, an avenue for Māori researchers. “We do not want to see a return to the days when Māori research is funnelled back into the mainstream.” 

Education Review series Postgrad & Research 2014

Profiles

Overcoming m the odds Education Review finds a number of inspiring postgraduate students who despite difficult personal circumstances ranging from schizophrenia, to financial hardship, to a previous lack of engagement with education, are now well on their way to achieving their academic goals. Sarah Mokhtar – Master of Design Innovation at Victoria University of Wellington

Sarah Mokhtar’s goal is to solve real world problems and to help change people’s lives for the better through design. Sarah completed an undergraduate degree in Interior Architecture before taking a design turn, completing a graduate diploma in Design Innovation and then embarking on a Master of Design Innovation in Industrial Design. For her master’s, Sarah had to focus on just one design and that gave her the chance to work on something close to her heart. “When I decided to do my master’s, I thought, ‘what are the biggest challenges I’ve had in my life and how could I resolve them with design?’” When Sarah was younger, her older sister was diagnosed with schizophrenia, and she says while she was growing up, she struggled to fully relate to what her sister was going through. As a teenager, Sarah attended a workshop that gave her the chance to hear a simulation of the voices heard by a person with schizophrenia. The workshop helped her to better appreciate what her sister had to deal with and Sarah wanted to bring this experience to others. “I wanted to help family members of people with schizophrenia understand what it’s like.” For her master’s project, Sarah partnered with the organisers of the workshop she had attended

Postgrad & Research 2014 Education Review series

to develop a downloadable app and wearable technology scarf that simulates what it’s like to hear voices. The scarf has sensors in it which respond to the environment the wearer is in, triggering the app, which plays voices through headphones. That means people can wear the scarf while engaging in everyday activities, giving them a realistic experience of what people with schizophrenia are battling with. Sarah wore the scarf for hours at a time and found it was not only distracting and disconcerting, but it also changed her behaviour. Talking with people, even friends, was a struggle, and she realised that while wearing the scarf, she avoided interactions and became more withdrawn. Sarah says completing her master’s has been “life changing”. She’s not sure of her immediate career plans but is still very clear on the kind of work she wants to do. “The type of design that I want to do in the end is design that helps change people’s lives.”

Pauline Fakalata – Master of Nursing student at The University of Auckland

Pauline Fakalata balances her work as a women’s health nurse manager with her postgraduate research into Tongan women’s health literacy and contraceptive use. “Part-time study on top of a full-time day job is not always easy but my

supervisor has kept me focused and provided clear guidance and direction. “When I started my master’s, it was difficult to make time to study; at the end of a day’s work, the last thing on my mind was doing assignments. However, I was committed to my cause and my strategy was to allocate regular time to studying every night. Whether it was writing a paragraph or reading, committing some regular time proved helpful. I’ve accepted that I won’t be able to have much of a social life in the weekends! “Fortunately, my two children are high-schoolaged and semi-independent. My husband drove them to their various sports and hobbies while I stayed home and did my assignments. My husband was also tasked with proofreading my assignments and providing constructive feedback on them. Family, friends, and colleagues were also supportive. “In the first year of my master’s, I neglected my health and consumed too many snacks and ended up putting on three kilos. I joined my daughter’s gym, where I eventually became hooked on ‘power’ classes. After a few months, I lost the three kilos, had stronger muscles, and felt more energetic. I am still going to the gym but also do regular walks round the block whenever possible. Exercise provides the mental rinse I sometimes need. “My advice to anyone taking up postgraduate study is to plan for it, be realistic about what you can and can’t do, organise your support network, and then commit to your cause. You will have no social life for a few years, but it is worth the sacrifice. I find my area of study fascinating. From a service provider perspective, the more we understand about Tongan women and their

Profiles

reproductive needs, the better we are able to serve this group of our population. This study could also be applied to other groups. “Postgraduate study at the University of Auckland has also given me the opportunity to meet other nurses with research interests. Being able to share experiences and build professional relationships and networks has been hugely rewarding.”

Nola Tipa and Haydon Richards – Master of Professional Practice at Otago Polytechnic’s Capable NZ

Their careers may be in disparate fields, but mother and son Nola Tipa and Haydon Richards both embarked on the same qualification at the same time: the Master of Professional Practice at Otago Polytechnic’s Capable NZ. The pair was drawn to Capable NZ’s assessment of prior learning (APL) process, which credits people for their learning and experience as they work towards a formal qualification. Nola left school at the tender age of 14, but after an adult career dedicated to education, she is now the programme leader of education for Te Rūnanga o Ngāi Tahu. “I was one of many students who didn’t adapt well to high school,” recalls Nola. “But when I had children, I didn’t want them to end up like me – to have ability but no pieces of paper to prove it. I became very involved in their education from the start.” That journey began at a Kaitangata Playcentre, where Nola gained her first qualification in early childhood education, and continued when she gained a teaching degree and taught at her children’s primary and secondary schools. After Nola won a scholarship to study Te Reo in Christchurch, the family relocated to the garden city. There, she became a resource teacher of learning and behaviour, a path that led to her role at Te Rūnanga o Ngāi Tahu, which she describes as “diverse, challenging, and fulfilling”. “I decided to enrol at Capable NZ because I wanted to draw on my practical knowledge and experience of education as part of my master’s study,” she explains. “Something I’ve really appreciated is that Capable NZ offers support of Māori by Māori,” she adds. “Aspects of culture are innate and intrinsic, so I’ve found that assistance encouraging and very helpful.” Nola’s son Haydon Richards is enjoying a distinguished career of his own, after establishing a business consultancy shortly after completing a Bachelor of Applied Management. His specialty is business development consultancy, a service he provides to Te Rūnanga o Ngāi Tahu and ECAN, Canterbury’s regional council.

“My role is varied and project-based, and when I first started my business, I learned a great deal in a short space of time,” Haydon explains. “I was drawn to Capable NZ because it could formally recognise this depth of experience.” The fact he could continue working – and draw on that work as part of his qualification – appealed. “I really enjoyed the critical thinking involved in reflecting on my journey so far,” he says, “examining how I got to where I am now and where I’m heading in future.” Haydon became Capable NZ’s first Master of Professional Practice graduate, completing his qualification with distinction. Since then, he’s already embarked on his PhD in indigenous economic development. Nola is now in the final stages of her master’s, and is full of praise for Capable NZ. “I’m telling people about it left, right and centre,” she laughs.

Alistair Brown – Biotechnology PhD student at Victoria University of Wellington

Alistair Brown clearly has a passion for science – he lights up when he explains his research and talks excitedly about bacteria. It’s hard to believe that Alistair wasn’t always so engaged with his studies, but he says that in his last few years of secondary school, an academic path seemed unlikely. “I didn’t get NCEA Level 3 and didn’t really know what I wanted to do. So I spent a couple of years working a pretty average job and didn’t really enjoy it. I figured one of the easiest ways to change and grow a bit was to go to university and learn some new things.” When Alistair first enrolled at Victoria University of Wellington, he didn’t picture himself being there for the long haul. Having grown up in the capital city, surrounded by the ocean, marine science seemed an obvious choice. Initially, Alistair’s motivation levels at university were not so different from his time in school, but things started to change in his second year when he decided to downsize from whales to bacteria, changing his major from Marine Biology to Cell and Molecular Bioscience. “I’m fascinated by how things work. Marine science is very much on the macro scale — animal interactions and stuff like that. I guess what really, really interested me was how animals actually work, and when you get down to that base, cellular level, how everything interacts.” It was a third-year biotechnology course that served as a real turning point for Alistair, both academically and personally. “It was the point where I stopped viewing university as a way to get a degree, as a way to get

a piece of paper, and I started thinking what I could do with my degree.” It was during that course that he met Associate Professor David Ackerley, who has been instrumental in helping Alistair pursue his passion for bioscience and biotechnology. After he completed his third year, Dr Ackerley offered Alistair a summer scholarship in his laboratory and he is now Alistair’s PhD supervisor. The focus of Alistair’s PhD is an enzyme produced by a bacterial species that makes a blue pigment. Initially, Alistair used the enzyme to try and identify new antibiotics, but he is now using it to detect glutamine levels in blood or urine, and he hopes to ultimately use the enzyme to develop tests for certain diseases.

Sunkita Howard – PhD student at University of Otago/Fulbright

When Sunkita Howard graduated in 2011 with a marine science master’s degree, she was determined to join the workforce rather than continue studying. Instead, she found herself in the thick of a recession, applying for jobs alongside

hundreds of others. “While waiting tables and describing the fish of the day, I began to see a PhD as more than a theory-based educational experience – it could also be an opportunity to create my own job.” Sunkita believes that fisheries sustainability is one of the most important marine science issues of our era, with profound social and economic consequences. Her project addresses accidental shark catches (‘bycatch’) in commercial longline fisheries. Sharks and their relatives make up as much as a third of global fisheries bycatches, and about 80 per cent of shark bycatch is caught on longline gear. Her goal is to use sensory biology and behavioural research to develop a practical method of deterring sharks from longline bait. Support from Otago University and Fulbright New Zealand made the project a reality. Sunkita is currently based at the Virginia Institute of Marine Science where she works with experts in the field and has access to resources that were beyond her grasp in New Zealand. “Otago University’s doctoral scholarship enabled me to work fulltime on my research – no more waitressing!” Sunkita says is took her more than a year to gather the funding needed to make the project a reality. Her advice to others in the same boat is to be resilient and bold. “I regularly approach people who I’d like to bring onboard; most funding and scholarship applications don’t get far, and most people you reach out to are busy, but often one “yes” is all it takes.” 

Education Review series Postgrad & Research 2014

Profiles Anil Kaushik – PhD candidate at Massey University

Anil Kaushik began his doctoral journey in his homeland India, where he’d observed a lack of conceptual understanding and motivation to study science among high school students. The teacher trainer from Chandigarh in northern India was concerned about how few teenagers were engaged in a subject critically linked to India’s economic growth and future. The observation sparked his desire to make a difference by researching the issue and trialling new teaching strategies. His PhD thesis, titled ‘Computer-based collaborative concept mapping: Motivating Indian secondary school students to learn science’, investigates the effectiveness of a learning intervention on secondary school science students. Anil is now assessing the results of his innovative teaching model that combines computers, collaboration and conceptual learning, to four classes of 15 and 16-year-old students in two Chandigarh schools.

EDUCATION 6

Postgrad & Research 2014 Education Review series

While the research is complete and the end of the project is in sight for next year, Anil has faced challenges in juggling family and finances as an international student during his four-year doctoral mission. His daugher Nutan was born just as he began his thesis, and his son Chetas was born in early 2013 when he was in India gathering his data. Financial pressures struck when the NZ$40,000 he’d borrowed in India to pay the fees of his fouryear project ran out just over halfway through due to currency devaluation in India. He’s had to work part-time at Burger King and later as a full-time support worker for people with intellectual disabilities and rest home carer “to keep body and soul together” and support his family of four in Palmerston North. It meant his studies have taken longer than estimated. However, his commitment to the doctoral project never wavered, in large part thanks to the ongoing support, mentoring, and encouragement from his Massey peers and supervisors, he says. His supervisors are Dr Alison Kearney, a senior lecturer at the Insitute of Education, and Dr Lone Jorgensen, retired from Massey. Practical help through postgraduate seminars and workshops have also helped him focus when

he was feeling dispirited. A dedicated academic, the doctoral study is the latest in a swag of postgraduate degrees. He has three Master’s degrees, in Physics, Education, and Applied Psychology. “Now I’m at the point where they intersect in educational psychology and science education”. “I’ve had many ups and downs, but I believe the effort will be worthwhile,” says Anil. He hopes his research will help raise science achievement “not only in India but anywhere in the world”. 

profiles

Data and daughters:

one man’s journey to completing his doctorate

Education Review talks to DR DONOVAN WEARING about the joys and challenges of doctorate study.

