Research report 2015 by Southern Institute of Technology

RESEARCH REPORT 2015

The Southern Institute of Technology Research Report for 2015 is published by Southern Institute of Technology. July 2015 Editors Dr Sally Bodkin-Allen and Dr Jo Whittle Design and Photography Elana Bai Front cover image Rachel Mann Printing SIT Printery Contact details Dr Sally Bodkin-Allen Research Manager Southern Institute of Technology sally.bodkin-allen@sit.ac.nz 0800 4 0 FEES (0800 4 0 3337) www.sit.ac.nz Southern Institute of Technology Private Bag 90114 133 Tay Street Invercargill

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INTRODUCTION I am pleased to present the Southern Institute of Technology Staff Research Report for 2015. There has been a considerable increase in staff research activity this year, and the report celebrates the diversity and quality of that activity. I congratulate all staff on the calibre, variety and reach of their research and scholarly activities in the past year. The research carried out by tertiary teachers inspires a spirit of critical inquiry and adds new knowledge to their own fields of study as well as to the wider community. Research underpins teaching and learning on higher level qualifications and helps ensure that teaching staff are current in their fields of expertise. Staff engaged in research bring their subject expertise and critical thinking skills to their teaching, and inspire and motivate their students’ interest in their own studies. As the examples featured in this report clearly demonstrate, our staff have a passion for research in their diverse fields of expertise, and also for research that enhances teaching practice. The report highlights a strong body of research related to the creative arts including poetry, digital animation, sculpture, photography and painting, and also in the areas of fashion and the future of museums. Contemporary music is also well represented with research into the Southland Metal scene, the creation of original compositions and publications in the area of developing singing confidence. Research in the field of environmental management continues to strengthen, drawing on expertise in chemical analysis, geological research, social and environmental science and water quality testing. In another field, veterinary nursing tutor Sheila Ramsay was a key figure in research into the genetic markers for hoof wall disease in Connemara ponies, and her experience with the effects of this condition led to her contribution to an important research paper on this subject.

Nurse educators are carrying out a range of inquiries to support innovative teaching and learning approaches notably in the areas of clinical supervision, simulation as a learning tool and the experiences of overseas nurse educators, while Lucy Prinsloo was invited to join a panel of national experts at the Enrolled Nurse Conference in Wellington in June. Applied teaching practice was also the focus of research in the School of Business and in the School of Computing. The annual Staff Research Symposium was held in November, featuring an interesting and varied agenda of research from staff from multiple schools. Audience members voted for their favourite presentations on the day with the ‘People’s Choice Award’ in 2015 awarded to Andrea Knowler from the School of Nursing for her presentation on “MaskEd, Pup-Ed and simulators down under”. There is more information in this report about the innovative research being carried out by Andrea and her colleagues. Staff also published research findings in collaboration with their students in a special edition of the Southern Institute of Technology Journal of Applied Research. This publication demonstrates the high calibre of student research supported by their supervisors, and reflects student appreciation of the opportunity to carry out substantial projects during their undergraduate degrees. The Southern Institute of Technology Research Fund was highly contested in 2015. This fund is used by staff to support their research projects. The fund also enabled staff to present their research at national and international conferences in 2015.

Penny Simmonds Chief Executive Southern Institute of Technology

Papers delivered by Dr Dax Roberts and John Mumford of the School of Computing received commendations at the CITRENZ 2015 conference in Queenstown, while environmental management tutor Anna Palliser’s paper in the field of natural resource management was the only New Zealand contribution at a major social science conference in Amsterdam. Doug Heath reported on Southland/Murihiku Metal at the Modern Heavy Metal conference in Finland, while Sally Bodkin-Allen spoke about the music department’s ‘Mix-Up Week’ at the Australian New Zealand Association for Research in Music Conference in Melbourne. Staff presented at the Australasian Nurse Educators Conference and the Music Educators Conference, both in Auckland, the Massage New Zealand Conference in Tauranga, the annual conference of the Costume and Textile Association in Dunedin and the New Zealand College of Mental Health Nurses Conference in Wellington. I hope you enjoy reading about the diverse research activity featured here. Once again congratulations to staff and I look forward to the continued development of research capacity at Southern Institute of Technology into the future.

Penny Simmonds Chief Executive Southern Institute of Technology

Research Report 2015 | Southern Institute of Technology

CONTENTS 3

INTRODUCTION

CONTENTS

INVESTIGATING COLLABORATION PRACTICES BY POLYTECHNICS AND INSTITUTES OF TECHNOLOGY

SIT RESEARCH SYMPOSIUM 2015

COMPOSITING A LOCAL, CROWDSOURCED MUSEUM

– Kathryn McCully, School of Visual and Screen Arts

– Sheila Ramsay, School of Veterinary Nursing and Animal Care

MYTHS: POETRY, PAINTING AND REPAINTING TALE ENDERS: A LOCALLY SET ANIMATED SERIES

CONTEXTUALISING LEARNING: PERSPECTIVES ON TEACHING NUMBERS SYSTEMS TO FIRSTYEAR IT STUDENTS – John Mumford, School of Computing

ARE NEW ZEALAND BUSINESSES ADEQUATELY PROTECTING THEMSELVES AGAINST CYBERCRIME? – Dax Roberts, School of Computing

– Peter Belton, School of Screen and Visual Arts

GENETIC RESEARCH INTO THE CAUSE OF HOOF WALL SEPARATION DISEASE IN CONNEMARA PONIES

– Rachel Mann, School of Visual and Screen Arts

A THOUGHT EXPERIMENT IN TEACHING DOUBLE-ENTRY BOOKKEEPING

– Frederico Botafogo, School of Business

14 16

ISLANDS

– Kevin Miles, School of Visual and Screen Arts

THE SUBJECT IS IN HER HOUSE: PERFORMING THE DISCIPLINING BODY

– Emma Cathcart, School of Fashion

- Ruth Myers, School of Visual and Screen Arts

INVERSCAPE: THE CELEBRATION OF AN ARTISTIC FRIENDSHIP – David Woolley, School of Visual and Screen Arts

Research Report 2015 | Southern Institute of Technology

THE FABRIC OF IDENTITY: EXPLORING ISOLATION, INFLUENCE AND IDENTITY THROUGH GARMENT DESIGN AND CONSTRUCTION

UPDATING MASSAGE THERAPY RESEARCH – Jo Smith, New Zealand Massage Therapy Research Centre

WHERE TO FROM HERE FOR THE MASSAGE THERAPY INDUSTRY IN NEW ZEALAND?

– Donna Smith, New Zealand Massage Therapy Research Centre

MURIHIKU METAL

BUILDING ADAPTIVE CAPACITY FOR NATURAL RESOURCE MANAGEMENT IN NEW ZEALAND

– Anna Palliser, Centre for Research Excellence in Environmental Management

– Doug Heath, School of Contemporary Music and Audio Production

A COLLISION OF TWO WORLDS: THE CLINICAL ASSESSMENT OF FAILING NURSE STUDENTS – Sally Dobbs, School of Nursing

SHARING THE MUSIC

– Sally Bodkin-Allen, School of Contemporary Music and Audio Production

ENROLLED NURSING IN NEW ZEALAND: WHAT’S IN A NAME? – Lucy Prinsloo, School of Nursing

SONGWRITING, HERE, THERE AND EVERYWHERE

– Jason Sagmyr, School of Contemporary Music and Audio Production

COLD, CLEAR AND PRECIOUS: MONITORING THE WATER QUALITY OF COLD WATER SPRINGS NEAR THE MARAROA RIVER, SOUTHLAND – Erine van Niekerk, Centre for Research Excellence in Environmental Management

SIT’S CHEMISTRY DETECTIVE: USING SCIENCE TO EXPLORE THE MYSTERIES OF GEOCHRONOLOGY AND THE ENGLISH PORCELAIN INDUSTRY – Ross Ramsay, Centre for Research Excellence in Environmental Management

MASK-ED™, AUTOETHNOGRAPHY AND TEACHING – Johanna Rhodes, Andrea Knowler, Murray Strathearn, Karyn Madden and Mary McMillan, School of Nursing

EXPERIENCES OF OVERSEAS NURSE EDUCATORS – Reen Skaria, School of Nursing

THE PHYSICAL HEALTH OF PEOPLE WITH MENTAL ILLNESSES – Debora Anderson, School of Nursing

STAFF RESEARCH OUTPUTS 2015

Research Report 2015 | Southern Institute of Technology

Sally Bodkin-Allen, Jerry Hoffman and Jo Whittle Southern Institute of Technology Research Institute Academic Support Unit

INVESTIGATING COLLABORATION PRACTICES BY POLYTECHNICS AND INSTITUTES OF TECHNOLOGY Collaborative ways of working are regarded as beneficial for the tertiary sector, and the government expects Institutes of Technology and Polytechnics (ITPs) to work with each other and with other key stakeholders. This year saw the completion of a major research project examining how some of New Zealand’s regional ITPs collaborate to enhance teaching and learning, share knowledge and increase efficiency. The ITP Sector Collaboration Practices Project was a joint research project by NZITP and Southern Institute of Technology. The key purpose of the project was to evaluate what made for successful collaborations that brought mutual benefits to partners, with a particular focus on relationships between ITPs. It explored the ways in which ITPs collaborate with each-other, as well as with other stakeholders, to enhance the quality of teaching and learning, share knowledge and stimulate creativity, and increase efficiency in the use of resources. Research Institute staff members Dr Sally Bodkin-Allen and Dr Jo Whittle worked with Learning Support Officer Dr Jerry Hoffman to carry out the research project. “Collaboration with external stakeholders is an integral part of the way that ITPs do business,” says Sally, who led the project. “People working in these institutes have a great deal of collective experience about what makes for successful collaboration, and our objective with this project was to understand and share those experiences.” The report combined data from questionnaires and interviews involving a wide variety of staff in academic, support and management roles at nine ITPs around New Zealand. It offered lessons for what makes collaborations successful, how to manage collaborative processes, and how to avoid some of the common challenges. “The findings are supported by a number of vignettes that showcase individual

collaborative projects carried out by participating ITPs,” Sally adds. “Our aim with the vignettes was to provide a useful set of successful collaborative examples that highlighted the range of different types of partners involved.” As Jerry explains, defining the term ‘collaboration’ was a challenge for the researchers. “There are multiple definitions in the literature ranging from very narrow to sweepingly broad,” he says. “For the purposes of our project we determined that a ‘collaboration’ had to be mutually beneficial for all partners involved and to be aimed at achieving a common goal or shared purpose. It also needed to involve the sharing of resources and joint decisionmaking and to rely on collective responsibility.” Jerry further expands this definition in his description of ‘deep’ collaborations: fully embedded and long term inter-organisational partnerships between an ITP and external partners that usually involve the development of a new entity with a common mission and goals that are unique to that partnership. “These deep collaborations are mutually beneficial processes in that each organisation enhances the capacity of partner organisations to achieve a common purpose,” he says. “They allow for the full sharing of responsibilities and rewards and are well suited to tackling complex and interdependent issues that no single organisation can resolve.” The final report identifies the benefits of participating in collaborative

Research Report 2015 | Southern Institute of Technology

arrangements including an increased public profile and status for the ITP, increased levels of trust and understanding among partner organisations, and shared knowledge and skills. According to Jo: “the ITPs involved in this study placed a high value on seeking and supporting collaborative relationships, in particular those they believed would contribute to enhancing student success. The staff were enthusiastic about the projects they had been involved in, and clearly believed that the benefits justify the time and resources needed to establish and sustain collaborative relationships.” Collaborations were based on a drive to achieve mutual benefits and to grow social and economic capacity. “Importantly, students are consistently viewed as the key stakeholders in collaborative projects that ITPs are engaged in, even when they are not directly involved in these projects,” adds Jo. Participants indicated that students benefited from collaborative relationships by enhanced teaching and learning opportunities and through engagement with potential employers and wider communities. “We are very grateful to all those ITP staff who participated in the research and who generously contributed their time and expertise,” asserts Sally. “The report draws heavily on their contributions and their combined knowledge and experiences.” The final report has been featured on the website of the Ako Aotearoa National Centre for Tertiary Teaching Excellence.

Contact

Sally Bodkin-Allen

Jo Whittle

SIT Research Institute

sally.bodkin-allen@sit.ac.nz

joanne.whittle@sit.ac.nz

SIT RESEARCH SYMPOSIUM 2015 On 30 November 2015 teaching staff at SIT presented their research at the annual Staff Research Symposium. In an interesting and varied agenda, 12 staff shared their findings with their colleagues.

Dr Jo Whittle (left) and Dr Sally Bodkin-Allen

“This is an important annual event at SIT offering a great opportunity for staff to share their research with their colleagues,” says Research Manager Dr Sally Bodkin-Allen. “There were a fascinating range of projects presented, by staff from three faculties – Health, Humanities and Computing, New Media Arts and Business and SIT2LRN – and there were plenty of opportunities for discussion.” Staff are able to draw on the results of their research in their teaching and to ensure that they keep abreast of new ideas in their fields. The symposium provides an opportunity for staff to hear about a wide range of research findings and also to share work in progress with an engaged and supportive audience. The agenda this year included the presentation of results from

experimental research in the areas of sports and exercise, a discussion of autoethnographical research methodology being used by staff teaching through innovative nursing education based on simulation, and analyses of issues as diverse as corporate governance, conservation management of dolphins, hydroelectricity and cybercrime. The audience was able to view original screen productions, to learn about heavy metal music in Southland and to share the findings of a study of student withdrawals from online foundation studies. At the end of the day audience members voted for the ‘People’s Choice Award’ for their favourite presentation. “Once again the voting was very close, reflecting the quality of research and the effort people had put into their presentations,” Sally

says. The award went to Andrea Knowler from the School of Nursing with her presentation “Mask-Ed, Pup-Ed, and Simulators Down Under: An Autoethnographic Study”. Andrea and a group of nursing tutors implemented masks this year to create a more realistic learning environment for their students. As Andrea explains, the tutors who wear the masks have each developed their own characters. Each character has a medical background, therefore the ‘banter’ between patient and student is of a useful nature. “As ‘experts’ we can direct what we want students to learn,” she says. “We spend a lot of time developing these characters, with a commitment to being authentic, and we are using scenarios we know the students will see out there in a real medical environment.”