Q A

Describe your journey into postgraduate studies?

I am also frequently putting into practice the knowledge gained from my research.

Donovan Wearing: I commenced study for the DBA (Doctor of Business Administration) in 2006. A keen devotee of lifelong learning, my first degrees were a BA in History and American Studies and an MA (Hons) in History from the University of Canterbury, interwoven with considerable involvement in student politics at both an institutional and national level. I later obtained an MBA from Victoria University of Wellington. I’ve harboured a ‘secret side’ to being an academic. Undertaking a doctorate was inevitable, completing it was not.

Q A

How do you balance lifelong learning with family life?

It’s a challenge. I’m married to Catherine, have six daughters (ages range from six to 32 years) and two grandchildren. I am continually in a state of financial and sleep deprivation. Fortunately, my family are great believers in the value of lifelong learning and supported me to undertake my doctorate.

Q A

What were the most satisfying aspects of completing your doctorate?

Apart from graduating, it was gratifying to be able to research in an area that has real potential to contribute to advancing meaningful collaboration in tertiary education. I was also humbled to be awarded Southern Cross University’s Meredith prize for the best DBA thesis for 2013 – the first non-Australian to do so. Go the All Blacks!

Q A

And what were biggest hurdles?

The major challenge was how to fit the doctorate into normal life, both in a time and head-space sense. At times I was completely overwhelmed by the thought of getting over the hurdle of actually starting data collection and then coordinating the interviews. It is tempting to struggle with how relatively easy undertaking doctorate study is academically

How has postgraduate study helped get you to where you are now?

Having three postgraduate qualifications (one in arts, two in management) has certainly helped; equally, so has participation in executive programmes, reading widely and sharing and debating issues with colleagues.

Q A

What did your research involve?

A personal and professional interest in how institutions effectively collaborate was the main driver behind my research topic, namely ‘Inter-institutional collaboration in the New Zealand tertiary education sector’.

Q A

and how hard it is in terms of perseverance and dedication to the most immediate task at hand. I confess to a preference during my candidature to simply wallow in the immenseness of it all. The biggest frustration was to maintain the discipline to do what it takes to ‘write up’ and commit to a timeframe and structure to compose chapters for supervisory review. Then again, Endnote was no fun either.

Q A

If you had the opportunity to do it all again, what would you do differently?

Four points to be made, namely:

Have confidence that the what and the how I was undertaking my thesis was of ‘doctorate standard’; Realise earlier in the journey that to submit the doctorate has to become a ‘household priority’ with a reciprocal level of ‘payback’; Realise that when your supervisor tells you to write early and accept re-writes later rather than wait until ‘everything is ready’, they are right; and, Realise that adopting a chapter structure layout (I recommend you fall in love with Chad Perry early) is a very good idea.

Would I do it all again? Of course, noting on reflection that the journey is as insightful as the destination when it comes to doctoral research.

Q A

What are you doing now?

Most importantly, I am still married to Catherine, without whom my dream to obtain a doctorate would not have progressed to reality.

What’s next on the cards for you?

Personally, make the most out of everything; professionally, continually to step up and try to make a difference; academically, writing a book is on the ‘to do’ list, then again, so are house renovations. I am always happy to share my research findings so as to add to the body of knowledge and also contribute something tangible and useful for the sector for which I carry so much passion.

Q A

What advice would you give someone considering postgraduate study?

Five suggestions here, to be read with the four points that relate to ‘what I would do differently’, namely: 1.

Realise that doing a doctorate is not hard to do academically, rather it is hard to do in reality; Remember the aim is to graduate, and not become the ‘font of all knowledge’ in your area of interest; Indeed, acquiring of knowledge is only a partial objective of doctoral research and an equally, if not more significant objective, is the discipline to acquire that depth of knowledge and be able to replicate a similar depth of research activity without supervision. It is important to discover and learn from your mistakes; Your supervisor has to gel with you. Field of knowledge is subservient to fit for supervision of YOUR thesis; and, Your family is more important than your thesis. Get that the right way round and you will complete your thesis. 

Dr Donovan Wearing completed his DBA (Doctor of Business Administration) at Australia’s Southern Cross University via its partnership with Manukau Institute of Technology (MIT).

Education Review series Postgrad & Research 2014

Education models

Are teaching-only universities the way of the future? SARA CARBERY looks at why teaching-only institutions are being considered in Australia and whether they would work in New Zealand.

he Australian government has recently put into Parliament a suite of potential changes to the higher education (HE) landscape that has generated a conversation about teachingonly universities across the Tasman. The argument goes something like this: as the research environment gets more and more competitive for universities with a marked shift towards commercial research, teachingonly universities could make good financial sense … but if we get rid of research from universities, aren’t we missing the whole point of these institutions? Isn’t their role to create (research) as well as disseminate (teach) knowledge? Aren’t the best teachers lifelong learners? “It has been mooted in some places in the last couple of years that teachingonly universities should be considered for Australia, but those voices are basically drowned out by the majority happy with the status quo,” observes Dr Nathan Cassidy, policy analyst for Universities Australia. He believes there would be various short- and long-term implications for the Australian higher education sector if some universities became teaching-only and says none of the present universities would accept such ‘downgrading’ of status. He acknowledges there would be less impact if new teaching-only universities could be established; a position taken by the private providers’ industry/lobby groups: “perhaps under the name of ‘polytechnic universities’”. But, he says, there doesn’t seem to be any real enthusiasm for the concept at the political level, with the Minister and government in the midst of bigger battles about deregulating university fees. So what about New Zealand? Are teaching-only universities something academics this side of the ditch are keen to see? No, says Chris Whelan, executive director of Universities New Zealand – Te Pōkai Tara (the New Zealand Vice-Chancellors’ Committee). He believes any move to make some of New Zealand’s universities teaching-only universities would have two immediate effects.

Postgrad & Research 2014 Education Review series

“First, it would lead to a quick flight of key research-active academic staff, and second, it would lead to a quick drop in international rankings and an equally quick drop in international student numbers and the quality of education offered to domestic students.” He says research activity drives a disproportionately large part of a university’s international ranking and therefore its ability to attract and retain world-class staff and the best international students. “Given the funding situation of all New Zealand universities, any move to being ‘teaching-only’ or ‘teaching-focused’ would have a disastrous effect on that university’s reputation, quality and financial viability.” Professor Tony Harland, head of department at the Higher Education Development Centre at the University of Otago, whose own research examines the rationale for higher education and what institutions are trying to achieve for teaching, agrees. “Much evidence has been produced over the last 200 years that this is the best model for a university – research and teaching in the same learner (academic and student). Then we have students and staff with the critical capacities to contribute to work and society and it allows the university to fulfil its broader function of preserving democracy and acting as critic and conscience of society. “The main function of the modern university is to create and disseminate knowledge, and if an institution does not do this, it is not a university. It then becomes a different type of tertiary institution. This is an accepted worldwide view and also enshrined in New Zealand’s Education Amendment Act 1989.” He says the concept of the teaching-only university is a free market idea that has its roots in neoliberal reform of the university sector. “It is much cheaper to educate students when the teachers can devote all their time to teaching. In turn, you get students educated in a different way that excludes the experience of research itself – and there would be no postgraduates.” He argues that it is research that provides all learners with the critical capacities to take a full role in society.

Education models “However, if economic concerns are pre-eminent, then business may not want critical students, but students who can learn what they are given by those in power (teachers in teaching-only universities, and then successive employers) and be productive as they move from job to job throughout their careers as a form of economic capital.” He poses a further question: if a university does not produce knowledge, then where does university knowledge come from? Professor Peter Whiteford, dean of the Faculty of Graduate Research at Victoria University of Wellington, is confident teaching-only universities won’t come into play any time soon. He meets regularly with other deans of graduate studies and doesn’t get any sense that there are moves underway in any of the universities to go down this road. “On the contrary, we are all looking for ways to strengthen our research base and our research profiles. “Quite apart from the financial incentives, and the legislative requirements, most academic staff I know get a great deal of enjoyment out of their research, out of combining research with teaching, and out of supervising postgraduate students who are doing research. “Any move to a teaching-only university just wouldn’t work – it would be impossible to recruit or retain the best staff, you’d lose credibility as a university, and eventually you’d lose students, too,” he says. Professor Neil Boister, associate dean postgraduate at the University of Waikato’s Faculty of Law, agrees that research opportunities are a major draw card for staff. “Most of the smartest and most able teachers in a university are actually drawn to the job because of the opportunity it gives them to involve themselves in the academic debate – i.e. research. In my experience, people who are good at research are usually good at teaching and administration. Most would leave if this became a teaching-only institution that would lead to an immediate dumbing down of the quality of the staff.” He also believes that because of voter pressure, teaching-only institutions would inevitably be located outside of the major metropolitan areas, which would hamper the ability of students outside these areas to attend a university. “The upshot of this is that it would inevitably lead to a return to the reservation of university education in the true sense of the word for the upper echelons of society. I doubt very much whether ‘well off of Remuera’ will want their children attending a teaching-only institution because of the label it will carry.” On the subject of prestige, Dr Peter Coolbear, director of Ako Aotearoa (National Centre for Tertiary Teaching Excellence) believes that underlying the debate around teaching-only universities is “a real issue around status”. “The status of a degree awarded by a research-active university is often held in higher regard than a degree from a teaching-only university irrespective of the quality and relevance of the teaching and learning.” As ITPs have gradually moved to expand their degree delivery, they have to build up their research component to fulfill their statutory requirements. Dr Coolbear says this raises some questions, including: has that really impacted on the quality of delivery of degree teaching and learning? “From my perspective, the jury is out on this. We run the annual Tertiary Teaching Excellence Awards, and many of our national award winners are both great teachers and great researchers. In some ways, the research they do makes them great teachers, but they actively work on the connections. Equally many great teachers do not do research.” He believes funding is a key issue in the debate. “The way research is funded is much more competitive than the way teaching is funded, so institutions are much more strategic about delivering quality research than quality teaching.” Because of this, he believes that in universities, there’s very clearly a research-led expectation on staff, which in essence means teaching often comes second. “The teaching experience may be wonderful, but the strategic priority is research. We see the universities doing some really good things in teaching and learning but the stakes are much higher for individual staff to be good

researchers than good teachers. They probably feel more accountable to the research they do than the teaching they do.” Dr Coolbear explains that one of the reasons Ako Aotearoa was established in 2007 was to shine the spotlight on teaching during a time when universities were becoming more and more focused on research. “We aim to balance the equation so we paid as much attention to teaching and learning as we did to research.” He concedes there are no easy answers. “In the end, it’s all about the individual institutes deciding what their priorities are and achieving a balance.” In the Tertiary Education Union’s July newsletter, TEU vice president and chair of the union’s Industrial and Policy Committee, Sandra Grey, weighed in on the debate, posing an interesting question. “We know that universities must have a research component to teach degree-level and above. But what happens when teaching starts to slip off the radar? Could we have institutions entirely made up of researchers? Is that still a university? “Our members tell us they appreciate a comfortable balance between teaching and research that gives them the time to do both and allows them to bring their own work into the classroom. “Any deregulation that allowed universities to split into teaching-only and research-only institutions would also raise big questions for the place of polytechnics. While most ITPs do not teach degreelevel or above, those that do are required to have research conducted in those areas. If a university was to drop its research component, it would be difficult to distinguish it from a polytechnic,” she said. “This debate is largely about definitions and what constitutes a university and a polytechnic. But it is also about what kind of workplaces we want to work in.” 

We aim to balance the equation so we paid as much attention to teaching and learning as we did to research.

Enhance your career

Are you thinking about further study? Do you want to develop new skills and be at the forefront of knowledge in your field? Consider a 180-point Masters from The University of Waikato. >> An internationally recognised programme >> 12-18 month programme (full-time study) >> Qualifies for study awards >> Summer School, online and oncampus study options >> Broad range of specialised choices in Education, Educational Leadership, Disability and Inclusion Studies, Sport and Leisure Studies. To find out more contact the Faculty of Education on 0800 83 22 42 or email educ_grad@waikato.ac.nz or visit www.waikato.ac.nz/education Faculty of Education Te Kura Toi Tangata

Education Review series Postgrad & Research 2014

University rankings

How do Kiwi universities measure up on the global stage? The positioning of New Zealand universities in the recently released 2014/2015 QS World University Rankings remains stable, however more investment is needed for our institutions to retain global competitiveness.

here were no major surprises in this year’s two major global university league tables – QS World University Rankings and Times Higher Education (THE) rankings – with most of New Zealand’s universities remaining at roughly the same ranking as last year. In the QS rankings, The University of Auckland remains New Zealand’s only institution in the top 100, moving up two places from last year into 92nd

position. The University of Otago comes in at 159th, down from 155th last year. University of Canterbury (242), Victoria University of Wellington (275=), and Massey University (346) are also slightly down on last year’s rankings, while University of Waikato (401-410) retains its position. Lincoln University has jumped some 70 places from 481-490 last year to 411-420 in this year’s rankings, while AUT fell just shy of the top 500.

Lincoln University Acting Vice-Chancellor Sheelagh Matear said the university was “very pleased” with the significant increase, particularly in the academic reputation and international students categories. The QS rankings assess a number of different categories in the areas of research, teaching, employability, and internationalisation. Dissection of the results reveals varying strengths and weaknesses of the universities.

Gender and health research: SUZY BOTICA from Health Research Council of New Zealand believes there is potential for more women to take on senior research positions.

report released earlier this year by the UK’s House of Commons Science and Technology Committee found that universities and research funders need to do more to address gender inequality in science. It said women in science need more support to combat the “systematic and cumulative discrimination” they face throughout their academic careers. Last year, there were 698 females and 735 males named on Health Research Council of New Zealand (HRC) contracts. However, males continue to dominate senior research positions by a ratio of two to one (71 per cent vs 29 per cent). It’s a different story at the emerging researcher level though, where females outnumber their male counterparts by a ratio of two to one (64 per cent of research

positions vs 36 per cent), which suggests the potential for change in the gender balance in senior positions in the future. Analysis of the current HRC workforce also shows that: • 81 per cent of HRC researchers hold a postgraduate research qualification (PhD, Master’s degree or equivalent), and 75 per cent of researchers have been awarded a Doctor of Science, Doctor of Medicine or PhD • Compared with male researchers, the percentage of female researchers who hold a postgraduate degree is slightly lower and the percentage who are enrolled for one slightly higher; • The male-to-female ratio of the HRC’s Māori health research workforce is 1to 2 • 41 per cent of HRC researchers are clinically trained (34 per cent of female researchers).

Postgrad & Research 2014 Education Review series

Women leading the way in health research Dr Elizabeth Forbes-Blom: Taking the fight to allergies Gisborne-born scientist Dr Elizabeth ForbesBlom is determined to get to the bottom of one of this generation’s most puzzling medical mysteries – the alarming rise in allergic diseases, in particular, food allergies. Dr Forbes-Blom, who is a senior research fellow at the Malaghan Institute of Medical Research in Wellington, is investigating new strategies for treating and preventing food allergies. She’s part of the team, led by Malaghan director Professor Graham Le Gros, that was awarded nearly $5 million from the HRC in June last year to help uncover the immunological mechanisms involved when individuals develop allergies. She’s

also an investigator on four other HRCfunded research projects. “We have an allergy epidemic in New Zealand. It’s estimated that one in 10 New Zealanders has an allergy. We have no hard data on food allergies though. The only data we have in New Zealand about food allergies comes from the latest census in schools, where 8.5 per cent of children are selfreporting as having a food allergy, with cow’s milk the number one allergy, followed by peanuts,” she says. A key focus for Dr Forbes-Blom and the Malaghan team is what’s often coined the ‘allergic march’. “We know that childhood allergic diseases often start in the skin as eczema and later progress to the gastrointestinal and respiratory tracts, often identified as the allergic march. Eczema seems to be the window into other allergies, including food allergies, hay fever, and asthma. We’re

University rankings The University of Otago performed best in New Zealand for research citations per faculty, ranking 158th, while The University of Auckland ranked 232nd in this area. The University of Canterbury ranked 173rd for employer reputation. Meanwhile, the THE rankings are based on indicators taken across five sectors including: research income; quality of research; teaching and learning environment; volume and influence of research; and ratio of international staff and students. The majority of New Zealand universities slipped down a few places in the THE rankings, with The University of Auckland ranked 175 (down from 164 last year); the University of Otago ranked 251275th (down from 226-250), both Victoria University of Wellington and the University of Canterbury held their ranks (at 276-300th and 301-350 respectively), while the University of Waikato dropped from 301350 to 351-400. The somewhat lacklustre performance in both rankings begs questions about what needs to be done to improve the global positioning of New Zealand universities. Acting chair of Universities New Zealand Professor Harlene Hayne, Vice Chancellor of the University of Otago, believes more government investment is needed to bring about an improvement. “This isn’t an academic issue. It’s an issue for this country,” says Professor Hayne.

“The unfortunate reality is that New Zealand universities have realised all the easy gains and the long-term trend is downward. “Without more support from government, this country’s universities run the risk of hitting a tipping point where the best academics choose to work elsewhere and the best students choose to study elsewhere. Once you hit that tipping point, international experience shows there’s no easy or quick way back. QS head of research Ben Sowter agrees that there is no room for complacency for New Zealand universities. “New Zealand’s overall performance shows stability but also indicates that continuous investment is needed to ensure that its higher education sector remains globally competitive. Initiatives such as the increased government funding announced last year to promote the country as a top study destination are certainly positive signals,” says Sowter. Professor Hayne argues that government funding per student has been declining in real terms over the past two decades. “Universities have had to cut the number of staff per student and this has contributed significantly to our drop in rankings. Similarly, we are not doing enough to support new academic staff as they develop their teaching skills and research profile. This also has a significant impact on rankings,” says Professor Hayne.

However, executive director of the New Zealand Taxpayers’ Union Jordan Williams says Kiwi universities should be focusing more on research outputs than any perceived lack of funding. “New Zealand’s universities should look in the mirror rather than complain to the government and claim they are under-funded. Academics are crying poverty, when in reality, OECD figures show that New Zealand spends well above the average.” Williams points to OECD figures which show that New Zealand spends 1.9 per cent of GDP on tertiary education, above the OECD average of 1.4 per cent, and the United States (1.3%), the United Kingdom (1.3%), and Australia (1.1%). “Rather than throwing taxpayer money at proving self-evident theories, such as there being litter in walkways and sex on campuses, our universities may find they get higher rankings if they focused on real research,” says Williams. The QS rankings, now in their tenth year, included 865 universities, out of over 3000 considered. United States’ MIT was ranked first for its third consecutive year, followed by Britain’s University of Cambridge and Imperial College in second place. Harvard, Oxford, Stanford, Princeton, and Yale all retained a spot in the top 10. Meanwhile, California Institute of Technology (Caltech), Harvard University, and Oxford University took the top three places in this year’s THE rankings. 

A level playing field? investigating immunological processes to target these debilitating conditions.” Forbes-Blom studied science at Victoria University of Wellington; however, it was while at the Australian National University on a summer scholarship that she first discovered her passion for medical research. There, under the tutelage of Dr Simon Hogan, she studied gut inflammation, which she went on to specialise in for her PhD. She was later awarded a Fulbright Scholarship to study in the same field at the Cincinnati Children’s Hospital Medical Center in the US, also under Dr Hogan. “I’ve always been fascinated by science, by trying to understand things, connect the dots. Medical science offers the chance to do this on a daily basis. The fact we get to wake up every day and make discoveries about diseases we don’t understand properly, that we’re able to add a larger body of knowledge to improve the outcome for allergy sufferers, that’s what keeps me passionate about what I do.”

Dr Ridvan Firestone: Empowering young Pacific people

Dr Ridvan Firestone first got into the area of Pacific health research after receiving an HRC Pacific Health Research PhD Scholarship in 2003. Her research focused on the

sleep respiratory disorder known as obstructive sleep apnoea syndrome in commercial drivers, particularly Pacific shift workers. Her parents are taxi drivers so she experienced and understood the reality of the health impacts of shiftwork on family life. Dr Firestone’s says that initially her main motivation was to find out about the health issues affecting Pacific peoples. However, her current project, which is exploring the broader issues influencing obesity in young Pacific peoples, has changed her focus somewhat. “Now I’m very motivated by what can be done about these health problems, and not just examining the issues. Unfortunately, the translational research process hasn’t come to fruition, so I’m very eager to make a difference in research outcomes, particularly in improving the health and wellbeing of young Pacific people,” she says. The obesity project she is leading – Chewing the facts on fat? What does that say about me? – is funded by the HRC in partnership with the Ministry of Health. As part of this project, Firestone is working with Pacific young people (aged between 16 and 24) from Wellington and Auckland. Through a series of workshops, she is training the Pacific participants to develop their research skills so that they can interview

their parents and grandparents about the social, cultural, and historical perceptions of body size and eating habits. “Getting Pacific youth to be involved in this intergenerational research and to help us understand better the potential gaps in the science is so inspiring. For me, it’s working with young Pacific people and understanding their social-cultural realities.” Dr Firestone has a strong association with the HRC. After completing her HRC-funded PhD, she was again successful in securing funding, this time through an HRC Pacific Health Postdoctoral Fellowship. “It was at this point in my career that I decided to really focus on Pacific health. I saw huge health disparities between Pacific peoples and other ethnic groups. Also, there weren’t many Pacific postdoctoral fellows, so I thought ‘why not give it a go?’.” As part of the fellowship, she helped develop New Zealand’s first internet-based birth cohort study to examine risk factors for noncommunicable diseases. She also led the Pacificarm of a national case-control study examining the relationship between breast cancer risk and early life factors among Pacific women in New Zealand.