Research Report 2015 | Southern Institute of Technology

Kathryn McCully School of Visual and Screen Arts Faculty of New Media, Arts and Business

COMPOSITING A LOCAL, CROWD-SOURCED MUSEUM Recent research by Kathryn McCully has explored the revolutionary concept of the DIY public museum. She raises the challenge of the democratization of the public museum experience by which the citizens of a city are transformed into performers in the composition of their own stories.

Kathryn is an artist, and she is a tutor and programme manager in the School of Visual and Screen Arts. She has a Master of Fine Arts from the Otago Polytechnic School of Art and brings her considerable experience in art practice to her teaching and research. Kathryn is passionate about the democratization of the public museum experience, by moving the focus away from buildings and employees towards the process and place of art-making in the construction of meaning for local communities. “Art is created in a place and time and in a community to which it is inherently connected,” she argues. “The city can become the stage upon which the actions and social interactions of the public museum are performed.” This conception of the DIY museum blurs the boundary between ‘actors’ and ‘audience’ to transform both into performers with the power to influence and contribute to the content, direction and representation of the stories of a community. While acknowledging that many museums have embraced digital technologies and new ideas for reaching and engaging their communities, Kathryn states that the generation, presentation and ownership of information still remains centred on museum personnel and is often limited to the particular physical location of the museum site. She advocates the ‘gyroscopic’ museum model instead. “This concept was identified by Wayne LaBar and is based on using the internet and mobile telephones to enable museum visitors to contribute easily and quickly to what becomes an exchange of information and content with the museum,” she explains. “These kinds of exchanges can occur between visitors as well as with the museum curators, and mobile devices allow exchanges to happen at any time and place, providing myriad ways for museums to impact people going about their daily lives.” This approach moves the focus from physical objects in a building to the development of relationships between people and museums, not only during but before and after a visit, or even without having to visit the physical location of the museum at all. As Kathryn points out, museums are not value-free or neutral spaces, and the presentation of objects involves their interpretation and definition in specific ways. “While it is often argued that the experience of being in the presence of the authentic object is central to the function of the museum,

Research Report 2015 | Southern Institute of Technology

Contact

Kathryn McCully

School of Visual and Screen Arts kathryn.mccully@sit.ac.nz

Condition Report by Kathryn McCully

the ways in which that object is displayed may present a contextual clash or dislocation between it and its origins,” she says. “It is an extremely challenging role to make decisions associated with what is kept to represent the culture and history of a community.” Virtuality – the online, virtual environment – is rapidly changing the way people access, interpret, view or produce cultural artefacts, shifting museums from a collectiondriven to a two-way, audience-driven focus that may not be limited to their physical structure or locality. “Embracing this kind of change can be unsettling for museum curators,” Kathryn says. “I believe that, in stepping beyond the traditional roles of keepers and expert interpreters, and opening up to ‘working in the world’ with communities, museums can generate the potential for new possibilities and relevancies.”

‘

Art is created in a place and time and in a community to which it is inherently connected. The city can become the stage upon which the actions and social interactions of the public museum are performed. Research Report 2015 | Southern Institute of Technology

Peter Belton School of Visual and Screen Arts Faculty of New Media, Arts and Business

MYTHS: POETRY, PAINTING AND REPAINTING In 2015 Peter’s research and studio practice continued to build around the idea that stories about the making and reception of art works might become myths.

“Myths are sustained and transmitted over time and across locations because they impress upon us as speaking to, even being coincident with, our own aspirations, needs, desires, anxieties and phobias,” says Peter. “Myths are synchronic in this regard. They are not just part of a dusty past.” This stance is related to his poetry writing, begun in 2014, which has continued into 2015. “Each poem has been my take on circumstances and moments in the lives of painters at different times in history.” Peter suggests that: “naturally each poem reveals at least as much about its writer as it might about its subject.” The story he is suggesting in the case of each poem is his myth. “So as far as truth is concerned, my poetry poses as a rewriting ‘over’; a palimpsest. It may be a misrepresentation, or it may not. What it presents is a testimony to my attempt at ‘making sense of’, by getting ‘into’. It is a risk worth

taking if we are not to stagnate or to lose the brightness we admire in the openness and inquisitiveness of children.” Peter is reluctant to use the word ‘analysis’ as it has come to be associated almost exclusively with measurement and quantification. “I am reminded of Picasso’s famous observation when he rebuked our obsession with ‘research’ and empiricist methodologies. ‘To find is the thing’ was his injunction.” In 2015 nine of Peter’s poems, accompanied by four painted images, were published on The National Library website Poet Laureate’s Blog (http://www.poetlaureate.org.nz/p/ vincent-osullivan-new-zealandpoet_15.html). These were selected by Vincent O’Sullivan, then New Zealand’s Poet Laureate. Peter also had a poem published in Landfall 229. His current writing includes poems about Federico Garcia Lorca, who he describes as a very ‘visual’ poet.

Research Report 2015 | Southern Institute of Technology

Painting proceeded slowly for Peter in 2015. “It has been a time of reflection, rejection and slow reconstruction. I have been painting and overpainting, each layer being a partial reconstruction as if a story might need correction.” Peter says that the image depicted here is a result of repainting. “The original version foregrounded two figures, one struggling to carry the other. I took these from Raphael’s depiction of Aeneas carrying his father Anchises away from the destruction of Troy. I reworked this as ‘carrying the weight and inclination of mountains.’” Another image, a large work, has been in progress for over a year. “It started as a depiction of two figures enveloped in a Baroque space. This has been through several incarnations and continues to bug me. It has the working title: Listening.”

Contact

Peter Belton

School of Visual and Screen Arts peter.belton@sit.ac.nz

Carrying Mountains by Peter Belton

Research Report 2015 | Southern Institute of Technology

Rachel Mann School of Visual and Screen Arts Faculty of New Media, Arts and Business

TALE ENDERS: A LOCALLY SET ANIMATED SERIES In 2015 Rachel Mann completed a Master of Design through Massey University. Her research encompassed a written dissertation in which she examined the ways that young people are represented in animated programmes, and a project which involved designing and creating a sixpart animated web series.

Research Report 2015 | Southern Institute of Technology

Contact

Rachel Mann

School of Visual and Screen Arts rachel.mann@sit.ac.nz

House by Rachel Mann. Image from Episode One which is based around Hamish and set at Dan’s family Diwali celebrations.

Rachel teaches across a number of papers in the Bachelor of Screen Arts degree programme at Southern Institute of Technology, but her primary focus is animation. It is not surprising then that her research in 2015 was centred in the area of animation. The written component of Rachel’s research looked into representation in animation, specifically the ways that young people are presented and catered for in animated programming. Originally Rachel was planning to concentrate on programmes for children however she found through her study that there were already plenty of animated viewing options for that age group. “There is a growing trend of programmes for the under five year olds, and gender awareness is already evident in that sector,” says Rachel. “I found that there is little available for teens, however, who are expected to watch either below or above their age level.”

Beach by Rachel Mann. Image from Episode Six where the group of friends are celebrating and reflecting on the past year and expressing their hopes and fears for the year ahead.

Rachel realised that there is a real lack of local content for teens in terms of animated offerings. “Most animated programmes are made under the constraints of large US conglomerates such as Nickelodeon, Disney, Viacom and the like,” Rachel states. “There is no animation being made locally for the teenage audience. There are local literary traditions, in terms of teen fiction content, but a real gap when it comes to local animation fiction.” The creative component of Rachel’s master’s study involved designing a six-part animated series based on five teenagers who live in Invercargill. “Most locally-made programming is set in Auckland, but I wanted to use a setting that wasn’t the norm,” says Rachel. “My series addresses issues that are pertinent to young people everywhere. Themes such as identity, suicide, bullying and sexuality are all explored in the

series.” Rachel’s episodes do not follow the standardised format that many American programmes use where each episode ends tidily with a clear moral message. “I didn’t want to preach moral values. Characters instead are shown to experience the consequences of their actions.” As part of her study Rachel presented her project at the Master of Design student exhibition in April at the School of Creative Arts. She presented the characters and character design at the exhibition. “My research showed that 75% of lead characters in animated series are male and white. I wanted my characters to look more reflective of the ethnic diversity that we see in Southland,” she says. Her lead characters include an Indian boy, a Maori girl, an Asian girl from Gore and a boy of Scottish descent. In 2016 Rachel will make the episodes and she is looking to apply for funding to support this.

Research Report 2015 | Southern Institute of Technology

Kevin Miles School of Visual and Screen Arts Faculty of New Media, Arts and Business

ISLANDS Kevin Miles has always been fascinated by islands and, in particular, the shorelines of islands. His research focus in 2015 was on exploring the significance of the ‘island’ in the dialectics of human experience through a series of photographic works.

Kevin Miles is an artist, and a tutor in the School of Visual Arts, Film and Animation. He has a Bachelor of Arts (Hons) in Film from the University of Creative Arts, Farnham, and a postgraduate qualification in art education from Goldsmiths College, University of London. He will complete a Master of Fine Arts from the Otago Polytechnic School of Art in 2015. His dissertation, “A Photographic Study of Island Places”, discusses themes such as liminal place, time, the shoreline, islands and photography. Studio work involved travelling and photographing along the coasts of New Zealand using a maritime wreck chart as a guide to destinations and sites. His works were exhibited at the Alternative Space Gallery in Dunedin from February to May 2015 where they were described as being “masterful and dark”. “Islands are interesting as places because the characteristics that give spaces meaning are perhaps more

profound on islands than elsewhere,” says Kevin. The study of islands, known as nissology, can take many forms, and it is a relatively new field. “The threat of influx and absorption has often driven and galvanised ‘islandness’. Other things discussed in the literature are definitions of islands and aspects that arise from comparisons between large and small, isolated and not so isolated, whether the population is indigenous or settler, and rural or urbanised.” Kevin followed a phenomenological approach where the focus is on the lived experience. He found this theoretical framework to be useful when exploring concepts such as ‘islandness’, as a phenomenology of islands relates in the most direct and accurate way to what islands mean. Meanings are produced and expressed through the lived and bodily experience of people. For Kevin the photograph provided the medium which could distil the

Research Report 2015 | Southern Institute of Technology

moment of experience in a place in a visual way. As he expresses it: “the photograph provides an insight into the lived experience of a particular place and moment in time.” Kevin’s exploration focused on the southern island of New Zealand. Initially he began documenting structures associated with coastline especially those in a state of decay and transition. His focus later widened to a concern with the activities of people at the shoreline. It was important to record this with longer exposures often with analogue cameras and traditional darkroom process, which became an extension of the experience. As a result of his approach the works have taken on an inexactness and drawing-like quality to try to convey ideas and actions such as the motion of tide and waves and the activities of surfers and other figures who engage at the edge or liminal zone of the shoreline.

Contact

Kevin Miles

School of Visual and Screen Arts kevin.miles@sit.ac.nz

Laughing Water #4, 2014, by Kevin Miles Laughing Water #1, 2014, by Kevin Miles

Wave of Life, 2015, by Kevin Miles

Research Report 2015 | Southern Institute of Technology

Ruth Myers School of Visual and Screen Arts Faculty of New Media, Arts and Business

THE SUBJECT IS IN HER HOUSE: PERFORMING THE DISCIPLINING BODY In what ways does the moving and gesturing body implicate a viewer, and how can technologically mediated body performance explore this implication? Artist and educator Ruth Myers explored these questions at several forums during 2015 when she presented her exploration of performing the disciplining body through encounters with technologically mediated body performance.

Research Report 2015 | Southern Institute of Technology

Contact

Ruth Myers

School of Visual and Screen Arts ruth.myers@sit.ac.nz

Ruth is an artist and teaches sculpture and studio research practice at the Southern Institute of Technology in Invercargill. She has a Masters in Art and Design from Auckland University of Technology (AUT) and is currently working on her doctoral thesis. Ruth’s project draws on personal content, historical filmic body performance and feminist video art practice, with a specific emphasis on training and particularising the body through repeated tasks and acts. Her research focuses on body performance mediated through various technologies to explore spatial and temporal organisation and disruption of the body’s gestures and movements. These modes aim to situate the body as an ongoing performative accomplishment that is contingent, social and political. Ruth shared her research in “being made, performing disciplining bodies”, presented at AUT’s Art and Performance Research Group seminar series in May 2015. “My work draws on Michel Foucault’s notion of ‘disciplinary power’,” Ruth says. “In his 1975 text Discipline and Punish Foucault pays close attention to this

modality of power which is rendered visible on and through the individual body. For instance, Foucault outlines how learning a ‘correct’ mode of writing involves spatial and temporal organisation of the body throughout the execution of the act.” Ruth is particularly interested in the productive modality of Foucault’s disciplinary power, which produces possibilities of subject positioning through mechanisms and techniques such as detailed observation, examination and recording, contributing to the establishment of norms. Judith Butler usefully extends this disciplinary model to take in the gendering of bodies in her notion of gender performativity. “In my work this disciplinary and performative positioning of body is explored through documents and performance as contingent, relational and ongoing,” Ruth explains. Drawing on feminist Foucauldian projects and feminist video and performance art projects, Ruth is particularly interested in exploring personal endeavour as a model not for denying disciplinary frameworks,

but exerting pressure on them. This stance is explored in her exhibition The Subject is in her House at Dunedin Public Art Gallery in November and December 2015. The work documented Ruth as artist on a journey from the front door to the back door of her own home, as she followed a chalk-drawn line on the floor with her face and body. The task was recorded by multiple cameras and then screened through separate monitors linked in sequence, revealing a series of rooms or scenes as Ruth moved slowly but steadfastly through her house. Ruth tells us: “viewers are invited to follow me down the hallway, through the dining room and kitchen and out onto the back porch, while the alignment of my body and actions aim to provoke different ways of thinking about body movement, acts and meanings within a specific context.” She continues: “what was particularly successful in this was that passers by walking beside the street window site became caught up in the task, contributing to provoking questioning around how we participate in our own and others’ positionings.”