Education Review series Postgrad & Research 2014

Events

The Postgrad Calendar Education Review finds a number of inspiring events for postgraduate researchers taking place at New Zealand institutions throughout the year.

Monica Peters – citizen science researcher In addition to winning the University of Waikato’s Three Minute Thesis (3MT) Competition in 2013, PhD candidate Monica Peters also won a $3000 Fulbright New Zealand Travel Award this year. The scholarship will allow her to attend the 34th International North American Lake Management Society Symposium in Tampa, Florida in November where she will present her research into citizen science and water quality monitoring. Monica’s PhD research is inspired by volunteer community groups throughout New Zealand that are carrying out environmental restoration in degraded landscapes such as gullies, lakes, wetlands, and forests. She is exploring whether their ‘citizen science’ monitoring data can be integrated with ‘professional science’ data to build a more complete picture of environmental health.

Postgrad & Research 2014 Education Review series

University of Waikato: Postgraduate Month October is Postgraduate Month (PGM) at the University of Waikato. PGM is held every year and provides opportunities for students, staff, and members of the community to think about continuing their studies. It provides information about postgraduate qualifications and the benefits of postgraduate study. PGM features various events and activities such as information sessions and workshops designed to build awareness of postgraduate research and develop a strong postgraduate culture on campus. Pro Vice-Chancellor Postgraduate Professor Kay Weaver says PGM is a chance to profile the university’s postgraduate students, and for others to learn about of the value of postgraduate study and where it can take them. “This month we are celebrating the important contribution our postgraduate students make to the university,” says Professor Weaver. “Postgraduate students, and the research they undertake, form a very significant part of our university community and they make an important contribution to the generation of new ideas and knowledge. PGM is a really good chance to promote their work to an audience outside the academic world.” It’s not just the students who make a contribution. “The work of our supervisors is hugely appreciated and is highly valued in terms of their accessibility and availability to students,” says Professor Weaver.

More than half of Waikato University’s research-active academic staff were rated in the top two categories by the Government in its 2012 quality evaluation for performancebased research funding (PBRF). Waikato is also among the top four New Zealand universities in having recognised researchers available for teaching and supervising postgraduate students. Of the academics who are earning PBRF funding for the university, Waikato has 9 per cent of researchers at ‘A’ level and just over 45 per cent of researchers are at ‘B’ level. The Three Minute Thesis (3MT) is the highlight of PGM, with heats that were conducted in September and the top 10 presentations competing at the final on 30 October. Last year’s winner was PhD student Monica Peters, who will be heading to the Trans-Tasman 3MT in Perth in November.

The University of Auckland

Three Minute Thesis: 4–7 August 2014 The Three Minute Thesis competition is run for postgraduate students in universities worldwide, with 2010 marking the first year of involvement for the University of Auckland in a Trans-Tasman/Pacific competition that saw 23 universities meet at the niversity of Queensland for the grand finals. As the name suggests, competitors are given just three minutes in which to explain the gist of their theses. One single static PowerPoint slide is permitted as a visual aid. Entries are open to confirmed doctoral candidates only, and as a result, the university is looking at expanding this competition to include masters and provisional year doctorate students.

Events The competition is structured in heats with a university final, with the winner then going on to the Trans-Tasman/Pacific Grand Final. The University of Auckland winner this year was Lawrence Xu from the Faculty of Arts, School of Humanities – Ancient History. His presentation was entitled ‘Heroes of Might and Magic – The Epic-ness of Demotic Stories’. He will be flown to Australia to compete in the Trans-Tasman/Pacific competition, with the University of Western Australia, Perth hosting the 2014 Grand Finals on 3 November 2014. Doctoral Information Evening – 8 October 2014 The Faculty of Education is holding a Doctoral Information Evening on 8 October. The faculty will be launching the new inquiry pathway into the Doctor of Education (EdD) in Leadership for Educational Professional Practice (this is a professional doctorate for teachers and senior leaders in schools to undertake research parttime). Exposure Postgraduate Research Exposition: 13–16 October 2014 Beginning in 2003, Exposure Postgraduate Research Exposition celebrates academic and artistic excellence by giving students the chance to showcase their work to the public and industry. Exposure is organised by the Postgraduate Students’ Association and the School of Graduate Studies. Held annually, Exposure culminates with a prize-giving gala at the end of the week. In 2013, there were 117 entries in total and more than 200 attendees across all the events. Students are invited to present their research by oral presentation, poster display, or variety showcase. Postgraduate Fair – May The Postgraduate Fair is held every May for potential postgraduates and provides an opportunity to meet academics, advisers and current students and talk about our postgraduate research and taught opportunities. All faculties are represented at the fair, along with service divisions such as School of Graduate Studies, Career Development and Employment Services, Scholarships Office, English Language Enrichment, Postgraduate Students Association, and various other clubs and societies. Celebrating Research Excellence – May Celebrating Research Excellence is an event held in May in the University of Auckland Marquee. This event is an opportunity to celebrate the research undertaken by students and University staff members. During the event, various awards and prizes are given away: Best Doctoral Thesis, Early Career Research Excellence, Research Excellence Award, and the Commercialisation Medal. Each year, there is a theme that is addressed in the official speeches. There are also research displays aligned with the theme, illustrating the diversity of the university research projects. The attendance varies between 250 and 300 people (mainly from the university but also from funders, charities, and politicians). For

several years in a row, the Hon Steven Joyce has given a speech and presented the commercialisation medals to the recipients.

Massey University: Hui A two-day hui to foster intellectual connections and peer support among Massey’s education doctoral students was held at the Manawatū campus earlier this year. Around 25 doctoral researchers – half of all those enrolled in education-related doctoral research at Massey’s Institute of Education – took part. Organiser Professor Margaret Walshaw, an expert in mathematics education and coordinator of institute’s doctoral research programme, says the aim of the hui was to enhance students’ skills and knowledge. It also provided opportunities for face-toface intellectual exchange between doctoral researchers who tend to work in isolation over long periods, often far from fellow academics and supervisors. “We offer two doctoral programmes – the PhD [Doctor of Philosophy] and the EdD [Doctor of Education] – within the institute, and since students come from around New Zealand, they don’t get much opportunity to meet their peers. We feel it’s important to build a community of researchers by bringing our doctoral candidates together to share ideas and learn from each other in their research areas,” she says. A doctoral thesis typically takes three or four years of full-time research and writing to complete, and will take longer for parttime students with other commitments and responsibilities. The programme included workshops on research methods, data management, and presentation, as well as presentations on writing from expert researchers and talks from current and former doctoral students. It also included sessions on health and wellbeing and doctoral processes. Participants travelled from around the North Island to attend, and the group included international students from Tonga, Thailand, Tanzania, India, and Saudi Arabia. Doctoral candidate Catherine Syms, from Auckland, says the event was highly rewarding, giving her the chance to discuss her research with others. In her research she is exploring a model for the teaching of values, ethics and religions in New Zealand schools to address diverse adolescent perspectives and world views. Among other doctoral thesis topics discussed were an analysis of the impact of policies and practices on Māori students in mainstream schools, professional education in nursing and maths anxiety.

Otago Polytechnic: International Food Design Experience Otago Polytechnic’s International Food Design Experience (Conference and Studio) was a progressive forum where chefs, cooking enthusiasts, researchers, and designers came together and explored cutting edge culinary arts, and the inspiring stories and creative concepts that coincided. Leading international designer Emilie Baltz was the keynote, along with a number of other renowned national and international chefs and designers.

CPIT: Research month – 4-28 August 2014.

The programme for CPIT’s Research Month journeyed through topics covering business, language, visual arts, sustainability, science, music, teaching and learning, sports science and the caring professions. CPIT staff were encouraged to disseminate the findings of their research, which is geared towards practical applications in a variety of sectors, from a cancer zapping technology to a culturally appropriate new way for non-Māori to introduce themselves in mihi. Students joined in the action, pitching a project for the chance to win up to $300 towards their research project. This year, CPIT’s Research Month introduced the Great Debate, pitting creative and applied science tutors against each other to find out whether science is more creative than art. 

Phoebe Leyten – music for the deaf community research CPIT Bachelor of Music Arts student Phoebe Leyten received $300 for winning CPIT’s Research Month’s Pitch a Project competition with her research into how the deaf community experience music. The premise of Phoebe’s project was that if we challenge the concept of what music is, we might explore other ways of experiencing music. “A lot of people don’t relate music to deaf people because they assume music can only be heard. My mother is deaf, which is a driving factor for me. She has always been such a visual person and creative – she does mime – so I wanted to explore the visual interpretation of music through performance, live art, and interpretative sign language.”

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Tertiary education

NanoDegrees: friend or foe of the traditional degree? An online course model that is hyped as being focused, affordable, succinct and accessible is touted as the next big alternative to conventional tertiary qualifications. However, JUDE BARBACK suggests the NanoDegree could co-exist with the traditional degree instead.

he NanoDegree sounds like the sort of qualification Apple would deliver if they diversified into higher education. You hear ‘nano’ and you think compact and techy, and that is an apt description for the NanoDegree, which is basically a succinct web-based form of vocational training. Online education provider Udacity first introduced the concept, partnering with global telecommunications company AT&T to offer a course that allowed, for $200 a month, anyone with a mastery of high school mathematics to learn the basic programming skills needed to qualify for an entry-level position at AT&T as a data analyst, iOS applications designer, or similar. The NanoDegree is basically a vocational training course delivered online. It is

honing in on the specific skills needed for a particular occupation or workforce, cutting out the ‘fluff’ on the peripheries, and in doing so, cutting down on time and expense.

Plugging the skills gap

The skills gap – between those available today and those needed in the future – is an international problem. New York Times reporter Eduardo Porter states that employers have been complaining for years about a lack of skilled workers to fill available jobs. He points to a 2013 study led by the Organisation for Economic Cooperation and Development (OECD) that shows the skill level of the American workforce is slipping behind other countries. Here in New Zealand, the skills gap is widening, while the competition for talent is intensifying. In a Herald business feature, Business New Zealand chief executive| Phil O’Reilly says over the past decade businesses consistently report the lack of skilled staff is the biggest brake on growth. “That points up the ongoing gap between the supply and demand side of the labour market,” O’Reilly told the Herald. “Educational institutions are still struggling to match the supply of graduates and trainees with real labour market needs.” O’Reilly says there will also be a gap because employers want narrow skills, whereas the publicly-funded education system provides more transferable qualifications. The difficulty is employers want it both ways. They want the letters after the name and they can’t help but check out at which institution the qualifications were achieved; the time-honoured benchmarks still matter. But at the same time, they want new recruits who can hit the ground running, who have the knowledge and skills to do the job that needs doing. The letters after the name might equip a new grad with a great deal of transferable skills, as O’Reilly suggests, but fail to deliver what is needed for the here-and-now of the workforce. This is where the NanoDegree could potentially come in.

Can it co-exist with the traditional degree?

Eduardo Porter of the New York Times speculates that the NanoDegree could be the answer to providing higher education opportunities to young people for whom tertiary education has become “a distant unaffordable dream”. But a more feasible purpose for the NanoDegree could be as an addedextra for the student already completing a tertiary qualification. For example,

Postgrad & Research 2014 Education Review series

Tertiary education a student completing her Bachelor of Commerce with aspirations of working in a tech company could give herself the edge by taking a targeted online course that will equip her with the necessary skills that will not only set herself up for her desired place in the workforce, but also complement her three-year degree. It could be argued that the NanoDegree on its own misses the point of higher education. Certainly, most pursue a tertiary qualification with the intention of finding employment upon its completion. But does it follow that every lecture should bear direct relevance to the workplace? So rather than replace the degree, it could supplement it. Student Gerard Dunne believes universities are unlikely to view NanoDegrees as competition to full degrees. “I doubt it will change the traditional degree formats in the short-term, but I suspect as experience is gained with these alternatives, formats will evolve that will start to displace as well as complement existing degree formats,” he says. “I suspect unis will likely say that NanoDegrees are not really degrees of any sort and that in any case they’ll never displace attendance in full courses; but as is understandable, they have a high stake in the status quo, including their funding for positions and research.”

Indeed, it would appear that while there is a low uptake of MOOCs among disadvantaged communities, MOOCs are proving to be a hit among those already with a tertiary qualification and a job, who feel the need to further their knowledge or skills in some way. NanoDegrees, if the concept takes off, are likely to be perceived in the same way. Rather than an alternative to the traditional tertiary qualification, it seems more likely that tertiary institutions will look to adopt the NanoDegree concept and offer it in addition to their stable of courses. Perhaps it won’t be long before we see our tertiary institutions partnering with leading businesses or industries to offer short tailored online courses to give their new grads the edge over the competition? 

Challenging current thinking

While perhaps not an imminent threat to traditional tertiary education, the NanoDegree concept should not be dismissed too readily. Udacity, the company driving the NanoDegree, hopes to ultimately create an alternative approach to the ‘four years and done’ model of higher education, instead splitting it into chunks that students can take throughout their lives. There is logic in this. With the growing demand for professional development and need for constant upskilling, it could make sense to break up a person’s education to slot in across his or her working life. Jobs are not what they once were. Experts tell us that the jobs our fiveyear-olds will be doing have not been invented yet. They tell us that in the future many people are unlikely to stick with the same vocation for years on end. Taking into account the argument for plugging the skills gap and that for providing a more efficient, affordable, and accessible alternative pathway into the workforce, the NanoDegree concept checks many boxes. But the major element lacking from a NanoDegree is all that comes with the live university experience, which is said to better develop the noncognitive skills – the attitudes and behaviours that are thought to underpin a student’s or employee’s success. The rise of distance education delivery and alternative education models like the MOOC (massive online open courses) indicate a step back from the traditional campus experience. Will references to things like halls of residence, O-week, and student flats be relegated to nostalgic conversations, as students connect online instead?

The MOOC experience

The NanoDegree is a close relative of the MOOC – in fact, Udacity is best known as a MOOC provider. MOOCs are courses offered online for free (with some exceptions) from top universities around the world to anyone who has a suitable internet connection, interest, and time to participate. The key difference between the MOOC and the NanoDegree appears to be that students pay for the NanoDegree and the content is more targeted. Student-teacher communication is likely to be at a greater level than the MOOC as well. In some ways, the NanoDegree feels like the stepping stone between traditional courses and the MOOC. Dunne has taken several MOOCs. “It’s interesting that many of the students that do MOOCs have already attending uni and are doing these as extension studies, whereas part of the intention is to extend not just graduates, but people who’ve not had the chance to go to uni in the first place. I suspect the latter may be more the case in middle-income countries, where education is prized but access is limited and/or of lower quality.” Dunne’s thinking supports the Columbia University’s Teachers College Professor Fiona M. Holland’s research into MOOCs. Of MOOC providers, she told the New York Times, “They are not democratising education. They are making courses widely available, but the wrong crowd is showing up.”

Education Review series Postgrad & Research 2014 15

New degrees

Six

degrees of

fascination EDUCATION REVIEW talks to institutions about their new course offerings for 2015 and 2016, and discovers some exciting programmes on the menu.

aster of Meteorology: Victoria University of Wellington and MetService

Victoria University of Wellington will offer the country’s first master’s degree in meteorology from 2016, in partnership with New Zealand’s official weather forecaster MetService. The course will be taught by Dr James McGregor and Dr James Renwick from Victoria’s School of Geography, Environment and Earth Sciences, along with four adjunct lecturers from MetService. Dr McGregor, the director of the meteorology programme, says it’s an exciting collaboration which has been a long time in the making. “We’ve had a relationship with MetService dating back around 30 years,” says Dr McGregor. “We have taught the course work – basic meteorology and theoretical work – and practical application has been done at MetService. Now we’re developing that practical work to become part of the university course structure. “It’s the logical conclusion to the decades that we’ve worked with MetService and the Memorandum of Understanding we signed with them in 1998,” says Dr McGregor. “It’ll be great for the students as it will formally recognise most of the additional work they’ve been doing at MetService.” Dr McGregor says demand for weather forecasting services is higher than ever before. “Local authorities, farmers, businesses, outdoor enthusiasts, and the general public all want more frequent, specific, and accurate forecasts. That, coupled with better measurements from satellites and weather radars

Postgrad & Research 2014 Education Review series

and improved computer modelling, means there’s a real need for more highly skilled people to interpret the data. “Victoria’s always been at the forefront of meteorology study in New Zealand – we’re lucky to be just a 10 minute walk to MetService. In terms of international standing, the Master of Meteorology will be highly regarded and is certainly in keeping with World Meteorological Organisation recommendations. “We’re pretty excited to be working with MetService on this,” says Dr McGregor. “Universities are often described as ivory towers, but an industry collaboration like this has real-world relevancy.” Chris Webster, MetService’s manager of meteorological capability, says he is also looking forward to further collaboration with Victoria. “The master’s programme is just the next step in a long and fruitful relationship between MetService and Victoria University. The programme recognises the world-class facilities and expertise that are used to educate our new professional meteorologists.”

Master of Design: Lincoln University

The Lincoln University Master of Design is a 180 credit, taught master’s degree, and one of several new postgraduate qualifications stemming from the university’s recent qualifications reforms. Design disciplines are playing an increasingly important role in a range of fields. Smart design can deliver unique insights, as well as provide or enhance opportunities with commercial and societal value. The degree aims at growing New Zealand’s capacity for design-based innovation next to our

distinctive relationships with land, environment, resources and society; engaging students with the design needs and opportunities regarding products, services, systems, and environments for commercial, cultural, and societal wellbeing. The Master of Design takes a multidisciplinary, lab-based approach, with an emphasis on applied, ‘real world’, relevant outcomes. As such, students will work in areas identified as having the potential for developing or enhancing commercial and societal value; in particular through the university’s longstanding expertise in the primary industries, resource management, conservation, Māori studies, urban design, and planning. As well as those students following the more traditional academic pathway, it is hoped that the new degree will appeal to designers who have either worked, or are currently working, in the industry and who may be exploring ways to either progress or realign their careers. Likewise, it is felt that the degree should have particular appeal for international students who come from countries that experience similar challenges in land, environment, and society.

Master’s of Transdisciplinary Research and Innovation: WinTec

Waikato Institute of Technology’s new Masters of Transdisciplinary Research and Innovation, set to begin in 2015, subject to external approval, will develop work-ready graduates, able to contribute to business-led innovation and applied research by working on industry-provided proposals in work place environments.

New degrees

The new programme, a first for New Zealand, will offer an accessible academic and professional career development option in research and innovation at postgraduate level, relevant to all disciplines. A transdisciplinary approach will provide students with the knowledge and tools to focus on innovation and practical problem solving by taking into account academic knowledge, industry expertise, and business, cultural, and social contexts. The development of the programme is based on successful international models and has involved extensive consultation with overseas universities, academic staff across many disciplines as well as regional stakeholders from the business and cultural communities. A large portion of the programme is residential, in the workplace, allowing students to immerse themselves into a business environment or organisation and gain a qualification whilst in employment. It provides an avenue for businesses to build the research and development capabilities of their own staff and offer professional development opportunities.

Master of Business Administration – online delivery: University of Otago

The University of Otago Master of Business Administration degree will be available online as well as on-campus next year. Executive Programmes director Ian Lafferty says the online version offers the same high quality degree but part-time and from anywhere in the world. The Otago Online MBA has been designed as a small private online course (SPOC), an emerging concept endorsed by other reputable business schools including Harvard. Using an advanced technology platform, lectures are conducted live, so students share interactive discussions and break-out sessions in the same fashion as their on-campus counterparts. “It’s important to note that this is the same degree as the one delivered to those who choose to live and study in Dunedin: it is the same curriculum, the same lecturers, and the same assessment,” says Lafferty. “The difference is, we can offer this to students who live anywhere and choose to work full-time and study part-time.” The online version of the degree takes twoand-a-half years, instead of the usual 15 months for full-time students. Papers are studied one at a time, in sequence, in seven-week blocks for two years, followed by a business research project. The programme begins in May 2015 and applications are now open. “There will be a very high level of engagement among the students and the teaching team and we are offering a lot more than traditional distance courses where students study in isolation.” The university also recently announced it has partnered with the New Zealand Institute of Directors to offer an Executive MBA, which will be delivered over long weekends at University of Otago campuses in Auckland, Wellington, Dunedin, Christchurch and Queenstown.

The Executive MBA, which is once again the same degree and covers the same courses, will also take two-and-a-half years, beginning in April, 2015.

Master of Clinical Animal Behaviour: University of Waikato

Australians and New Zealanders spend big on their companion animals – an estimated $10 billion. As well as feeding and immunising their animals and addressing health issues, many pets also need behaviour therapy. From next year, the University of Waikato will be offering postgraduate qualifications in clinical animal behaviour. Programme convenor Dr James McEwan says there are “plenty of cowboys” offering behaviourial therapy for animals, but what vets and other animal professionals want is a science-based welldisciplined qualification. “This will be the only programme of its kind in the southern hemisphere. It will be delivered entirely online, and therefore accessible to students all over the world.”

This will be the only programme of its kind in the southern hemisphere. It will be delivered entirely online, and therefore accessible to students all over the world. The University of Waikato’s School of Psychology already has a Learning, Behaviour, and Welfare Research Unit and the new qualifications, a master’s degree and a postgraduate diploma and certificate, will build on existing expertise and research. Dr McEwan says the certificate programme would suit those working in various animal-related industries such as zoos, conservation work, the animal care sector, and would be a stepping stone to the diploma and degree where employment prospects might include animal behaviour consultant, advanced animal training, and animal research work.