“being made, performing disciplining bodies”, 2015, by Ruth Myers.

The subject is in her house, 2015, by Ruth Myers.

Research Report 2015 | Southern Institute of Technology

David Woolley School of Visual and Screen Arts Faculty of New Media, Arts and Business

INVERSCAPE: THE CELEBRATION OF AN ARTISTIC FRIENDSHIP Artist David Woolley partnered with Roddy McMillan in an exhibition in the Southland Museum and Art Gallery that celebrated the landscapes of Southland.

David is an arts tutor in the School of Screen and Visual Arts and holds a Master of Design from Massey University. The exhibition at the Southland Museum and Art Gallery in Invercargill in May and June 2015 presented him with an opportunity to work with his friend and artistic collaborator Roddy McMillan. In Inverscape David exhibited a series of digital photographic prints that offered a detailed revision of the urban nature of Invercargill city. His works included digitally painted pieces as well as manipulated photographs that transformed familiar scenes into 360 degree panoramic views that displayed the city in quite different ways. “The images deliberately contain several

photographs within the same work,” David says. “These images were designed to present well-known and recognisable images of Invercargill in ways that were unusual. I aimed to intrigue viewers and encourage them to think about the city in unlikely ways.” David’s works were exhibited alongside Roddy McMillan’s bronze wall tiles inspired by Southland landscapes, including land, river and sea scenes. Roddy McMillan, who passed away in June 2015, was wellknown in Southland for his bronze sculpture of the motorcycling legend Burt Munro inside his 1920 Indian motorcycle, installed in Queens Park in Invercargill. “Roddy’s artistic practice extended through the full

Research Report 2015 | Southern Institute of Technology

process of creation from making the moulds for his work to casting the final bronze,” says David. He adds: “I was delighted to be working with Roddy for this exhibition, and I will miss him greatly as a friend and as a fellow artist.” Roddy’s example inspired David to venture into working in bronze, and some of his early sculptures were included in the exhibition. As David explains, his own sculptures were quite different in style to Roddy’s works. “My sculptures make a mischievous reference to how it can be that we arrive in a place, and what we might bring with us along the way.” David acknowledges the support for the exhibition of the Southland Museum and Art Gallery Niho o te Taniwha.

David Woolley

Contact

School of Visual and Screen Arts david.woolley@sit.ac.nz

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These images were designed to present well-known and recognisable views of Invercargill in ways that were unusual. I aimed to intrigue viewers and encourage them to think about the city in unlikely ways.

Salt by David Woolley

Research Report 2015 | Southern Institute of Technology

Sheila Ramsay School of Veterinary Nursing and Animal Care Technology and Trades Faculty

GENETIC RESEARCH INTO THE CAUSE OF HOOF WALL SEPARATION DISEASE IN CONNEMARA PONIES Veterinary Nursing tutor Sheila Ramsay has been a key figure in research into the genetic markers for hoof wall separation disease (HWSD), a debilitating hoof condition suffered by some Connemara ponies.

Sheila is a tutor in the Veterinary Nursing programme at Southern Insititute of Technology, where she teaches parasitology, among other subjects, and supervises student research. She has a Bachelor of Veterinary Technology and a Graduate Diploma in Rural Studies from Massey University and has also taught practical vet nursing skills at the university. Sheila has owned and bred Connemara ponies. She has long been concerned about the impacts the disease can have on the health of individual animals and to the reputation of the breed as a whole and this, along with a passion for veterinary science, led to her involvement in international research that determined there was indeed a genetic basis for the condition. The Connemara pony originated in Galway in Western Ireland. “The breed has a nice temperament and is a good option for children and older riders who don’t want to ride a larger horse,” says Sheila. Hoof wall separation disease is an inherited condition in the Connemara pony that causes the separation and breaking of the dorsal hoof wall. The hoof wall becomes brittle and easily split and broken. As horses bear most of their weight on what is essentially their third toe, a large amount of force is applied to each of their hooves every time they take a step, and

therefore a high degree of structural integrity of the hoof is required in order to support the weight of the body. “When the hoof is damaged the pony cannot support its weight properly, and it becomes lame,” Sheila explains. “The associated inflammation is painful and in very chronic cases may lead to the animal having to be put down.” The symptoms become apparent within the first year of a pony’s life and, as the researchers found, almost 15% (recent data indicates as high a 35% in some countries) of the Connemara pony population carries the mutation. The majority of Sheila’s research collaborators were based at the University of California, Davis in the USA, with specialists in veterinary medicine, animal science and bioinformatics also having an input into the research. The genetic research was conducted at the UC Davis Bannasch Genetics Laboratory and Carrie Finno of the Department of Population Health and Reproduction at the School of Veterinary Medicine at Davis led the project team. The aim of the research was to identify a genetic cause for HWSD, by comparing the genomes of ponies with the disease with the gene sequences of non-affected animals. Genetic testing was carried out on blood samples taken from Connemara ponies in the United

Research Report 2015 | Southern Institute of Technology

States and from around the world. Samples were taken by registered veterinarians and then sent to the University of California. Sheila was instrumental in gathering support for research into this unacknowledged disease and in collecting samples for analysis. “The first stages of the research, including the genetic testing at Davis, were paid for by crowd sourcing through an internet site I set up,” she says. “Once the genetic basis for the condition was identified we were able to secure funding from established research funds in the United States.” Sheila travelled around New Zealand encouraging owners to allow samples to be taken from their ponies for testing. Her passion for the research also took her overseas. In 2014 she helped organise and presented at a conference in Ireland, that brought together researchers and others interested in controlling the spread of the disease. She also travelled to Austria, France, Great Britain and Germany where she worked to enlist pony stud owners there to contribute samples from their Connemara ponies for genetic analysis. In addition Sheila was responsible for the pedigree mapping which led to the original hypothesis that HWSD was genetic in origin. She was able to build on her own database

Sheila Ramsay

Contact

School of Veterinary Nursing and Animal Caredonna. sheila.ramsay@sit.ac.nz

Connemara pony and rider

Hind feet of Connemara pony with hoof wall separation disease

of Australian and New Zealand Connemara ponies by sourcing information from Ireland, Sweden, Germany and all of the other countries where the Connemara pony is bred. “The aim initially was to track the breed lines that had produced known affected ponies,” she explains. “From the mapping process we began to see clearly the lines of affected ponies and were able to begin to make predictive

Front foot of another Connemara pony suffering from the condition

assessments.’ The data generated since commercial testing became available in August 2014 fully supports the original hypothesis. A second trip to Ireland occurred in March 2015 to present the results of the pedigree mapping which up to this point had not been in the public domain.

a significant connection between HWSD and the suppression of a particular gene, SERPINB11. Now that the genetic variance has been identified it is hoped that breeders will be able to use genetic testing and their knowledge of lines of pedigree to avoid the disease being passed on to new generations of ponies.

The first study to describe genetic variance associated with the hoof wall, this research has identified

The results of the research were published in the April 2015 edition of the journal PLOS Genetics.

Research Report 2015 | Southern Institute of Technology

John Mumford School of Computing Faculty of Healthy, Humanities and Computing

CONTEXTUALISING LEARNING: PERSPECTIVES ON TEACHING NUMBERS SYSTEMS TO FIRST-YEAR IT STUDENTS School of Computing tutor John Mumford researches practical techniques to help first-year IT students grasp concepts of numeracy and mathematics. In a recently published paper he stresses the importance of placing the teaching of new concepts in a practical context.

Research Report 2015 | Southern Institute of Technology

Contact

John Mumford

School of Computing john.mumford@sit.ac.nz

“Mathematics and numbers are woven into the fabric of the everyday world,’ says John. ‘While it might seem hidden in daily life, numeracy actually can be found in workplace, home and family contexts.” John’s research focuses on analysing practical techniques and teaching approaches that facilitate the learning of number systems to firstyear IT students. He argues that teachers can help their students gain the mathematical skills they need to succeed in their learning by making explicit connections between prior number knowledge, being flexible about which tool or device is used to perform calculations and providing a contextual focus for the skills being taught. It is essential that the students develop good conceptual and practical foundations in number conversion between binary and decimal systems in their first year of study, as this knowledge is central to understanding many allied computing concepts. “Culture, academic background and prior mathematical experiences are all factors that influence how a student will learn these fundamental concepts,” says John. His research is underpinned by his belief in the importance of context in the teaching and learning of numeracy. “If we are

teaching number systems to firstyear IT students then learning should occur in the context of a networking course where it has immediate relevance,” he explains. The teacher needs to have a sound appreciation of conceptions of numeracy and to teach the use of mathematical skills for a particular purpose. “Students will be more motivated to persist in problem-solving when the purpose and relevance of the learning tasks is explicit.” It is not only the prior experiences and knowledge of students that influences learning in this area. John finds that learning is also highly influenced by teachers’ attitudes to numeracy and the extent of their subject knowledge and familiarity with research in the field. The traditional approach to teaching mathematics involves a teacher demonstrating the correct way to solve a problem and then setting example problems for students to solve by themselves in silence. “Recent research has highlighted the importance of students instead being able to talk about how they have solved the problems,” John explains. “Facilitating extensive talk about solutions can uncover incorrect conceptions and help students show and justify their reasoning.” Other practical approaches include

the teacher posing questions that promote deep thinking and discussion, and assisting students to make connections between different topics through group work and innovative use of examples to work from. From trialling these and many other teaching methods in the IT classroom John concludes that building on the students’ prior knowledge of base ten numbers in constructing new knowledge and the use of group work significantly enhance the learning of complex concepts. He recommends teachers demonstrate multiple approaches to number systems conversion and use a wide range of teaching materials including spreadsheets, smart phone applications and the stillvaluable pen and paper. “All these factors support meaningful study that fosters confidence in students and helps them learn important new mathematical skills quickly and effectively,” he says. John presented his research at the sixth annual conference of Computing and Information Technology Research and Education New Zealand (CITRENZ) in Queenstown in October 2015. His paper, which has been published in the conference proceedings, received a commendation for Best Paper.

Research Report 2015 | Southern Institute of Technology

Dax Roberts School of Computing Faculty of Healthy, Humanities and Computing

ARE NEW ZEALAND BUSINESSES ADEQUATELY PROTECTING THEMSELVES AGAINST CYBERCRIME? New Zealand organisations increasingly are concerned about the potential impacts of cybercrime on their businesses. Researchers Dr Dax Roberts at Southern Institute of Technology and Associate Professor Hank Wolfe at the University of Otago explored the measures that businesses are taking to protect themselves from cyberattacks such as hacking, malware and data theft.

Research Report 2015 | Southern Institute of Technology

Contact

Dax Roberts

School of Computing dax.roberts@sit.ac.nz

Dax is a tutor in the Bachelor and Masters of IT programmes at Southern Institute of Technology. He has a PhD in computing from the University of Otago and specialises in research in the rapidly evolving field of cybersecurity. He and fellow researcher Associate Professor Hank Wolfe, a lecturer in IT at the University of Otago in Dunedin, have carried out an annual survey of New Zealand businesses to assess their concerns about cybercrime and their perceived readiness for protecting against such crime. Dax and Hank Wolfe presented the findings from their 2015 survey in a paper at the conference of Computing and Information Technology Research and Education New Zealand (CITRENZ 2015) held in Queenstown in October. Their presentation received a commendation for best collaborative research. The project involved sending a questionnaire to 1,000 New Zealand businesses including those in the manufacturing, transport and service industries, producing a 10% response rate. “We found that, from 2014 to 2015, those organisations have become more concerned about cybercrime affecting their businesses.” Survey respondents were also asked if they believed the government was doing enough to provide businesses with education about, and protection from, cybercrime. As Dax explains: “in 2014 most respondents had no opinion about the government’s role in preventing cybercrime, however this year the majority did not believe the government was providing sufficient material resources or knowledge to protect organisations.” The research found that a great majority of organisations believed that cybercrime would increase in the coming two years, and that the levels of concern about the issue had increased by over 10% from 2014 to

2015. In addition, 12% of businesses reported that they had been victims of cybercrime. The types of threats that organisations were concerned about included threats such as viruses and malware as well as targeted external attacks such as hacking or industrial espionage. “Generic external threats such as viruses cannot easily be guarded against, as they are always changing,” Dax says. “This uncertainty increases fears about cyber safety.” Growing concerns about targeted external attacks may be explained by the increased reporting of these sorts of events in the media. Another issue is a rise in incidents of ransomware which, as Dax explains, is a type of malware that prevents or limits users from accessing their own systems. “It forces its victims to pay a ransom before they are able to use their systems again or to be able to retrieve their own data.” The researchers wanted to know how ready New Zealand businesses considered themselves to be to resist cybercrime. “To assess this we asked questions about how much of their IT budget was dedicated to security, what were their attitudes toward cybersecurity and what practical measures they were taking to protect themselves,” Dax says. He notes that, although concerns about cybercrime as a perceived risk increased between 2014 and 2015, the businesses surveyed were spending the same percentage of their IT budgets on cybersecurity. “Our findings show that organisations who had spent very little of their budgets on IT security were much more likely to have been victims of cybercrime,” he says. “Businesses are definitely not investing enough on security generally and on security awareness training in particular.” He and Hank Wolfe plan to repeat the survey in 2016 so they can monitor trends in cybercrime concerns and business readiness over time.