Graduate Diploma in Applied Management: CPIT

For business professionals who want to take the next step in their career, a qualification can make all the difference. CPIT’s new Graduate Diploma in Applied Management allows business professionals to tailor the qualification to their specific career goals. The fit-for-purpose qualification, available in 2015, has been designed so that students can continue to work while they upskill. The journey starts with an interview with a CPIT Department of Business academic manager, who brings their industry expertise to the process of matching students’ career goals with programmes

that will help them to progress in their career. Many people considering this qualification will already have experience in their field. CPIT understands that work history is a valuable source of learning too. For this reason, the institute established the Centre for Recognition of Prior Learning to recognise students’ existing knowledge and expertise and convert this into academic credits. Through this process professionals can bring their existing skills to the programme with the potential to fast track their qualification. The Graduate Diploma in Applied Management is a level 7 qualification, which makes it the equivalent level to a degree, with similar industry recognition. The structure of the programme includes curriculum from the second and third year of the Bachelor of Applied Management, such as strategic management or operational management, depending on the students’ goals or the gaps in their skills set that are being addressed. A significant portion of the qualification is based in the workplace, where students have the opportunity to apply their learning in context. 

Zombies and rubbish: courses under fire Occasionally, university courses attract unwanted attention and spark controversy. The University of Canterbury’s Centre for Risk, Resilience, and Renewal dropped a ‘zombie’ emergency management course just six weeks before it was due to open for enrolment, after a media request from 3 News sparked concerns, earlier this year. The paper was intended to be titled ‘Zombie Incident Management’, and hoped to teach students how to ‘save the world’ from a full-scale “zombie apocalypse” using modern emergency management techniques. The course was inspired by a popular zombie course at the University of Florida. The idea was apparently to tap into popular culture to appeal to students, using literature around zombie attacks as the basis to explore contemporary approaches to incident management. The course was renamed to avoid mentioning the undead and is now offered as a special topic under a newly established Graduate Certificate in Public Health, focusing on pandemics. Meanwhile, University of Otago’s involvement in a study into graffiti and litter in walkways in Wellington attracted some criticism. A survey conducted by University of Otago, Wellington rated 118 walkways across nine suburbs, taking into account elements such as handrails, lighting, signage, graffiti, litter, and slippery surfaces. Taxpayers’ Union executive director Jordan Williams said Otago’s slogan “Your place in the world” should be more aspirational than counting graffiti and rubbish. “A toddler could alert you that an alleyway is dirty, but at Otago, it appears to count as academic study. Taxpayers pay for Otago University to produce real science, and for the Wellington City Council to maintain its walkways. Our advice to both is to stick to their knitting, rather than be led by spin and ’surveys’ that are self-evident.”

Education Review series Postgrad & Research 2014 17

Fees

The end of the Aussie fee-free PhD

(and what it means for NZ) Australia is about to start charging postgraduate researchers fees. Does the change signal an end to the Kiwi PhD brain drain? JUDE BARBACKS reports. any Australians are bemoaning the higher education reforms introduced in this year’s Australian Federal budget. Hidden among a raft of budget announcements was the news that postgraduate researchers will now have to pay fees. In 2008, an inquiry into building Australia’s research capacity raised concerns that postgraduate researchers faced strong competition from the workforce due to the wages sacrificed while they undertook their postgraduate study. Now, it seems, not only are postgraduate researchers to forgo wages, but they will be subjected to student fees. An article in The Conversation suggests that under the new system, a PhD could amount to AUD$30,000 or more, taking into account the effect of compound interest on undergraduate fees. Further, it argues, the changes will be to the detriment of research and innovation overall. The introduction of postgraduate fees was not the only announcement to cause an outcry. The deregulation of undergraduate fees and the higher interest on higher education contribution scheme (HECS) debts added to the dismay of many in Australia’s higher education sector, causing many to question the way the public benefit of tertiary education is valued and funded. It is likely the changes to undergraduate fees will affect participation in postgraduate research education, in addition to the changes being introduced for postgraduate researchers.

Postgrad fees in New Zealand In New Zealand, postgraduate research students have to pay fees, so the changes across the Tasman bring the Australian system more in line with our own fee structure. While these fees vary according to discipline, they are typically around the $7000 mark per year. PhD international students are eligible to pay domestic fees, making New Zealand a much cheaper option compared with many other countries. However, this does not apply for a Master’s degree, and international students can expect to pay around $27,000, depending on discipline.

Postgrad & Research 2014 Education Review series

The attitude towards fees varies, but some feel the cost of postgraduate education is offset by the promise of slightly higher wages. Dean of Postgraduate Research at University of Canterbury Dr Lucy Johnston points out that many doctoral students do receive scholarships, either from their host university or from external agencies, such as companies, government departments, and Crown Research Institutes. These agencies will usually pay the student fees and a stipend – usually between $20,000 and $40,000 per annum. Under the University of Auckland’s Postgraduate Research Student Support (PReSS) scheme, the university provides research support funding for doctoral candidates dependent on their doctoral subject area. Funding is allocated on the basis of the Tertiary Education Commission’s funding bands that recognise the relative research costs for each doctoral subject area. However, despite the many avenues available for funding and support, many postgrad students still face fees, and due to the removal of student allowances for many postgraduates, the only option is to continue to draw on a student loan. “Approximately a third of doctoral students at Canterbury do pay their own way,” confirms Johnston, “I guess that indicates that at least for some the personal investment is worth it.” There is also the notion that postgrads can expect to earn more when they enter the workforce. University of Canterbury’s director of student services Lynn McClelland points to the university’s 2013 Graduate Destinations Survey, which indicates master’s and PhD students earn more in employment after graduating than undergraduates. It could be argued that this is offset by income they could have earned in employment. Most PhD students are not driven by the money. As Elf Eldridge comments on SciBlogs, to suggest that PhD students are motivated solely by money is to “completely miss the point”, and it is making a contribution to the global repository of knowledge that is the real aim.

Knock-on effect for Kiwi postgrads

For many Kiwi students, the lure of a fee-free postgraduate research degree in Australia has been too tempting to pass up. What’s more, New Zealand citizens are entitled to study at Australian tertiary institutions without requiring a student visa, making it an easy transition.

Sharon Harvey, deputy dean (research) at Auckland University of Technology says in recent years many students have left New Zealand to pick up their postgraduate research in Australia, and have consequently found employment afterwards, contributing to the well-known ‘brain drain’. She suggests we are not capitalising on the work that has gone into the students in their school and undergraduate years in New Zealand. Australia’s higher education reforms may see more Kiwi students opting to stay in New Zealand to complete their postgraduate research. With the feefree enticement gone, and New Zealand students’ ineligibility for Australian student loans, we are likely to see fewer Kiwis jumping across the ditch. However, the Daniel Haines, president of the New Zealand Union of Student Associations maintains support for postgrads is still better in Australia. He laments the New Zealand Government’s decision to cut the postgraduate student allowance. “The short-sighted cut has resulted in a reduction of research, innovation, expertise and knowledge in New Zealand. Students who can’t afford to carry on to postgraduate study are forced to discontinue or take up the take up the much better support offered in Australia and never to return – both are unacceptable options.”

For the greater good?

While Australia has changed certain aspects of its higher education system to look more like New Zealand’s, and the knock-on effect of the Australian changes might be to our benefit, it does not necessarily follow that fees for postgraduate researchers are a good thing. Harvey believes high fees deter researchers, particularly in disciplines like the humanities. “By the time students reach the end of their master’s, they have spent a lot of time and money,” she says. It can be a difficult decision indeed for a newly graduated master’s student with a heavy loan to burden to invest yet more time and money into further study at the expense of employment. Harvey suggests Australia’s knowledge economy discourse originally led it to cease fees for doctorates, however the Government now appears to view the university as a private, user-pays entity, rather than a public good. It will be interesting to watch the reforms take shape and to witness the effect they have on research outcomes in Australia, as well as the impact on our own postgraduate research community. 

Ethics

Note sharing:

cheating the system or yourself? JUDE BARBACK looks at the rise of note-sharing sites and the tenuous legal and ethical questions they raise for universities.

tuvia.com’s homepage features a video entitled ‘Mr Party Pants’ in which we meet ‘Bob’, who awakes on a couch among empty bottles of alcohol with what appears to be a raging hangover. We learn that amidst all his partying, Bob has neglected to study for his test, which is in a few hours. But never fear, stuvia.com is near, and Bob quickly finds a solution by accessing the notes of a more conscientious classmate who, in turn, benefits by receiving cash for her efforts. Win-win! The clip concludes that Bob can maintain his partying and sail through university; “Stuvia’s got your back,” quips the voiceover. Is Bob cheating? Before we can answer that, the issue of note-sharing warrants closer attention. There are a plethora of sites like Stuvia. Flashnotes.com features a leaderboard showing the students who are earning the most money from selling their notes. Notesale. co.uk summarises its function as “Girl who paid attention uploads her notes. Guy who didn’t pay attention finds them. Girl gets rich, guy gets benefit. Classic story.” Notesolution, Sharenotes, and Studentnotes are just a few others to crop up on a rudimentary search. Nexus Notes has the appearance of a more professional version, yet it is this particular site that sparked controversy in New Zealand recently. The Australian site was created by former AFL player Hugh Minson and Macquarie Bank worker Richard HordernGibbings in an inner Sydney garage in 2011. The site now has notes submitted from students in universities in Australia and New Zealand and sold for AUD$35 a set, with the students who uploaded their work taking half the sale price. According to the owners, there are quality assurance measures in place. All notes are vetted and only those from students who received a final mark of 75 per cent or above are accepted. Note purchasers can also give uploaders a star rating and feedback. However, despite these measures, universities are urging students to take caution. “Our view is that this has parallels to an informal textbook that offers little quality assurance and is written by students who are

not necessarily experts,” University of Otago spokesperson Megan McPherson told the The New Zealand Herald. “Students resorting to sites of this kind also need to recognise that there is absolutely no guarantee as to the quality or currency of any material they might purchase or access, so it is a case of caveat emptor [buyer beware].” McPherson also points to potential legal concerns with misusing the site. “Notwithstanding the comments around quality, the university reserves the right to take action against individuals or organisations who infringe on the intellectual property rights of its staff, but does not regard the act of buying and selling course notes per se as actionable.” Professor Jim Corkery, a corporations law academic at Bond University in Australia, agrees

that sites like Nexus Notes might prompt academics to fear their intellectual property being stolen. “Eyebrows will be raised by some academics who feel that the service is using their intellectual property indirectly for profit and without their approval,” Corkery told The Sydney Morning Herald. Corkery suggested that lecturers may also worry about the notes not being an accurate representation of the lecture. However, Nexus Notes community manager and former University of Otago law student Xavier Collins told The New Zealand Herald that while he accepted universities might not like their business model, the service was legal, provided students submitted notes they had written themselves.

True, universities do not mark notes, so plagiarism isn’t a factor. Also, a clear distinction needs to be made between note-sharing sites like Nexus Notes and their more controversial cousins – those sites that sell completed assignments or essays. Collins talks about the “changing face of academia in the digital age” and he is right. Sites like Nexus Notes are not dissimilar to models where universities provide students with the opportunity to download lecture notes and recordings. The age of distance learning and flipped learning – whereby students take in the lecture in their own time and use class time to discuss concepts, seek help from lecturers, collaborate with peers, or work on assignments – has seen a marked shift towards more information being available online. “Students trading their notes is just another way for students to learn,” Nexus Notes co-owner Hugh Minson told The Sydney Morning Herald. Some students who have used note-sharing sites have described them as a much cheaper alternative to buying the recommended text books, with the notes often more up-to-date than the books. It comes down to a question of students’ approach to their own learning. When students at Concordia University in the USA started using note-sharing site Notesolution, academic staff were not concerned that the site would spark an outbreak of academic dishonesty, but that it had potential to fool lazy students into thinking they didn’t have to attend lectures. While it may not be cheating by definition, total reliance on the notes of others is unlikely to do students any real favours on their academic journey. The ‘Bobs’ of the student world are probably only cheating themselves. Megan McPherson said the University of Otago considered a student’s academic prospects would be enhanced by attending lectures, taking their own notes and working with staff. A spokesperson from the University of Auckland agreed. “Simply reading and regurgitating someone else’s notes will not ensure success at university.” 

Education Review series Postgrad & Research 2014 19

Research tips

Ask the experts:

top tips for research students

Education Review asked institutions from all over New Zealand to impart their best advice for students about to embark on their first research project. Dr Linda H Wilson from Otago Polytechnic offers research students some sound advice.

Choose your supervisor carefully You need to feel safe with your supervisor because depending on the size of your project, you’ll be working with them a long time. You can have the same sorts of ups and downs, challenges, and communication glitches as happen in any relationship. I think you need to start with a sense that this is somebody you could feel safe with – although it will take time for trust and the safety to deal with particularly difficult issues to build. At least believe at the beginning that it is possible. Accepting critique of your ideas and work is easier when you feel safe with a supervisor. Think “is it possible that I could stand up to/argue passionately with/burst into tears in front of this person?” Clarify the similarities and differences in how you work Some organisations have a standard supervision contract and others just suggest that you negotiate one. Talk about your expectations of each other, how you work, the type of feedback you like and need, your learning and your writing styles. Include how much you will share with them about the inevitable personal hassles that will happen while you are completing your research. All of these are good ways of building the safety I think helps get a good grade. Take responsibility for your own processes and learning Supervisors get busy with other responsibilities and other students. If you lead your own processes, you are more likely to get a response than if you wait for them to tell you what to do next. Follow up each supervision session with a short summary that records what you’re going to do next and what they have agreed to do next. This helps keep both of on track and you clear of your own next steps, work load and flow. Be honest with them Supervisors, however well-qualified and experienced, are not mind readers. If you forgot the name of the person they told you to read about, or you have to go away for the weekend, or you

Postgrad & Research 2014 Education Review series

have no idea what you’re meant to be doing next, tell them. You are the person who, at the end, is awarded the overall grade, and it’s you that will miss out on demonstrating what you could achieve if you had a little bit more targeted assistance at particular times. Dream big but start small Every research project gets bigger, more complicated, more detailed, and has more literature related to it than you could ever possibly imagine. Have a vision for the enormous research project that you would really like to do because that’s where your passion will come from that will keep you going through the difficult times. BUT take one little sliver of that and keep your project smaller than you think could possibly be actually legitimate. Get organised Discipline yourself about all of the boring background processes such as selecting and setting up the electronic referencing system that works for you, keeping track of all of the documents that you will need for your appendices, having regular reminders to back up your files, and keeping your thoughts in a notebook rather than on loose pieces of paper. When you get close to the end all of this housework will be beneficial. Write early and write often In contrast to many other projects, it is by writing that you find out what you think; if you wait till you know what you want to say before you write it, your research will never be finished or published. This also means that you need to organise your naming and dating systems to keep track of the different versions of files. I like 2014.9.25.Outline.docx as a format.

Charlotte Deans of Victoria University of Wellington’s Postgraduate Liaison Office gives some tips for choosing postgraduate study.

Start your research before you start your research • Talk – to your peers, colleagues, course advisers, lecturers. • Visit the university: attend expos, go along to information evenings. • Find out about the qualifications required for a career in your chosen industry.

• Consider the quality of the programme you are about to undertake and the reputation of the institution at which you are planning to study. • Find out about entry requirements, costs, scholarships, etc. Be aware of the commitment you are making • Think about the time it takes to complete your qualification and find out about any time constraints for your programme of study. • Consider your financial commitments. • Make sure family, whānau, friends, employers, and other ‘stakeholders’ in your life are aware of your intention to study. • Plan carefully and manage your time wisely. • Get organised. Choose your programme wisely • Think about what your postgraduate qualification will entail – research/ coursework/a combination of both/internship opportunities/collaboration/ practical components? • Aim for something you are genuinely interested in. You will be studying the subject matter in a great deal of depth probably for quite a long time so make sure it is something you actually want to read and write about. • Choose something that allows you to enjoy the process of learning, not just the qualification at the end.

University of Auckland’s School of Graduate Studies offers the following advice for research students.

• Realistic time management – use the time given to you. Do not ‘rush’ through research nor procrastinate. Try and do at least 40 hours of effective work a week. • Take time to investigate what resources are available to you at your university. Induction days for postgrad students are vital in helping equip you with this information. • Work at your relationship with your supervisor – keep communication channels open and honest. • Set realistic goals for yourself. Push yourself but know your limits. Know that there will be days when motivation is low, use those days to do other routine tasks. • Take time off each week. Take a total break from your studies each week to enjoy time with friends and family. Respect your supervisor’s leave time and ask them to respect yours. 

Research tips

Selecting your research supervisor …

it’s your choice!

Dr CHRISTOPHER THEUNISSEN of Manukau Institute of Technology says selecting the right supervisor is an important decision for any research project.

he word ‘research’ causes angst for many a student, particularly those embarking on a postgraduate study journey that involves the writing of a thesis or dissertation. Horror stories abound about time commitment, poor supervision, and every other possible worst case scenario. Conversely, for some, rose-tinted glasses are the order of the day and the intended journey is one of idealism and opportunity. The reality lies somewhere in-between the two poles. It’s a journey, like all others, exciting, with many possibilities and varied scenery, often coupled with the tiredness that comes with traversing what may come to resemble an academic version of endless steppes or a desert with little respite in sight. Yes, it is hard work, but also invigorating and pioneering as you quest for greater understanding and new knowledge. So how do you make the journey a little easier and more enjoyable? The answer, like many others, lies at the very beginning. Planning at the start will provide you with a foundation for success so that you don’t end up drifting across the aforementioned endless landscape with no discernible end in sight. The most important factor is not just the topic you intend researching but the crucial act of choosing your primary research supervisor. This may seem like a simple task, often where you may think ‘others know best’, but is actually one that will have an enormous impact on your study experience and chance of success. When embarking on a hobbit-like quest to find a supervisor, one of the common mistakes made by postgraduate students is the assumption that they should limit their search to someone placed at the perceived ‘best’ or most ‘prestigious’ institution. Of course studying at a prestigious institution is advantageous where possible, but who is to say that the most suitable supervisor for you is based at such a place? Reputable is essential as far as institutional choice, but ‘prestigious’ may often be an exercise in vanity that is not always in your best interest. Although you may think that institutional affiliation is more important than your future supervisor, this is something of a fallacy not always borne out by reality. Also, when looking for a potential supervisor it is important to be aware that not all institutions or academics are equal with respect to their respective ‘supervisory-teaching’ quality and/or expertise. Some may be the best in some or other exotic research

field whereas another may have the better reputation for a different specialty area. From an institutional perspective alone, therefore, a certain amount of due diligence is required on the part of the prospective postgraduate student/researcher. However, as previously mentioned, your choice of supervisor/s is far more important than institutional affiliation and will be key to both your success and how much you end up enjoying or conversely ‘enduring’ your study journey. Not all supervisors are equal. Some are academically brilliant and may be top researchers in their respective disciplines, but as supervisors, they may be questionable. What you need to look for is a competent researcher and

Yes, it is hard work, but also invigorating and pioneering as you quest for greater understanding and new knowledge. subject discipline expert who excels at the task of supervision due to their ability to inspire and mentor. It is this type of person who makes the study journey one that ends in success for the student, while the former may create a climate where the student finds him or herself literally ‘calling it quits’ or changing supervisor with extreme time and emotional costs for themselves. So, how do you find a supervisor residing in this optimal ‘Goldilocks’ zone of supervisory and academic skill? Once you’ve determined the specific research area wherein your interest lies, you need to ensure that you have sufficient information on who are the acknowledged experts in this particular field – i.e. well published and also whether or not they’re affiliated with an academic institution capable of supporting your research. As you can see, this approach differs from one where you look first for the institution and then try and find an academic supervisor working there. Once you’ve got an idea of the experts out there who are potentially able to supervise you, it is important that certain questions be asked in order to draft your own supervisor ‘short list’.

• Is the institution with which they are affiliated local and reputable (if not local, do you have a plan to arrange meetings with your supervisor/s)? • Does the proposed supervisor/s have the necessary higher qualifications and expertise to supervise in your area of interest? • Would they be willing to supervise you and take on additional students? • What is the fundamental weltanschauung or ‘worldview’ that dominates the research approach of the proposed supervisor/s – i.e. is there a specific ideological or methodological bias dominating their work? This can often be ascertained by reading some of their research outputs. • Do they share your enthusiasm and passion for the research topic you’ve chosen and are they supportive of your research agenda (and not just how it fits into their own)? • Most importantly, have you met them and do you like and/or respect them – i.e. is there a working ‘chemistry’ that exists or is there a possibility of a personality clash in the future? Essentially, when choosing a supervisor, you must ensure that the selected candidate is someone of your choosing with whom you feel comfortable. Meet them, or at the very least, engage in a discussion with them via Skype, telephone, or alternative medium. Ascertain whether they are the right person, both on an academic and personal level, to be your supervisor. Listen to your instincts and don’t let the potential supervisor’s academic brilliance and or reputation be the deciding factor. Similarly, do not let yourself be pushed into either choosing a supervisor or a specific topic that you’re not comfortable with. Feel free to let yourself be ‘guided’ where necessary as this is only appropriate give the facilitation function of any supervisor, but, ultimately, you will be the one doing the research and writing up the findings and have to be comfortable with the direction you’re taking. The biggest danger that new research students face is being overwhelmed when faced with supervisors who may appear larger than life due to academic reputation and consequently allow themselves to be guided by what is ‘best’ for the supervisor but not necessarily best for themselves! Therefore, take ownership, both of your work and of the initial choice around supervisor selection as at the end of the day you are the architect of your own research journey and eventual success. 