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Our findings show that organisations who had spent very little of their budgets on IT security were much more likely to have been victims of cybercrime. Businesses are definitely not investing enough on security generally and on security awareness training in particular.

Research Report 2015 | Southern Institute of Technology

Frederico Botafogo School of Business Faculty of New Media, Arts and Business

A THOUGHT EXPERIMENT IN TEACHING DOUBLEENTRY BOOKKEEPING

How can we teach complex technical concepts to students who have no prior knowledge to relate to the new learning, and where the concepts seems counter-intuitive? This is the challenge that inspired a recent presentation by business tutor Frederico Botafogo.

Research Report 2015 | Southern Institute of Technology

Contact

Frederico Botafogo

School of Business Frederico.Botafogo@sit.ac.nz

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I asked students to visualise this merchant travelling by land to England to trade velvet for wool and then continuing by ship to Syria to exchange the wool for pepper, and finally returning to Italy to trade that pepper back into velvet.The students had to consider how the merchant would assess whether this trip was worthwhile economically.

Frederico teaches on the Bachelor and Master of Business degree programmes at Southern Institute of Technology. He holds a Bachelor of Science degree from University of Brasilia, Brazil and is currently studying towards his PhD with the University of Otago, specialising in accounting theory. He recently trialled an innovative approach to introducing double-entry bookkeeping to first year business students with no previous knowledge of accounting. His objective was to provide students with a story to which they could relate when beginning to learn a fundamental area of accountancy. He shared his teaching and learning approach with tertiary teaching colleagues at the Whitireia/Weltec Research Symposium in Porirua, Wellington in September 2015. Frederico explains double-entry bookkeeping as a recording procedure based on ‘T-accounts’, a term referring to the visual form of these accounts in a ledger in which debit entries are depicted to the left of the ‘T’ and credits are shown to the right of the ‘T’. “A difficulty faced by instructors in this field is that T-accounts and the need for a

double-entry procedure are not at all intuitive,” says Frederico. “Doubleentry bookkeeping is difficult to justify on non-accounting grounds, which are the only ones available to beginners. Often it just does not make any sense to students, at least not initially.” His conference paper focused on the challenges of teaching the subject to students who are new to the field of accountancy and so have difficulties understanding why they need to learn the topic and can make no immediately obvious connections with prior learning. Frederico took the novel approach of teaching these difficult concepts through what he calls a ‘thought experiment’ that had the students imagining how a merchant of mediaeval Venice in Italy would have carried out his business. “I asked students to visualise this merchant travelling by land to England to trade velvet for wool and then continuing by ship to Syria to exchange the wool for pepper, and finally returning to Italy to trade that pepper back into velvet,” he explains. “The students had to consider how the merchant would assess whether this trip was worthwhile economically.” The key idea conveyed by the story is that the

merchant is seeking something like an algorithm or consistent procedure that can be followed, whatever the nature of the business venture, to identify what goods to trade and in what quantities in order to make a profit. “This procedure we can call ‘T-accounts’,” Frederico says. He has found that, by linking the accounting practice to the decisionmaking process behind it, this ‘thought experiment’ helps students to grasp not only the value of T-accounts but also the underlying fundamentals of the practice of double-entry bookkeeping. “I have also found that this thought experiment demonstrates to students that income changes when different trading strategies are chosen,” says Frederico. “In terms of the very big picture, I can also use this story as a starting point for discussing economic valuation when markets are imperfect, incomplete and lacking a monetary standard. I then spend the rest of the term discussing accounting as it is done today but I keep making reference to the underlying structure my story has helped the students identify.” Frederico asserts that this is where he finds the gain in learning.

Research Report 2015 | Southern Institute of Technology

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Emma Cathcart School of Fashion Faculty of New Media, Arts and Business

THE FABRIC OF IDENTITY: EXPLORING ISOLATION, INFLUENCE AND IDENTITY THROUGH GARMENT DESIGN AND CONSTRUCTION Fashion tutor Emma Cathcart expresses connections between her personal history and universal design influences in her latest collection of garments. Research Report 2015 | Southern Institute of Technology

Contact

Emma Cathcart

School of Fashion emma.cathcart@sit.ac.nz

Emma teaches on the Bachelor of Fashion and Design Degree at Southern Institute of Technology. She has a Bachelor of Fine Arts Honours Degree from Coventry University in the United Kingdom, and a Diploma in Fashion and Design from Southern Institute of Technology. Her recent research explores elements of isolation, influence and identity through garment design, and the results of this research were presented at the Costume and Textile Association of New Zealand 2015 Annual Symposium in Dunedin. Her research interest arises from a fascination with the diversity of cultural translation and the representation of cultural values through clothing. “In researching artefacts held in New Zealand museums I was aware that such items could provide an understanding of the context in which they had been made, which in turn enabled a deeper appreciation of important cultural values attached to these pieces,” Emma explains. “I began to realise definite universal similarities in some of the geometric representations or patterns beyond their role as pure decoration.” This feeling of connection between historical and cultural influences prompted Emma to investigate her own experience of settling in another country from that in which she had been born and raised, and inspired her to create a range of garments based on her cultural heritage and history. “I drew on aspects that were intrinsically familiar, personal and significant, with the aim of conveying a deeper sense of communication through the clothing,” she says. “By examining the same primary forces at play within my own design process and subsequent translation, I sought to develop a personal yet recognisable language through garment design.”

In constructing the garments Emma drew on traditional construction methods, passed down to her by her family, alongside deconstructive techniques, and used recycled or gifted materials. As she describes: “during this process I discovered new, transformative means of expression through the actual physical acts of designing and making the garments.” The process spanned a wide range of experiences from examining the very basic structure of woven cloth and exploring the many ways in which it could be manipulated, to the choice of a colour palette that evoked childhood recollections of holidays in the Scottish Highlands. Her analysis included the deconstruction and reinvention of weave, the patterning of fabric, the physical manipulation of fabric through folding or pleating, and traditional hand-embroidery and knotting. The completed garments and the decorative motifs they incorporate are deeply personal to Emma and even the smallest detail is deliberate and revealing. “At the same time I could see that my own story was being told through techniques, colours, patterns and textures that could be traced back to many cultures and locations, and to historical antecedents from places as diverse as Central Asia, North America and the Austrian alps!” she says. “The creation of these garments has been a process of calculated experimentation and serendipitous realisation,” she continues. “In any creative act, some level of diffusion and transformation must take place. In employing personal experience, heritage and universal influences through decorative surface design, patterns and motifs I feel that, through these garments, I have been able to offer a personal language of my own.”

Ombré-dyed blue and purple silk sleeve of the Layered Top by Emma Cathcart

Ombré-dyed purple Wool Cape by Emma Cathcart

Hand-stitched raised Elizabethan chain stitch at the top of the centre back inverted box pleat on the Wool Cape by Emma Cathcart

Hand pick stitching along the under-side of the arm slit openings on the Wool Cape by Emma Cathcart Hand-knotted French braided button shank retainer, centre front of the neckline of the Layered Top by Emma Cathcart

Research Report 2015 | Southern Institute of Technology

Jo Smith New Zealand Massage Therapy Research Centre Faculty of Health, Humanities and Computing

UPDATING MASSAGE THERAPY RESEARCH Dr Jo Smith continued to further the provision of research and clinical information to the industry in 2015. She also worked with other massage industry researchers to promote research in this field.

Research Report 2015 | Southern Institute of Technology

Contact

Jo Smith

New Zealand Massage Therapy Research Centre jo.smith@sit.ac.nz

Jo is Programme Manager for the Bachelor of Therapeutic and Sports Massage degree. She has a background in health science and physiotherapy, and a Doctor of Philosophy from the University of Otago during which she examined massage therapy services for health needs. In 2015 Jo carried out a variety of research activities. She contributed regular articles to the Massage New Zealand (MNZ) Magazine, worked collaboratively with colleagues and co-presented research findings with fellow Southern Institute of Technology massage tutor Dr Donna Smith. Jo had the honour of being elected President of Massage New Zealand in 2015 and believes that she was able to use her research skills to support this position. “A number of communication initiatives and structures have been added to Massage New Zealand’s processes to assist the industry to understand and support degree level education,” Jo says. “Growing the organisation’s research culture is another area I have been able to have an impact and also where I would like to continue to focus in the future.” Jo is passionate about recognition of the therapeutic massage industry as a highly professional domain. In 2015 Jo wrote four articles for MNZ Magazine, a publication that is an important source of information for those working in the industry. These articles discussed relevant research

in the field of massage therapy, and shared research findings with the diverse stakeholder group of massage therapists, students, clients, and medical and allied health professionals. “The articles have profiled Southern Institute of Technology and the Bachelor of Therapeutic Massage staff as leaders in massage therapy research in New Zealand,” states Jo. “In addition, they provide an excellent source of evidence-based information for practitioners.” In collaboration with colleagues from other institutes and Southern Institute of Technology, Jo contributed to establishing a major research presence at the biennial Massage New Zealand Conference in Tauranga in 2015. Jo either led or contributed to a total of six presentations that addressed a variety of topics from improving research literacy, through educating the industry on relevant research tools and resources, to reporting on the latest research being carried out at the New Zealand Massage Therapy Research Centre at Southern Institute of Technology. “The conference was a wonderful opportunity to showcase the research side of the massage therapy industry,” says Jo. “It allowed us to foster a real research presence amongst the delegates, and to continue to grow and develop a research culture amongst massage therapists in New Zealand.”

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A number of communication initiatives and structures have been added to Massage New Zealand’s processes to assist the industry to understand and support degree level education.

Research Report 2015 | Southern Institute of Technology

Donna Smith New Zealand Massage Therapy Research Centre Faculty of Health, Humanities and Computing

WHERE TO FROM HERE FOR THE MASSAGE THERAPY INDUSTRY IN NEW ZEALAND? That is the question behind recent research by massage therapist and educator Dr Donna Smith. She is challenging her fellow therapists to think about the future of their industry and how to create a more unified and credible professional identity.

Research Report 2015 | Southern Institute of Technology

Contact

Donna Smith

New Zealand Massage Therapy Research Centre donna.smith@sit.ac.nz

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I believe we need to challenge the status quo and build a coalition around degree-based education and strong professional association. This could help the industry move into a better position with access to public health dollars, a growing research base to support practice and a perceived high level of professional expertise.

Donna is Programme Manager for the Bachelor of Therapeutic and Sports Massage at Southern Institute of Technology. She has a PhD from the University of Otago and is currently the Research Officer for Massage New Zealand (MNZ), the professional body for massage therapists. This year saw Donna continue her ongoing involvement in research to support the profession. In addition to providing regular research updates to members of MNZ she also implemented a national members’ survey which provided the basis for the development of new Continued Professional Development activities for massage therapy professionals. In collaboration with her teaching colleague and fellow researcher Jo Smith, Donna presented the findings of the survey to the MNZ Conference in Tauranga, New Zealand, in August 2015. Donna gave a second presentation at the MNZ Conference that drew on the qualitative data from her PhD thesis. Entitled “So You Want to be a Health Professional?” her talk challenged industry representatives to think about their status in the

health sector. “I asked them to consider whether massage therapy was a personal service industry, or an emergent health profession,” Donna explains. “I wanted to encourage those attending the conference, as well as the wider massage industry, to consider how others perceive our professional identity and image.” Issues she raised included the ambivalent image of the massage profession, in particular the historical and contemporary association with the sex industry, the low level of public knowledge about massage therapy, a potential identity crisis within the industry, and low membership to the professional association, MNZ. “Adding to the identify crisis is the fact that the practice of massage therapy is not regulated within New Zealand either by the government or by the industry itself,” says Donna. “There is a wide diversity of views and much indecision about the levels of education required to practice massage therapy. There is no standardised entry qualification and anyone can claim to be a massage therapist.”

As Donna found when carrying out research for her PhD, despite a growing consumer demand there is no access for the industry to the public health dollar, and the disunity and variability in scope of practice and professional standards can lead to a blemished public image for the field of massage therapy. “I believe we need to challenge the status quo and build a coalition around degree-based education and strong professional association,” she declares. “This could help the industry move into a better position with access to public health dollars, a growing research base to support practice and a perceived high level of professional expertise.” She also advocates for the regulation of industry, allied with a clearly defined scope of practice and standardised qualifications for entry into the profession. “This approach, leading to higher standards of practice, will also help create a defined identify for the industry, as well as a more positive image and a high level of credibility for our profession.”

Research Report 2015 | Southern Institute of Technology

Doug Heath School of Contemporary Music and Audio Production Faculty of New Media, Arts and Business

MURIHIKU METAL In 2015 Doug Heath travelled to Finland to present his research into Invercargill metal music at the Modern Heavy Metal: Markets, Practices and Cultures International Academic Conference.

Research Report 2015 | Southern Institute of Technology

Contact

Doug Heath

School of Contemporary Music and Audio Production doug.heath@sit.ac.nz

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I am in the process of exploring the connections between the meat industry in Southland and the metal music scene.