Education Review series Postgrad & Research 2014 21

Tertiary education

Lack of support, disinterest, and high costs: perceived barriers to higher education JUDE BARBACK considers the findings of a recent survey that reveal high costs, lack of support and lack of interest as deterrents to pursuing tertiary education in New Zealand.

oday’s tertiary students expect to pay a lot for their education and living costs – or more accurately, expect a sizeable student loan at the end of it. The parents of today’s students weren’t faced with anywhere near the same costs when they were at university, and the parents’ parents quite possibly had a free tertiary education. Some courses even paid their students. How times have changed. But are the increasing high costs deterring young New Zealanders from pursuing higher education? A recent survey carried out by ASG Education Programs New Zealand suggest they are, with 65 per cent of New Zealand respondents indicating that they saw high costs as a barrier to tertiary education. In the survey, respondents were asked to provide their top three answers to the question ‘What do you consider to be the main reasons why children do not pursue post-secondary education?’ Over 2000 responses were received in total, including just under 200 responses from New Zealand. While a relatively small sample size, the Kiwi response reflects the findings of other surveys. Two years ago, a national graduate study commissioned by Universities New Zealand, supported financially by the Tertiary Education Commission and undertaken by the National Centre for Lifecourse Research (NCLR), revealed that one in six final year students were living in significant financial distress. The New Zealand Union of Student Associations (NZUSA) recently surveyed 5000 students, restating questions from the NCLR survey and found that the situation is even worse, with 44 per cent reporting that that they do not have enough money to meet their basic needs. The Tertiary Education Union (TEU) has also condemned the high costs of tertiary education, earlier this year launching a Te Kaupapa Whaioranga blueprint document, focused on reducing the cost of education and removing the financial barriers to students’ participation in tertiary education. However, at first glance, it would seem high costs are not deterring people from tertiary

Postgrad & Research 2014 Education Review series

education. The Tertiary Education Enrolments 2013 report showed that 56 per cent of study undertaken by New Zealanders was at degree or postgraduate level in 2013, compared with 48 per cent in 2005. Yet, closer scrutiny shows an overall drop in tertiary education enrolments from 2012, with the number of public tertiary education enrolments declining, but increasing at private training establishments. It also shows an overall decline in the number of domestic students, while international student enrolments continue to increase. ASG chief executive John Velegrinis expresses concerns around what high costs are doing to equal opportunity for education. “Education at all levels must be accessible to everyone. We know that for economies to thrive, people from all socioeconomic groups need to be able to see post secondary education as a realistic option.” The ASG survey also revealed that 52 per cent perceived lack of support from teachers and family as a barrier to entering post-secondary education. Pat Lynch, national coordinator of the National Excellence in Teaching (NEiTA) Awards, says a perceived lack of support from teachers can stem from teachers’ expectations of children coming from different backgrounds. “Teachers can sometimes behave differently toward students according to their socioeconomic or cultural background. The best teachers recognise that they have a huge role to play in breaking down stereotypes and in doing so, encourage children to see themselves as having equal potential,” says Lynch. “If we compare someone with a tertiary qualification with someone who doesn’t over a 30-year period, the differences in life outcomes are huge. Introducing an education leaving age, when someone has achieved to at least diploma level, is a reasonable and practical way of influencing employability and helping a person achieve a better quality of life.” Velegrinis agrees. “Qualifications lead to employability, which leads to greater contribution in society,” he says.

The ASG survey showed that 45 per cent thought a lack of interest was a barrier to post-secondary education. Velegrinis finds this concerning. He says it is “fair enough” if someone has carefully considered post-secondary education and then ruled it out, but he is concerned about those that “haven’t really thought about it”. Perhaps a lack of interest is linked to high costs; if something is perceived as too expensive, interest is bound to wane. Or perhaps it is linked to a lack of expectation on the part of teachers and families. Or both. Either way, Velegrinis sees it as ASG’s role to raise the consciousness of the issue. Part of this is about lobbying policy makers. But he takes a pragmatic view on the costs of higher education and believes that it is important to help families prepare for eventuality of the cost of education. “Over the last ten years, the cost of living has increased at twice the rate of inflation, so it stands to reason that education costs will also continue to increase,” he says. Velegrinis says when it comes to financial planning, people tend to think more about superannuation, housing, and even cars than they do about education, which is likely to be the first of these big ticket items to place pressure on the family finances. In response, ASG, which now has more than 22,500 New Zealand children enrolled, have created support mechanisms for families to help them factor in education from an early stage. The organisation, which is not-for-profit and memberdriven, allows parents to make regular contributions to an education benefit fund that helps to offset education fees and other expenses when they arrive. Velegrinis says the member families come from an array of socio-economic backgrounds – “a mirror of society”. He believes all students, regardless of their status, should be able to pursue higher education. “The core of our mission is to enable everyone to access quality education.” 

Distance learning

Achieving a work-life-study balance DR CHRISTOPHER THEUNISSEN discusses how a supported distance teaching and learning model can help ensure student success in a time poor environment.

any individuals are busy, for a variety of reasons. However, this is especially true for those who are working and trying to find a balance in managing various commitments such as family and study that characterise their lives. Also, individuals within this group are often those who are growing their careers and consequently find themselves wanting to increase knowledge and skills to improve competitiveness or merely keep up to date with developments in their chosen field. So, when it comes to teaching and learning, how should academic and training institutions cater for such individuals who find themselves juggling work, family, and academic studies? The answer is supported distance learning, a common sense approach that is a hybrid of the traditional and distance learning approaches, facilitated increasingly by web-based technologies and applications. Such a model has considerable benefits and is attested to by the academic success of this delivery approach followed by Manukau Institute of Technology in their collaboration with Southern Cross University (SCU) in Australia to deliver SCU’s MBA and associated programmes. This collaboration entailed combining the online delivery model from SCU with local support in the form of, among others, local monthly weekend workshops to New Zealand-based students, enabling them to experience the best of both study worlds. Not only did students have the self-paced instructional study material and online lectures from SCU but also local support that provided elements of the more traditional ‘faceto-face’ approach that helped overcome some of

the limitations associated with the ‘pure’ distance learning study experience. Supported distance teaching and learning is an approach that is useful not only for postgraduate ‘applied executive education’ students – such as those doing an MBA – but for any student who finds him or herself balancing responsibilities, whatever they may be. Although it is usually the slightly more mature student who finds supported distance learning particularly useful, for obvious reasons given the competing demands often made on their time, it is also of benefit to any student who may be time poor. However, exactly what is supported distance teaching and learning and how can it be used? Essentially, it’s a hybrid model that caters for those students whose schedules and responsibilities make it difficult to follow a traditional ‘full-time’ and/or regular ‘face-to-face’ contact route towards achieving a higher qualification or skill. As a ‘hybrid’, it offers the best of many worlds as it combines elements of traditional teaching and learning support with the flexibility of distance learning. Supported distance teaching and learning allows for the provision of well-structured course material to both local and remotely located students

together with additional support infrastructure that may include regular online classes combined with the occasional teaching workshop. Such teaching workshops may occur on a regular basis during a semester and could be scheduled for a day during the weekend (e.g. Saturday/Sunday once a month), where students get to meet fellow students and their tutor or lecturer. Such, preferably optional, weekend workshops allow students to overcome some of the challenges of isolation often experienced by those undertaking ‘distance learning’ alone. In some respects, the combination of wellstructured course material – a prerequisite for excellence in distance education – and the opportunity to have face-to-face interaction with peers and tutors allows for an approach well suited to students in the contemporary environment although it may not be suitable for everyone. It is a model that is likely to find increasing applicability in the future as students are driven to an ‘earn while you learn’ environment where full-time study becomes an increasingly limited ‘luxury’ option that is often unsuited to more mature working students and a lifelong learning environment. Dr Christopher Theunissen is associate dean postgraduate, Faculty of Business and Information Technology at Manukau Institute of Technology (MIT). 

Earn $$$ for your school with PGG Wrightson Cash for Communities This spring local farmers in your area can earn cash for your school! When your rural contacts purchase Ballance Agri-Nutrients fertiliser from PGG Wrightson, they can nominate your school at www.cashforcommunities.co.nz and then start earning $$$ for you.* We’ll be talking to farmers about the Cash for Communities programme and we suggest you do too. Visit www.cashforcommunities.co.nz and click on ‘Resources’ to download posters, advertisements for your newsletter and a range of fun children’s activities. *Open to PGG Wrightson account holders only. $1 per tonne of Ballance Agri-Nutrients fertiliser purchased (excluding Lime, Gypsum and Hatuma), between 1 September and 30 November 2014, will be donated to the nominated cause. See full terms and conditions at www.cashforcommunities.co.nz. Minimum donation per cause applies. The 2014 Spring Cash for Communities programme runs in place of a 2015 Autumn Cash for Communities programme.

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Education Review series Postgrad & Research 2014 23

Fashion education

A pattern for success

Fifteen fashion students prepare to depart for India to take part in a unique international fashion education project. n international fashion education project is about to get real for 15 talented students from New Zealand fashion institute, NZ Fashion Tech. In November, the recipients of the Prime Minister’s Scholarships for Asia – seven from the institute’s Auckland campus, eight from the Wellington campus – will travel to India armed with the patterns they designed earlier this year. The project began when Kevin Smith and Val Marshall-Smith, founders and owners of NZ Fashion Tech, teamed up with educators Giles Brooker and Prabha Govindasamy to shape a unique New Zealand-India fashion education collaboration. With the support of New Zealand paint company Resene, 50 silk saris inspired by Resene paint colours were selected. Students from NZ Fashion Tech were then briefed to design and make a contemporarychic fashion look from the silks, which were handwoven in Doddampalayam, a village just outside of Sathyamangalam in Southern India. “The challenge for the students is to take the traditional sari with its traditional values, shapes, patterns and draping, and throw that all up into the air, release their creativity, and come up with a new design idea,” said Giles Brooker. The silk garments were first seen at New Zealand Fashion Week earlier this year as part of the Resene NZ Fashion Tech Colour of Fashion collection. The 15 selected students will take their patterns with them to India and gift them to the students from Bannari Amman Institute of Technlogy, where the silk garments will be recreated. The exchange is hoped to be mutually beneficial. Brooker says the people of Doddampalayam and Bannari Amman Institute of Technology are excited by the creative release this project brings. “India has centuries of history of being creative with colour. Within this project, young

New Zealanders might give that creativity a fresh new design spark.” The exchange will give the New Zealand students the chance to learn about the ancient heritage of Indian textile production first-hand, something the students are eager to study. “It’s a good opportunity to learn about textiles. There’s so much we can learn from them,” says student Bailey Mulholland. Fellow student Emilia Barr agrees. “In New Zealand, we are becoming a diverse society. If I am to be successful in my fashion career, I need as much cross-cultural experience as I can get. So this is an amazing opportunity.” Kevin Smith stresses the importance of gaining an insight into other countries and cultures.

“This project is taking our students beyond the classroom and giving them real international and commercial perspective. It’s a hugely valuable teaching and learning experience.” Giles Brooker agrees. “You can’t succeed in any Asian country by sitting in New Zealand. You need to become part of it and engage at multiple levels to build up the recognition of integrity. I think this project has been set up to achieve those ideals beautifully,” he says. “I think this collaboration is going to succeed on so many levels for both New Zealand and India. I believe there will be benefits across tourism awareness, community engagement, design, manufacturing, trade and education.” 

Models wearing six designs from the Resene NZ Fashion Tech Colour of Fashion project at Fashion Week

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Postgrad & Research 2014 Education Review series

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If you’re doing great things in education, we would love to hear about them. Entries for the 2015 Prime Minister’s Education Excellence Awards are opening soon. TNZ/0234/02

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