Doug is Programme Manager for the Bachelor of Contemporary Music degree at Southern Institute of Technology and holds a Master of Science in electronics and physics from the University of Otago. He is an active performer in the local music scene, playing trumpet for local Dub-Reggae band Rhythmonyx, as well as bass guitar in metal band Osmium. He is currently enrolled in a PhD through Griffith University in Brisbane in which he brings together his performance and his academic interests. His doctoral studies embrace the cultural context and ethnography of bands, their artistic practices including learning specific musical skill sets for the two diverse genre in the same geolocation, and ‘music in the making’: a dialogue in the informed practice of the modernity of studio recording arts. The focus of Doug’s research is Murihiku/Southland and the cultural and musicological framing of metal within the local independent music scene. While the project is still at the beginning stages he has already uncovered some interesting details. “Invercargill has an enduring underground scene of heavy metal and punk rock dating back to the late 1980s,” says Doug. “Bands such as Pretty Wicked Head and the Desperate Men laid the origins of today’s scene.” He reports that there are more than 50 original metal groups in Invercargill, and together they form the Southern Metal Confederacy Incorporated Society which was established in 2014. Doug’s argument is that the original music that is produced in Invercargill by bands in the metal scene reflects ‘glocalisation’. As he explains: “it is a mixture of Anglo-American musical forms, elements of biculturalism and themes that reflect Invercargill’s position as New Zealand’s most isolated city.” Another interesting aspect is the connection between industrialism and metal music. “A consistent theme in the literature is the connection between industrial geography and music making, in particular the birth of heavy metal in the town of postwar Birmingham,” he states. “I am in the process of exploring the connections between the meat industry in Southland and the metal music scene.” Doug notes that a number of metal musicians have worked in the meat industry and suggests that the harsh reality of the freezing works and associated desensitisation could be seen as a source of musical inspiration. Southern Institute of Technology has also had an effect on Invercargill’s musical scenes. “Students studying on the Audio and Music programmes often get involved in originals bands,” says Doug. “Most university cities exhibit this type of phenomenon and Invercargill’s current music scene is reminiscent of the ‘Dunedin scene’ and its connection to Otago University.” There are many elements yet to be examined in Doug’s ethnographic study of Invercargill’s metal music scene. “I am really only at the start of my study,” he says. “I have many more interviews yet to carry out with local musicians.” His research on this topic will continue to develop in 2016.

Research Report 2015 | Southern Institute of Technology

Sally Bodkin-Allen School of Contemporary Music and Audio Production Faculty of New Media, Arts and Business

SHARING THE MUSIC Dr Sally Bodkin-Allenâ&#x20AC;&#x2122;s research in 2015 continued to reflect her ongoing interests in early childhood music, composing and singing. She also continued in her role as editor of Tune Me In, the magazine of Music Education New Zealand Aotearoa (MENZA).

Research Report 2015 | Southern Institute of Technology

Contact

Sally Bodkin-Allen

School of Contemporary Music and Audio Production sally.bodkin-allen@sit.ac.nz

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Putting together each issue of the magazine involves a significant amount of editing, proof-reading and liaising with authors as well as seeking out articles.

Sally is Academic Leader for the Bachelor of Contemporary Music and Bachelor of Audio Production degrees at Southern Institute of Technology and holds a PhD from the University of Otago in ethnomusicology and music education. Her primary areas of interest lie in the field of music education and she is an elected Board member of MENZA and responsible for the organisation’s magazine. Three editions of Tune Me In were published in 2015 and contained articles relevant to all sectors of education from early childhood to tertiary. “Putting together each issue of the magazine involves a significant amount of editing, proof-reading and liaising with authors as well as seeking out articles,” says Sally. Three musical compositions were also part of Sally’s research outputs in 2015. ‘Meadow’s Lullaby’ was written for her daughter Meadow to play on cornet, with piano accompaniment, and was performed at the Otago-Southland Brass Band Provincial Contest in Mosgiel in April as well as at the Southland

Competitions in August. A piece for tenor saxophone and piano titled ‘Hooray for the Man who has Everything’ was also performed at the Southland Competitions. Family members featured in another of Sally’s instrumental works, ‘The Bickering Sisters’, a duet for two cornets and piano, featured at the Invercargill Auxiliary Brass Band end of year concert at Repertory House in December. “This was written for my two daughters to play, who, like all sisters, enjoy a good squabble every now and then!” reports Sally. The girls will also perform ‘The Bickering Sisters’ in the junior duet section of the Provincial Contest held in Dunedin in 2016. All of Sally’s compositions are published by SOUNZ (Centre for New Zealand Music) and the brass compositions are being used by Errol Moore in his teaching at the Dunedin Brass Academy. Sally gave a number of presentations and workshops throughout the year, in Invercargill, Auckland and Melbourne. She presented the results of her 2014 research into student engagement at the Australia New

Zealand Association for Research in Music Education (ANZARME) conference and delivered workshops on using classical music in early childhood education at both the MENZA Professional Development Day in Invercargill and MENZA’s Music Matters conference in Auckland. “One of the highlights of my year was being a speaker at the Southland Festival of the Arts Pecha Kucha night,” says Sally. Her title was ‘Everyone Can Sing!’, a topic that is close to her heart and her research interests in developing singing confidence in early childhood teachers. At the end of 2015 she received the news that she and her colleague Dr Nicola Swain at Otago University had been successful in getting a funding grant to carry out further research into developing singing confidence. In addition they had a paper from their earlier project in this area of research published in the journal Research Studies in Music Education. “This was a great way to end the year,” says Sally. “Dr Swain and I are looking forward to continuing our work in this area.”

Research Report 2015 | Southern Institute of Technology

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Jason Sagmyr School of Contemporary Music and Audio Production Faculty of New Media, Arts and Business

SONGWRITING, HERE, THERE AND EVERYWHERE

Jason Sagmyr’s research in 2015 has focused around song writing. As a key member of the Selah Singer Songwriter Conference team he both presented at and acted as executive producer for the final concert at this locally run event. Jason also presented a workshop at the MENZA (Music Education New Zealand Aotearoa) conference entitled “Instant Coffee: Songwriting On The Go”.

Research Report 2015 | Southern Institute of Technology

Contact

Jason Sagmyr

School of Contemporary Music and Audio Production jason.sagmyr@sit.ac.nz

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Selah is a training programme for local songwriters, which culminates in a concert performance. The idea is to equip local churches with concrete song writing skills. We run a number of workshops to support and develop the craft of song writing and draw on people from many churches throughout Invercargill.

Jason teaches on the Bachelor of Contemporary Music and Bachelor of Audio Production degrees at Southern Institute of Technology. His research activities in 2015 complemented his teaching in the areas of music business and song writing. Jason is also heavily involved in some of the main events in the School of Music at Southern Institute of Technology, including the annual Southern Institute of Technology Kids Concerts Series in semester one each year, and the production of Epic Jam, the second semester event that showcases the singer songwriter students. “Selah is a training programme for local songwriters, which culminates in a concert performance,” says Jason. Three workshops are held during the year and songwriters are taught a variety of skills including arranging techniques, lyric writing and rehearsing. “The idea is to equip local churches with concrete song writing skills,” enthuses Jason.

“We run a number of workshops to support and develop the craft of song writing and draw on people from many churches throughout Invercargill.” Jason co-ordinates a management team that is responsible for all facets of the event. “Selah culminates in a concert performance of original songs that have been developed over the course of the workshops,” he explains. “Groups must audition, and the final concert performance typically has a huge diversity of genre. We range from acoustic duos, funk, blues an, heavy rock through to traditional choral music.” The programme was so successful in 2015 that there are plans to develop it further in 2016 and to offer further workshops in other areas such as technical skills in sound and lighting. Attending the MENZA music educators’ conference in Auckland gave Jason to opportunity to share his expertise with a large number of teachers from throughout New

Zealand. The main focus of Jason’s workshop was on lyric writing and creating ideas that were abstract but could function on a concrete level. Jason demonstrated the techniques and then organised the teachers into small groups to create lyrics for a verse and chorus within a timeframe of ten minutes. “Working in groups is better than individual work for exercises like this,” says Jason. “I find that groups are happy to share their ideas and have a sense of collective ownership, whereas individuals can find it very personal and feel too exposed to share their work.” The interactive content of Jason’s workshop was a hit with the teachers. As he says: “I wanted to give them something they could pass on to their students so they could take it away and write a song with it straightaway. Feedback was that they really enjoyed the process and being active and involved in the session.”

Research Report 2015 | Southern Institute of Technology

Erine van Niekerk Centre for Research Excellence in Environmental Management Faculty of Health, Humanities and Computing

COLD, CLEAR AND PRECIOUS: MONITORING THE WATER QUALITY OF COLD WATER SPRINGS NEAR THE MARAROA RIVER, SOUTHLAND Erine van Niekerk, Programme Manager for the Environmental Management Degree, has been carrying out longitudinal monitoring of the quality of water in cold water springs adjacent to the Mararoa River in Western Southland.

Research Report 2015 | Southern Institute of Technology

Contact

Erine van Niekerk

Centre for Research Excellence in Environmental Management erine.vanniekerk@sit.ac.nz

Erine worked in collaboration with Jason Holland of Adventure Southland to gather the data, and the project has also received support from Environment Southland. Research involved the analysis of the water quality and chemical composition of three freshwater springs on private farmland along the Mararoa River. The study also compares the characteristics of the spring waters with those of the adjacent Mararoa River, in order to monitor differences in water quality and composition between the two. Fresh water springs are a meeting place between groundwater, surface water and terrestrial ecosystems and support rich aquatic ecosystems, however little is known about the sources and behaviour of many of these important water resources. Erine’s research at the Mararoa springs has involved the ongoing, monthly collection and analysis of water samples, and the analysis of a wide range of parameters including temperature, pH levels, total suspended solids and levels of dissolved boron, bromine, total nitrogen and phosphorus. The project is in its fourth year and will run until the end of 2016. The data to date indicates that the water quality is very high and that the springs are healthy. “The data from this longitudinal study provides a substantial baseline for future monitoring of the fresh water springs in the area,” Erine explains. “Any deterioration of water quality in the future will be immediately highlighted against this baseline.” Erine remains very interested in the springs and she has identified areas where further research is needed. “In the future it would be good to be able to

understand mātauranga Maori about the springs, and traditional cultural practices and knowledge about how to protect them,” she says. “Merging the scientific data with information about Maori values associated with the springs could support decision-making about how to manage and maintain the water quality of these importance resources.” During 2015 Erine also published a paper in collaboration with Bachelor of Environmental Management graduate Josh Fisher on food shed modelling as a potential urban planning tool. Supervision of a student research project by Josh Fisher provided the basis for the paper, which explored how Geographical Information Systems (GIS) models could be used to calculate food footprints and food sheds for Invercargill, Southland, using the statistics from various agricultural production models. “As food networks globally are impacted by peak oil, relocalization of these food networks would appear to be a valid environmental response,” says Erine. The research indicated that there were no major physical barriers to Invercargill’s potential to meet its food needs locally, however the mapping process did highlight some of the socio-political issues that would need to be addressed in order to meet that potential. “In the wider context, the project showed that modelling of hypothetical food sheds based on food footprints using GIS is a useful tool for assessing the ability of a settlement to feed itself from within its own land area.” The paper was published in the Southern Institute of Technology Journal of Applied Research in 2015.

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Merging the scientific data with information about Maori values associated with the springs could support decision-making about how to manage and maintain the water quality of these importance resources.

Research Report 2015 | Southern Institute of Technology

Ross Ramsay Centre for Research Excellence in Environmental Management Faculty of Health, Humanities and Computing

SIT’S CHEMISTRY DETECTIVE: USING SCIENCE TO EXPLORE THE MYSTERIES OF GEOCHRONOLOGY AND THE ENGLISH PORCELAIN INDUSTRY This year has been a very busy one for research for Dr Ross Ramsay, with new discoveries in the fields of geochronology of Fiordland and Stewart Island and the historical development of the English porcelain industry. These two very different areas of inquiry both draw on Ross’ expertise in chemical analysis. Ross holds a Bachelor of Science and Master of Science (Hons) degrees from the University of Auckland and a PhD in Earth Science from the University of New England. He teaches on the Environmental Management degree programme. He has a wide range of research interests and 2015 has seen him continue his busy research schedule across these fields.

Mike Hosted (left) and Dr Chris Adams collecting gneissic-quartzite samples from Lake Hauroko, Fiordland in February 2015. Photograph supplied by R. Ramsay

Dr Ross Ramsay (front far right), fellow tutor Dr Anna Palliser (front far left) and Environmental Management students outside Mt Luxmore Hut, Fiordland.

Research Report 2015 | Southern Institute of Technology

He has continued to work with Dr Chris Adams (Geological and Nuclear Sciences) and Mr Russell Beck on an exciting project that involves the radiometric dating of detrital zircons contained within the quartzite metasediments of the Pegasus Group, Rakiura (Stewart Island) and Lake Huroko, Fiordland. These rafts of metasediments ranging from quartz-rich to partially calcareous rocks are found included within a spectrum of later granites. As Ross explains: “traditionally these host metasediments have been dated to around four hundred million years old, however our research is revealing that some contain zircons that are actually much older than that, with some dating to three billion years or more.” The selected samples were crushed and subjected to heavy mineral separation. The detrital heavy minerals zircons were then mounted in a plastic block and subjected to

Contact

Ross Ramsay

Centre for Research Excellence in Environmental Management ross.ramsay@sit.ac.nz

Interior of the Joseph Benn creamware ship bowl c. 1771 produced in Western Cumberland. Photograph supplied by R. Ramsay.

radiometric dating at Macquarie University, Australia, by Dr Adams. To date, some 120 radiometric dates have been obtained from zircon concentrates from several quartzite samples from both Stewart Island and Fiordland. The oldest age dates from the Lake Hauroko sample are in the order of one billion years older than that obtained from Table Hill, Stewart Island. “These dates are among the oldest obtained from crustal material in New Zealand,” says Ross. A highlight for Ross this year was the opportunity for him and his wife and co-researcher Gael Ramsay, to present the results of their many years of inquiry into the early development of the British porcelain industry to the English Ceramic Circle in London. Ross and Gael were invited by the English Ceramic Circle to share their findings to date, in a talk given in November 2015 entitled “The Evolution and Technical Development of the English Porcelain Industry from the Sixteenth Century to Lund’s Bristol circa 1750 – the Golden Chain”. In this paper they traced the compositional evolution of the English porcelain tradition, from the production of refractory ceramic crucibles from Stamford and the Blackwater Valley in Elizabethan times. Their research challenges a long-standing tradition in the field of British ceramics that Johann

Three Burghley House jars, c. 1675, examples of early English porcelain. The lid of the smaller jar (to the left of the image) is of the Si-Al-Ca type and has an inner lime-alkali glaze, the first known application in the Western World of such a glaze to porcelains. Photograph supplied by R. Ramsay courtesy of the Burghley House Trust.

Friedrich Böttger and the Meissen manufactory were the first to fire a hard-paste body in Western Europe. “Based on science and work done by ourselves and other researchers such as Morgan Wesley it can be demonstrated that the English, or more correctly John Dwight, beat Meissen by a country mile in firing a refractory, hard-paste porcelain body,” Ross says. “The paper we delivered in London finally exposed 300 years of misunderstanding of the development of porcelains in England and Europe.” Ross and Gael’s research recognises recipe types relating to early English porcelains including the silica-aluminium body (Si-Al), the silica-aluminium-calcium body (SiAl-Ca), the magnesium (Mg) and magnesium-phosphorous bodies (Mg-P), and a range of phosphatic types. As Ross explains: “both the SiAl and the Si-Al-Ca bodies coupled with the associated aluminous-limealkali glaze were produced in London some 35 years before Meissen.” These indigenous technical developments, pre-eminent in the Western world, have been both obscured and overlooked in previous ceramic studies. “Although considerable attention has been given to the Meissen influence, the Baroque influence, and the Rococo,” says Ross. “Little consideration or enquiry has been afforded the far

more significant influence of the Royal Society of London on English porcelain development.” Ross continues to work on the composition and historic development of English magnesium porcelains, and in 2015 he published a paper in collaboration with Gael and research collaborator Pat Daniels on porcelains produced by the Limehouse factory in the mid18th century. Scientific analysis has isolated the chemical criteria for identifying true Limehouse porcelains from those pieces previously wrongly attributed to Limehouse. “It is now apparent, from the application of science, that the English have previously been confusing Limehouse porcelains,” Ross explains. In collaboration with Pat and Cilla Daniels, Ross also published new research into the previously overlooked Cumbrian potting industry. “It appears from our research that the Whitehaven region of Cumbria has been a major potting site dating back to the 1600s and associated with some of England’s more illustrious potting families including the Wedgwoods,” says Ross. “It is very surprising that this association has been so consistently ignored by contemporary researchers in this field. Just because a piece of creamware has WEDGWOOD impressed on it does not mean that it has anything to do with Staffordshire.”

Research Report 2015 | Southern Institute of Technology

Anna Palliser Centre for Research Excellence in Environmental Management Faculty of Health, Humanities & Computing

BUILDING ADAPTIVE CAPACITY FOR NATURAL RESOURCE MANAGEMENT IN NEW ZEALAND Local knowledge and practical wisdom has much to offer in the management of natural resources. Social scientist Dr Anna Palliser presented her research in this developing field of natural resource management decision-making at a major international conference on the geopolitics of the oceans in Amsterdam.

Research Report 2015 | Southern Institute of Technology

Anna teaches on the Bachelor of Environmental Management degree programme at Southern Institute of Technology. She holds a Master of Environmental Education and Sustainable Development degree from University College of Wales, Trinity College Carmarthen and a PhD from Otago University on building adaptive capacity for natural resource management of the Banks Peninsula (Canterbury) coastal environment. Anna drew on the findings in her PhD thesis when she presented a conference paper to the MARE Conference: ‘People and the Sea VIII – Geopolitics of the Oceans’ held in Amsterdam in June 2015. Anna’s paper, entitled “Comparing Building Adaptive Capacity for Natural Resource Management in Two New Zealand Marine Protected Areas”, analysed the management of marine reserves and taiāpure or Maori customary fish management areas on the Banks Peninsula coast near Akaroa. “The aim of my research is to inform local deliberations about the management of natural resources,” says Anna. “My paper drew on the work I had done for my PhD thesis, where I asked the question: where are we heading in terms of building adaptive capacity for

Contact

Anna Palliser

School of Environmental Management anna.palliser@sit.ac.nz

natural resource management in New Zealand, and is this direction desirable?” Using the two different resource management approaches on Banks Peninsula as case studies, she analysed the factors that assisted or impeded local people in developing the capacity to take a central role in the sustainable management of their environment. In particular she examined the different perspectives of government conservation officials, local fishers, local Maori and conservationists about how marine conservation measures were implemented and how they were working. Adaptive capacity relates to the ability of a socio-ecological system to adapt to change and respond to disturbances in ways that enhance or maintain the key functions and processes of that system. Key aspects of enabling adaptive

capacity include learning to live with the change and uncertainty that are inherent in natural as well as social systems. “Other key elements include nurturing diversity for reorganisation and renewal, and combining different types of knowledge when it comes to finding ways to deal with conservation and environmental management issues,” Anna states. “My study considered both generic perspectives on coastal natural resource management techniques, and the perspectives and concerns of local people, in order to build a deeper understanding than could be obtained from a focus on a single perspective.” She asserts that both generic and local perspectives are equally valid and valuable in terms of contributing to local deliberations about natural resource management.

As Anna explains: “the area in which I work is very social-science orientated, and yet to an extent I believe it bridges the divide between human societies and ecosystems.” This made her research highly relevant to the MARE conference, which provides a forum for social science research into marine and coastal management. “My paper was the only presentation at the conference from New Zealand, and generated a great deal of discussion,” she says. She also feels that there is also much that New Zealand can learn from European social science and environmental approaches at all levels. “The conference was a fantastic opportunity for me to understand more about cuttingedge research from so many diverse places around the world. There wasn’t one talk that I couldn’t relate to what I was working on!”

Akaroa Harbour, Banks Peninsula, Canterbury

Research Report 2015 | Southern Institute of Technology

Sally Dobbs School of Nursing Faculty of Health, Humanities & Computing

A COLLISION OF TWO WORLDS: THE CLINICAL ASSESSMENT OF FAILING NURSE STUDENTS

Research Report 2015 | Southern Institute of Technology

Contact

Sally Dobbs

School of Nursing sally.dobbs@sit.ac.nz

Clinical nurse educators employed by New Zealand polytechnics experience challenges when assessing Bachelor of Nursing students in clinical practice, particularly students who are considered to be ‘failing’. Research by nurse educator Dr Sally Dobbs into these challenges was inspired by a deep commitment to ensuring patient safety is held paramount when it comes to assessing students. Sally is Academic and Relationship Leader in the School of Nursing. She brings to her position 30 years of experience in nurse education in New Zealand, the UK and overseas, including three years in Nepal. She has a Master of Education (Health Education/Promotion) and a Master of Science in Medical Science, and in 2015 Sally completed her Educational Doctorate from Massey University. Sally’s thesis explored the experience of clinical assessment and why assessors neglect to award a fail grade to nursing students who do not meet safety and skill standards during clinical placements in their degree studies. It was inspired by her commitment to ensuring safe patient care through the rigorous assessment of nursing students. “I use the analogy of airline pilots,” Sally says. “None of us would fly in an aeroplane with a pilot who had just barely passed flight training. The same applies to nurses; the public has to be able to trust that the assessment process ensures that they are being treated by safe and fully competent nurses.”

The research shows that awarding a fail grade to a failing student is not as straightforward a matter as it may appear at first. “Clinical educators often found themselves caught between their professional nursing duty to protect the safety of future patients and their desire to see their students succeed,” says Sally. She describes this position as being caught between two worlds: the nursing world and the education world. “My study revealed tensions for participants between being-in the world-of-nursing as well as being-in the world-of-education. Less than half the participants had not failed a nursing student in clinical practice, despite having concerns about their safety to practice.” Sally carried out her doctoral studies while working full-time in the School of Nursing. “I began my doctorate very soon after I arrived in New Zealand from the UK,” she shares. “The experience of studying

while working was very challenging at times, however throughout the whole process I remained committed to the original motivation for my study.” Now that she has completed her thesis Sally is looking forward to opportunities to address the issues it identifies. In particular she notes a need for better preparation of nurse educators to educate and assess nursing students, and for a standardised, national clinical assessment tool. As she explains: “the ambiguity of clinical assessment tools, especially the use of competencies, and the lack of progression creates challenges for assessors.” Sally also advocates that all student nurses be registered with the Nursing Council, the professional regulatory organisation in New Zealand. “This happens in other countries including Australia, South Africa and Ireland, and introducing a similar system here would increase the accountability of students to the professional body.”

Fourteen clinical nurse educators employed within three New Zealand polytechnics were interviewed about their experiences of educating and assessing nursing students’ clinical practice. Sally analysed the interviews for key themes using Heideggerian Interpretive Phenomenology. “Martin Heidegger’s phenomenological concept of Beingin-the-world provided a highly appropriate analytical framework for this research,” she explains. “It allows for the researcher as involved in the world even while analysing it. I was researching an area in which I was already intimately engaged and involved, and this was recognised in my methodology.”

Research Report 2015 | Southern Institute of Technology

Lucy Prinsloo School of Nursing Faculty of Health, Humanities & Computing

ENROLLED NURSING IN NEW ZEALAND: WHAT’S IN A NAME?

The professional position of enrolled nurses has been through many changes since it was introduced in 1939, and was even disestablished at one point. Nurse educator Lucy Prinsloo drew on her research into the social and political factors influencing changes to enrolled nursing when she joined a panel of experts to discuss the future of the role. A nurse educator in the Southern Institute of Technology School of Nursing, Lucy recently completed a Masters in Nursing from Eastern Institute of Technology that analysed the social and political factors influencing changes to the profession of enrolled nursing in New Zealand. Lucy’s research is highly topical given recent changes to the scope of practice of enrolled nurses and the introduction of a programme by the Southern District Health Board to support and improve the professional

status of enrolled nurses. Lucy was also part of a national group developing the new Enrolled Nursing curriculum and the re-development of the educational programme, and she was a member of the Targeted Review of Qualifications (TROQ) workshop. There are three levels of nurses in New Zealand: nurse practitioners, registered nurses and enrolled nurses, each with a different specified scope of practice setting out the health services they can

Research Report 2015 | Southern Institute of Technology

provide. Under their scope of practice enrolled nurses can work in a team of health care professionals under the direction of registered nurses to deliver nursing care and health education. “Coming from South Africa, where enrolled nurses are fully utilised in all aspects of nursing health care, I was surprised to find that in New Zealand the role is not fully appreciated,” Lucy says. “There is a widely-held view that enrolled nursing is at the bottom of the professional ladder,

Contact

Lucy Prinsloo

School of Nursing lucy.prinsloo@sit.ac.nz

well below the status of registered nurses.” Registered nurses often feel threatened by the idea of losing employment positions to enrolled nurses, especially as recent changes to the scope of practice have eliminated previous restrictions on the areas of health care where enrolled nurses can work. A passion for the education of enrolled nurses and her belief in the value of their role in health care inspired Lucy’s research into the complex history of the position. “I wanted to understand the roots of the pessimism around enrolled nurses,” she explains. “My research allowed me to identify links between social and political changes that have influenced the nursing profession.” She utilised critical discourse analysis to explore the changes to enrolled nursing in New Zealand and to identify specific indicators that have contributed to fluctuating roles within the health care team. Lucy identifies three main discourses around enrolled nursing, the first of which she calls the ‘social discourse’, where the trustworthiness and competence of enrolled nurses as a whole have been judged adversely on the basis of isolated events in specific situations and settings. A second discourse that emerges is around ‘safety’ where the language focuses on the enrolled nurse as second-tier professional of lesser ability, and this

discourse has also had an important role in shaping the history of the profession, at times undermining the self-esteem of enrolled nurses. Lastly she states that “I recognised a ‘justice discourse’ that acknowledges the support that the New Zealand Nurses Organisation has given enrolled nurses through the legal processes around title change and increased scope of practice and professional status within the health workforce of New Zealand.” At the NZNO Enrolled Nurse Conference in Wellington in June 2015 Lucy was able to draw on her findings to contribute to a greater appreciation of the role enrolled nurses play in the health care environment in New Zealand. She was an invited panellist, joining the Associate Minister of Health the Honourable Peter Dunne and national nursing experts, to share her experience of a programme to support enrolled nurses into practice as implemented in the Southern region. “I was able to sum up what had worked well with the programme and how this positive approach could be implemented nationally,” Lucy explains. “I was also able to express my strong support for enrolled nursing. I always tell my students that they need to be proud of what they are able to achieve as the best enrolled nurses they can be.”

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I wanted to understand the roots of the pessimism around enrolled nurses. My research allowed me to identify links between social and political changes that have influenced the nursing profession.

Members of the discussion panel at the New Zealand Nurses Organisation Enrolled Nurse Conference, Wellington, June 2015, from left to right: Associate Health Minister Hon Peter Dunne, Marilyn Head (NZNO advisor), Wendy Scott (Whitireia New Zealand), Andrea McCance (Waikato District Health Board) and Lucy Prinsloo (Nurse educator, Southern Institute of Technology).

Research Report 2015 | Southern Institute of Technology

Johanna Rhodes, Andrea Knowler, Murray Strathearn, Karyn Madden and Mary McMillan School of Nursing Faculty of Health, Humanities and Computing

MASK-ED™, AUTOETHNOGRAPHY AND TEACHING A group of Southern Institute of Technology nursing educators came together in 2015 to carry out a collaborative research project inspired by their shared interest in simulation as a good practice teaching tool. After three of the educators attended a two day workshop in September 2014 with Professor Kerry Reid-Searle related to Mask-Ed (KRS Simulation)™, the group formed a research hub consisting of three masked educators and two non-masked educators. Mask-Ed™ is the practice of an educator or health care professional wearing a realistic silicone mask and other body props and working with students as a patient. This experience sparked their desire to bring Mask-Ed into the School of Nursing, and they decided to take an autoethnographic approach to its implementation. Research Report 2015 | Southern Institute of Technology

Contact

Jo Rhodes

School of Nursing johanna.rhodes@sit.ac.nz

“Mask-Ed™ does more than navigating the space between teaching and clinical reality,” says Murray. “It inhabits a corridor between clinical realism and teaching from within a classroom.” One of the issues with previously used methods of teaching clinical practice using manikins was that the students felt very clearly that they were working with a fake patient. “My experience has been that many student learners simply do not take working with a manikin in a serious manner,” Murray continues. “Some students find it embarrassing and awkward interacting with them. Students tell me they cannot have a meaningful conversation with a manikin.” The difference between Mask-Ed™ and other forms of simulation teaching is that the educator wearing the silicone mask becomes the character he or she is portraying. “The educator acts in a dual role; they become a character with a rich and vibrant history that enables them to interact with the student nurses in a realistic manner,” explains Jo. “The educator leads and directs the learning experience in a spontaneous and

evolving way.” The group sees MaskEd™ as being a welcome addition to the nursing classroom. “It gives students the opportunity to develop communication and clinical skills in a realistic environment,” suggests Karyn. While Mask-Ed™ will not replace manikins in the classroom, it offers increased interaction and engagement. At the same time the use of manikins remains an important part of simulation at Southern Institute of Technology. The research focus for this group of educators was on how they, as teaching staff and as individuals, navigated their way through the first year of introducing their Mask-Ed™ personas to the students at Southern Institute of Technology, and the consequent effects in the classroom. “Autoethnography was chosen as the framework because it gave us a chance to explore our individual journeys and enabled the process of self-exploration,” says Andrea. Autoethnography as a research method has appeared in the literature for more than 20 years. It enables a highly personalised approach to the study of a phenomenon, and relies on personal narratives of lived stories.

Andrea Knowler, Johanna Rhodes and Mary McMillan in their characters

Some of the themes that have emerged from the data gathered so far include issues of vulnerability and strong personal connection to the Mask Ed™ characters that the team portray. “We share a real passion and sense of responsibility for our characters,” says Mary, whose persona is a man called Wallace who suffers from gout, benign prostatic hypertrophy and type 2 diabetes. “The themes that transpired from our thematic analysis included vulnerability, the responsibility and passion we have for our characters, the value of Interprofessional Education (IPE), and a healthy scepticism from colleagues.” The group has presented findings from this innovative study at a number of conferences in New Zealand, and published a range of articles. There are further publications and conference presentations planned for 2016, and in 2017 the research project will culminate in a published monograph which explores the many themes that are emerging from their self-discovery and reflection processes.

Murray Strathearn, Karyn Madden and their friends

Research Report 2015 | Southern Institute of Technology

Reen Skaria School of Nursing Faculty of Health, Humanities and Computing

EXPERIENCES OF OVERSEAS NURSE EDUCATORS Nurse educator Reen Skaria is researching the experiences of nurse educators coming from overseas to teach in schools of nursing in New Zealand. She shared some of her findings at the Australasian Nurse Educators Conference in Auckland in 2015.

Research Report 2015 | Southern Institute of Technology

Contact

Reen Skaria

School of Nursing reen.skaria@sit.ac.nz

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My findings show that there needs to be a much greater emphasis on ensuring newly arrived educators have the basic information they need, including seemingly obvious things such as how staff access library resources or the ways in which secondary and tertiary education are interconnected.

Reen is a nurse educator in the School of Nursing. She has a Masters in Nursing from the University of Manipal Academy of Higher Education and brings extensive experience in nursing and education to her role at Southern Institute of Technology. As part of her studies towards her Doctor of Education degree Reen is investigating the experiences of overseas nurse educators teaching in New Zealand nursing schools. Her research is based on in-depth, semistructured interviews she has carried out with overseas nurse educators working in tertiary institutes around New Zealand.

more nurse educators who have been trained overseas,’ Reen says. Her own experience of coming from outside of New Zealand to teach at SIT School of Nursing provided the initial impetus for her research into the experiences of overseas educators. “The challenges I faced were akin to those I heard about from colleagues who had also made a similar journey,” she explains. “I wanted to explore those migrant experiences more and see whether there were initiatives institutes could put in place to help make the transition process easier for overseas teaching staff.”

As part of the ongoing globalisation of skills, New Zealand tertiary institutes are welcoming an increasing number of nurse educators from around the world. “New Zealand is experiencing an increasingly pressing shortage of nurses,” says Reen. As she explains, this situation is likely to grow more urgent as the population in general ages, as well as the nursing workforce itself. “Currently more than 40% of registered nurses are over 50 years old, which will put increasing pressure on the number of experienced nurses in the workforce. In addition the ratio of nurses to total population is also predicted to decline if nursing numbers are not increased.”

The overseas educators she interviewed have identified a need for an orientation programme that would make clear the expectations about their roles and provide information on the essential aspects for their day to day work as educators. “Existing staff members often have a high level of assumed knowledge among overseas nurse educators about how things operate in New Zealand tertiary institutes,” Reen points out. “My findings show that there needs to be a much greater emphasis on ensuring newly arrived educators have the basic information they need, including seemingly obvious things such as how staff access library resources or the ways in which secondary and tertiary education are interconnected.” Her research also highlights concerns around understanding New Zealand’s bicultural society and how that is reflected in the education system.

The demand for registered nurses will require more nurse educators to train them. “In order to meet teaching demand, New Zealand tertiary institutes are employing

While most of those she interviewed praised New Zealand as a place to live, they shared similar stories of the cultural confusion, mistakes and disorientation they had experienced at work especially in the first months of teaching. “Another suggestion is that institutes organise mentors to support newly appointed overseas educators through the orientation and settling-in period. The mentor would be someone whom the new staff felt they could go to for information on a whole range of issues.” Reen asked her participants to share the advice they would give future nurse educators coming to teach in New Zealand’s tertiary institutes. “I received a whole range of information, from how to behave at social gatherings to the need to adopt local teaching methods in the classroom as quickly as possible,” she says. Reen is passionate about making others aware of the experiences of these overseas educators. “I hope the results of this research can be used to assist myself and other overseas nurse educators to reflect on their teaching practice and how that can be used to enhance the New Zealand teaching environment,” she says. “The research has also given me a greater understanding of the feelings and issues experienced by overseas nurse educators, and I hope that this understanding can be applied to the formation of policies and practices to improve their experiences and their teaching within my school and at other institutes.”

Research Report 2015 | Southern Institute of Technology

Debora Anderson

Contact

Debora Anderson

School of Nursing

Faculty of Health, Humanities and Computing

debora.anderson@sit.ac.nz

THE PHYSICAL HEALTH OF PEOPLE WITH MENTAL ILLNESSES People with mental illnesses have a higher risk of physical health problems and earlier deaths than the general population. Nurse educator Debora Anderson surveyed mental health nurses’ attitudes about the physical health of their patients. Debora teaches in the School of Nursing and holds a Master of Nursing. Her interest in the physical health of mental health patients was inspired by her own observations while working in the mental health field. “I observed common and complex disease processes occurring among patients but found that addressing these issues was not viewed as a mental health nurse’s role,” she says. In New Zealand and internationally the gap in mortality between the general population and those with mental illnesses is widening. “I wanted to learn what the nurses know about the problem and what they think should be done.” While concerns about comorbidity in mental health patients are common internationally, it has not been explored widely in New Zealand. Debora’s research replicated an Australian study by Dr Brenda Happell of Queensland University, Australia, and surveyed nurses working in a New Zealand District Health Board. As Debora describes: “I was seeking the opinions of mental health nurses on the physical illnesses that mental health patients experience, as well as organisational factors affecting their activities.” She also asked nurses what training they considered that they needed in this area. Debora’s findings draw on a sample of 39 nurses who shared their views on a range of issues on practice and responsibilities. Her research shows high levels of uncertainty about roles and responsibilities from nurses toward mental health patients. She found that both attitudinal and

organisational factors contribute to a lack of physical health assessment and intervention in patients’ comorbidities, even by experienced mental health nurses. “Overall, my findings correspond fairly similarly to the Australian study,” Debora says. She recommends that more transparent direction and guidance from mental health services be given to nurses. Debora presented to the local District Health Board staff earlier this year on three occasions and at the New Zealand College of Mental Health Nurses Conference, Wellington, in

Research Report 2015 | Southern Institute of Technology

June. Nurses and patient advocates from Australia and New Zealand attended. There was considerable interest in Debora’s paper as the physical health of patients was one of the conference themes. “There were plenty of questions and discussion,” she says. “There was also some dismay expressed at the results of the survey indicating that nurses need clearer directions on their responsibilities, and support to improve patient outcomes.” Debora plans to publish her findings in the coming year.

STAFF RESEARCH OUTPUTS 2015 Published Papers and Articles Belton, P. (2015). Arthur Dove’s blackbird. Landfall, 229, 78. Bodkin-Allen, S. (2015, April). The APO Summer School, Tune Me In, 10 (1), 21. Bodkin-Allen, S. (2015, July). From the Invercargill March to William Tell: ideas for using instrumental music in early childhood. Tune Me In, 10 (2), 22-23. Finno, C.J., Stevens, C., Young, A., Affolter, V., Joshi, N.A., Ramsay, S. & Bannasch, D. (2015). SERPINB11 frameshift variant associated with novel hoof specific phenotype in Connemara ponies. PLOS Genetics, 11(4), 1-17 doi:10.1371/ journal.pgen.1005122. Fisher, J. & van Niekerk, E. (2015). GIS food shed mapping: a planning tool for Invercargill. In H. Longman (Ed.) Special edition 2015: an exposition of staffstudent research projects 2012 – 2014, Southern Institute of Technology Journal of Applied Research, 5-9. Retrieved from https://www.sit.ac.nz/ SITJAR#3101190-specialedition-2015-an-expositionof-staff- student-researchprojects-2012--2014 Heath, D. (2015). Heavy metal from the Antarctic ends of the earth: Investigating the metal music identity from

Invercargill, Southland, New Zealand. In T. Karjalainen & K. Kärki (Eds.) Proceedings of the Modern Heavy Metal: Markets, Practices and Cultures International Academic Research Conference 2015. Retrieved from http://iipc.utu.fi/MHM/ Heath.pdf Laverty, L. & McKenzie, D. (2015). Perceptions and patterns of physical activity amongst Southland women during pregnancy. In H. Longman (Ed.) Special edition 2015: an exposition of staff-student research projects 2012 – 2014, Southern Institute of Technology Journal of Applied Research, 10-14. Retrieved from https://www.sit.ac.nz/ SITJAR#3101190-specialedition-2015-an-expositionof-staff- student-researchprojects-2012--2014 McCully, K. (2015). Under the spell. Landfall, 230, 189-191. McMillan, M. (2015, May/ June). Nurses: Champions for change. Head2Head – Magazine of the NZNO Mental Health Nurses Section, 28, 4. McMillan, M. (2015, May/ June). Clinical college of NZNO mental health nursing logo. Head2Head – Magazine of the NZNO Mental Health Nurses Section, 28, 6.

McMillan, M. (2015, May/ June). Nurses: NZNO mental health nurses section AGM & education forum. Head2Head – Magazine of the NZNO Mental Health Nurses Section, 28, 7-8. Mumford, J. (2015). Teaching and learning perspectives on numbers systems within a first year tertiary IT course. In M. Verhaart, A. Sarkar, R. Tomlinson & E. Erturk (Eds). 6th Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2015) and the 28th Annual Conference of the National Advisory Committee on Computing Qualifications, 74-79. Queenstown, New Zealand. Retrieved from http:// www.citrenz.ac.nz/2015proceedings/ Paul, Y. & Pienaar, H. (2015). Strategies to encourage Maori to “aukati kai paipa” (quit smoking). In H. Longman (Ed.) Special edition 2015: an exposition of staff-student research projects 2012 – 2014, Southern Institute of Technology Journal of Applied Research, 19-25. Retrieved from https://www.sit.ac.nz/ SITJAR#3101190-specialedition-2015-an-expositionof-staff- student-researchprojects-2012--2014

quantitative descriptive research study. Kai Tiaki Nursing Research, 6, 10-15. Rhodes, J. (2015, March). Advancing clinical emergency care – offering postgraduate educational opportunities in the south. Emergency Nurse New Zealand, 6-7. Rhodes, J., & Reid-Searl, K. (2015). Masked tutor brings patient to ‘life’. Kai Tiaki Nursing New Zealand, 21, 14-15. Roberts, D. & Wolfe, H.B. (2015). Cybercrime concerns and readiness for New Zealand businesses 2014-2015. In M. Verhaart, A. Sarkar, R. Tomlinson & E. Erturk (Eds). 6th Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2015) and the 28th Annual Conference of the National Advisory Committee on Computing Qualifications, 88-93. Queenstown, New Zealand. Retrieved from http:// www.citrenz.ac.nz/2015proceedings/

Rhodes, J. (2015). Using PeerWise in nursing education-a replicated

Research Report 2015 | Southern Institute of Technology

Schares, A. & BodkinAllen, S. (2015). Singing together: Guidelines for setting up a community choir. In H. Longman (Ed.) Special edition 2015: an exposition of staff-student research projects 2012 – 2014, Southern Institute of Technology Journal of Applied Research, 15-18. Retrieved from https://www.sit.ac.nz/ SITJAR#3101190-specialedition-2015-an-expositionof-staff- student-researchprojects-2012--2014 Smith, J. (2015, First Quarter). Massage therapy research update. Massage New Zealand Magazine (April 2015). Smith, J. (2015, Second Quarter). Massage therapy research update. Massage New Zealand Magazine (June 2015). Smith, J. (2015, Third Quarter). Massage therapy research update. Massage New Zealand Magazine (September 2015). Smith, J. & Smith, D. (2015, Fourth Quarter). Massage therapy research update. Massage New Zealand Magazine (December 2015). Woodward, L. & Tan, L. M. (2015). Small business owners’ attitudes toward GST compliance: a preliminary study. Australian Tax Forum, 30 (3), 517-549.

Edited Publications

Books and Reports

Exhibitions

Bodkin-Allen, S. (Ed.). (2015, April). Tune Me In, 10 (1).

Daniels, P., Ramsay, W. R. H., & Daniels, C. (2015). New research into the potteries of West Cumberland following the discovery of a Whitehaven creamware ship bowl inscribed success to the Mary and Betty/Captain Joseph Benn. Oxford, United Kingdom: Resurgat Publishing.

McCully, K. (2015). a southland museum. Invercargill, New Zealand: ILT Art Awards, 1 August - 4 September.

Bodkin-Allen, S. (Ed.). (2015, July). Tune Me In, 10 (2). Bodkin-Allen, S. (Ed.). (2015, November). Tune Me In, 10 (3). Hoffman, J. (Ed). (2015). National Tertiary Learning and Teaching Conference 2014 proceedings (special edition, Southern Institute of Technology Journal of Applied Research). Retrieved from https://www. sit.ac.nz/SITJAR#31011482014-national-tertiaryteaching-and- learningconference-special-edition Longman, H. (Ed.) (2015). Special edition 2015: an exposition of staffstudent research projects 2012 – 2014, Southern Institute of Technology Journal of Applied Research. Retrieved from https://www.sit.ac.nz/ SITJAR#3101190-specialedition-2015-an-expositionof-staff- student-researchprojects-2012--2014 McMillan, M. (Ed.). (2015, May/June). Head2Head – Magazine of the NZNO Mental Health Nurses Section, 28.

Research Report 2015 | Southern Institute of Technology

Heath, D. (2015). Acoustical consultation (Beattie McDowell Architects Ltd): Salvation Army Hall Redevelopment Project. Invercargill, New Zealand. Heath, D. (2015). Acoustical consultation (A. Panet Resource Consent Application): theoretical assessment of sound prediction measurements for proposed event venue. Invercargill, New Zealand. Ramsay, W. R. H., Daniels, P., & Ramsay, E. G. (2015). Are ‘Limehouse’ porcelains in fact all Limehouse? Evidence from archaeology, science, and historical documents. Oxford, United Kingdom: Resurgat Publishing. Whittle, J., & Bodkin-Allen, S. (2015). Southern Institute of Technology: research report 2014. Southern Institute of Technology. Invercargill, New Zealand. Whittle, J., BodkinAllen, S., & Hoffman, J. (2015). ITP sector collaboration practices project. Invercargill, New Zealand: Southern Institute of Technology Research Institute. Retrieved from https://www.sit.ac.nz/ Reports-Publications

McCully, K. (2015). a southland museum. Invercargill, New Zealand: Windsor North School Art Sale and Exhibition, 7 - 8 Nov 2015. Miles, K. (2015). Island. Dunedin, New Zealand: Alternative Space Gallery, Webb Farry Lawyers, 2 February - 28 April. Myers, R. (2015). The subject is in her house. Dunedin, New Zealand: Dunedin Public Art Gallery, 6 November - 13 December.

Performance Sagmyr, J. [Technical director]. (2015). Selah Singer Songwriter Concert. Invercargill, New Zealand. Skerrett, P. [Musical director]. (2015). ILT Christmas Variety Show. Invercargill, New Zealand.

Creative Outputs

Conference Presentations

Belton, P. (2015). Poetry by Peter Belton. Retrieved from http:// www.poetlaureate.org. nz/2015/05/peter-belton. html

Anderson, D. (2015). Mental health nurses’ views on the physical health of people with mental illnesses. Presentation at Te Ao Maramatanga College of Mental Health Nurses Conference, Te Papa Museum, Wellington, New Zealand.

Bodkin-Allen, S. (2015). Meadow’s lullaby for cornet and piano [Musical composition]. Retrieved from http://sounz.org.nz/ Bodkin-Allen, S. (2015). The bickering sisters, duet for 2 cornets and piano [Musical composition]. Retrieved from http://sounz.org.nz/ Bodkin-Allen, S. (2015). Hooray for the man who has everything for tenor saxophone and piano [Musical composition]. Retrieved from http://sounz. org.nz/ Mann, R. & McCully, K. (2015). Gilt complex. [Short film]. Rialto Channel 48 Hours Film Competition Entry. Mann, R. (2015). Slight. [Short film]. Tropfest New Zealand Film Entry.

Bodkin-Allen, S. (2015). Classical music for early childhood. Workshop presented at the MENZA Hook into Sound Professional Development Day, Invercargill. Bodkin-Allen, S. & Carson, T. (2015). Sing with your hands with hook, line and singalong songs. Workshop presented at “Making Music Matter”, the TRCC MENZA Conference, Auckland, New Zealand. Bodkin-Allen, S. (2015). Bringing classical music into the early childhood centre. Workshop presented at “Making Music Matter”, the TRCC MENZA Conference, Auckland, New Zealand. Bodkin-Allen, S. (2015). Mixing it up: Student engagement in the School of Music at SIT. Presentation at “Surfing the Zeitgeist”- Australia New Zealand Research in Music Education (ANZARME) Conference, Melbourne, Australia. Botafogo, F. (2015). Double-entry bookkeeping: The introductory lecture. Presentation at the Whitireia / Weltec Research Symposium, Te Kura Matatini o Whitireia, Porirua, New Zealand.

Dobbs, S. (2015). Caring for the nursing student or caring for the public: A Heideggerian phenomenological study into the clinical nurse educators’ dilemma of failing nursing students in clinical practice. Presentation at the International Council of Nurses Conference, Seoul, Korea. Heath, D. (2015). Heavy metal from the Antarctic ends of the earth: Investigating the metal music identity from Invercargill, Southland, New Zealand. Presentation at Modern Heavy Metal: Markets, Practices and Cultures International Academic Research Conference, in Helsinki, Finland. McClelland, T. (2015). Delivering TVET qualifications in an online environment. Presentation at the World TVET Conference, Sarawak, Malaysia. McClelland, T. (2015). Quantum leap: transformation and globalisation of Technical Vocational Education and Training (TVET) – living skills in the 21st century. Invited Panellist, World TVET Conference, Sarawak, Malaysia. McCully, K. (2015, May). The value of not knowing. Presentation at the Museums Aotearoa Conference, Dunedin, New Zealand.

Madden, K., Rhodes, J., McMillan, M., Knowler, A., & Strathearn, M. (2015). Mask-Ed, Pup-Ed, and simulators down under: An autoethnographic study. Presentation to New Zealand Perioperative Conference – Reflection and Action. Palmerston North, New Zealand. Mumford, J. (2015). Teaching and learning perspectives on numbers systems within a first year tertiary IT course. Presentation at the 6th Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ2015) and the 28th Annual Conference of the National Advisory Committee on Computing Qualifications, Queenstown, New Zealand. Myers, R. (2015). Being made, performing disciplining bodies. Presentation at the Art & Performance Research Group, Auckland University of Technology, Auckland, New Zealand. Palliser, A. (2015). Comparing building adaptive capacity for natural resource management in two New Zealand marine protected areas. Presentation at the MARE Conference: People and the Sea VIII: Geopolitics of the Oceans, Amsterdam, Netherlands. Prinsloo, L. (2015). What influenced changes to enrolled nursing in New Zealand. Presentation at “Love the Skin You’re In”, NZNO Enrolled Nurse Conference, Wellington, New Zealand.

Research Report 2015 | Southern Institute of Technology

Reviews Prinsloo, L. (2015). ENSIPP (Enrolled Nurse Supported Into Practice Programme) document discussion panel. Invited Panelist, “Love the Skin You’re In”, NZNO Enrolled Nurse Conference, Wellington, New Zealand. Rhodes, J. (2015). Learning is not a spectator sport: using board games and television shows to ignite learners’ senses. Poster presentation at the Australian Nurse Educators Conference – Being, Knowing, Caring. Auckland, New Zealand. Rhodes, J., Madden, K., Knowler, A., McMillan, M., & Strathearn, M. (2015). Mask-Ed, Pup-Ed, and simulators down under: An autoethnographic study. Presentation at the Australasian Nurse Educators Conference– Being, Knowing, Caring. Auckland, New Zealand. Rhodes, J., McMillan, M., Knowler, A., Madden, K., & Strathearn, M. (2015). Mask-Ed, Pup-Ed, and simulators down under: an autoethnographic study. Presentation at the New Zealand Nurses Organisation (NZNO) Conference – Shaping our Healthcare. September, Wellington, New Zealand. Roberts, D. & Wolfe, H.B. (2015). Cybercrime concerns and readiness for New Zealand businesses 2014-2015. Presentation at the 6th Annual Conference of Computing and Information Technology Research and Education New Zealand (CITRENZ 2015) and the 28th Annual Conference of the National Advisory Committee on Computing Qualifications, Queenstown, New Zealand.

Ramsay, W. R. H. & Ramsay, E. G. (2015). The evolution and technical development of the English porcelain tradition from the 16th century to Lund’s Bristol c. 1750 and early Worcester c. 1752 - the golden chain. Invited speaker, Royal Society, Kensington Town Hall, London, United Kingdom. Sagmyr, J. (2015). Songwriting technical skills. Presentation at the Selah Singer Songwriter Conference, Invercargill, New Zealand. Sagmyr, J. (2015). Instant coffee: songwriting on the go. Workshop presented at “Making Music Matter”, the TRCC MENZA Conference, Auckland, New Zealand. Skaria, R. (2015). Experiences of overseas nurse educators. Presentation at Australian Nurse Educators Conference – Being, Knowing, Caring. Auckland, New Zealand. Smith, J.M. (2015). An overview of recent research. Presentation at Massage New Zealand Conference, Tauranga, New Zealand. Smith, J.M. (2015). Resources for helping massage therapists engage with current research. Presentation at Massage New Zealand Conference, Tauranga, New Zealand. Smith, J.M. (2015). Snapshots of 2014 New Zealand research studies. Presentation at Massage New Zealand Conference, Tauranga, New Zealand.

Research Report 2015 | Southern Institute of Technology

Smith, D.M. & Smith, J.M. (2015). A conceptual model: stepping towards legitimation for massage therapists. Presentation at Massage New Zealand Conference, Tauranga, New Zealand. Smith, D.M. & Smith, J.M. (2015). Degree-based education for massage therapists: a survey of educators, therapists and students. Presentation at Massage New Zealand Conference, Tauranga, New Zealand. Smith, D.M. & Smith, J.M. (2015). So you want to be a health professional? Presentation at Massage New Zealand Conference, Tauranga, New Zealand. Woodward, L. (2015). Small business owners’ attitudes toward GST compliance: a preliminary study. Presentation to Australasian Tax Teachers Association Conference, Adelaide, Australia.

McMillan, M. (2015, May/ June). Violence is not part of our job – article review. Head2Head – Magazine of the NZNO Mental Health Nurses Section, 28, 9. Mitchell, K. (2014). An empty tent flapping in the wind. Landfall Review online: New Zealand books in review. Retrieved from http://www.landfallreview. com/2014/08/an-emptytent-flapping-in-wind.html

Public Talks

Bodkin-Allen, S. (2015). Everyone can sing! Pecha Kucha Presentation Southland Arts Festival. 1 May 2015, Little Theatre, Gore and 2 May 2015, Repertory House. Invercargill, New Zealand. Carstensen, C. (2015). Allergies: The experience of raising a child with severe allergies. Presentation to Southern DHB Research Forum: Nursing and Midwifery. Invercargill, New Zealand. Knowler, A. (2015). Introducing Pup Ed™ to the Children’s Ward. Presentation to Children’s Ward Study day. Invercargill, New Zealand. McCully, K. (2015). Performing the DIY Museum. Pecha Kucha Presentation Southland Arts Festival. 1 May 2015, Little Theatre, Gore and 2 May 2015, Repertory House. Invercargill, New Zealand. McCully, K. (2015). Soft city: The animation of cultural scenes. Presentation at Pecha Kucha Innov8. Invercargill, New Zealand. McCully, K. (2015). A Southland museum. Public talk at ILT Art Awards. Southern Institute of Technology, Invercargill, New Zealand. Musika, F.A.A (2015). Club marketing strategies. Presentation at Invercargill Rotary Marketing Workshop. Invercargill Working Men’s Club, Invercargill, New Zealand.

Postgraduate Theses Musika, F.A.A. (2015). SelfBranding. Presentation at SouthAlive Youth Training Development Programme. Invercargill, New Zealand.

Anderson, D. (2015). Mental health nurses’ views on the physical health of people with mental illness. (Master’s thesis).

Rhodes, J. (2015). Breaking down educational silos – nursing students and doctors learning and teaching together. Presentation to the Southland Staff Development Workshop – fostering passionate teaching & encouraging research. Southland Hospital, Invercargill, New Zealand.

Dobbs, S. (2015). When two worlds collide: a Heideggerian interpretive phenomenological study into the experience of assessing “failing” nursing students within clinical practice. (Doctoral thesis). Massey University, Palmerston North, New Zealand.

Strathearn, M. (2015). Men’s wellness, a proactive approach. Presentation to Male Mental Health Consumers. Invercargill, New Zealand.

Mann, R. (2015). Southern youth: Evoking southern teenage identify through character design for animation. (Master’s thesis). Massey University, Palmerston North, New Zealand. Palliser, A. (2015). Building adaptive capacity for natural resource management in Akaroa coastal environment, New Zealand. (Doctoral thesis). University of Otago, Dunedin, New Zealand. Prinsloo, L. (2015). What influenced changes to enrolled nursing in New Zealand? (Master’s thesis). Eastern Institute of Technology, Napier, New Zealand. Smith, D. (2015). Perceptions of degree based education for massage therapists. (Doctoral thesis). University of Otago, Dunedin, New Zealand.

Research Report 2015 | Southern Institute of Technology