Winter 2015
Better together When we collaborate, great things happen
contents 4 shorts
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News from around Unitec.
6 teaming up
Teaming up brings good results for both teachers and students.
9 the living curriculum Linda Keesing-Styles on the future of teaching and learning at Unitec.
13 collaboration and research
It’s not without challenges but collaboration is definitely worth it, three researchers say.
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16 communications &
performing & screen arts Combining the talents of two departments has brought research results and informed curriculum.
20 metro group
With their powers combined the member institutes of the Metro Group are looking to help small businesses get ahead.
22 computing
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Collaborative projects are perfect for addressing complex problems, computing’s Nilufar Baghaei says.
26 social practice
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A project to improve a volunteer recruitment system is a great example of education giving back to the community.
28 communications
Giles Dodson and Ngaire Molyneux are working with Northland hapu Te Uri o Hau to find ways of creating a marae education centre to host school and tertiary groups.
guest editor Craig Hilton writers Trudi Caffell, Joe Dawson design Catherine Lawson photographer Matt Crawford printing The Image Centre
published by Unitec Institute of Technology Private Bag 92025, Victoria Street West, Auckland 1142, New Zealand ISSN 1176-7391 phone 0800 10 95 10 www.unitec.ac.nz
Collaboration is essential in everything we do It is natural for us, genetically speaking, to cooperate and seek collaborators with different skills and backgrounds. Research activity is no exception and humans have been combining their efforts for thousands of years in order to understand the world better.
Structures (including academic structures) can inhibit or encourage collaboration. As soon as we become comfortable in a discipline, ‘hanging out’ with like-minded folk who have long since ceased to challenge us, some colleagues from down the hall or across the equator can bring a fresh view to problems that have perhaps been puzzling us. New disciplines emerge from innovative activity that integrate and move beyond discipline-specific approaches. In this way, we have achieved much together as evidenced by cybernetics, molecular biology, bioinformatics and many other emerging disciplines. It is my opinion that in order to be sustainable and meaningful, collaboration is essential in everything we do. But it seems collaboration may well be inevitable anyway. The reason I believe this stems from my understanding of evolutionary biology and human beings. When we came down out of the trees, we were both prey and predator. As predators we benefit from having eyes situated in the front of our head. The resulting overlap in fields of vision gives us 3D sight and depth perception. This however, comes at a cost. Forward facing eyes result in limited peripheral vision making us more vulnerable as prey. Fortunately, the multiple eyes of our combined collaborators can look in many directions at once and we are both safe and, as a team, a predator to be reckoned with. Being social has associated complexity, naturally selecting for higher brain function. Over time, taking
advantage of our strengths and weaknesses as individuals, we developed more sophisticated ways of working together in teams. You may have noticed the dominance of other social (or eusocial) species such as ants, bees, wasps and termites (which comprise only 2 percent of insect species but around 50 percent of insect mass). Human society is complex. The survival of our ancestors depended on their ability to collaborate and complement individual strengths with the strengths of others in the face of new problems. We are descendants of these survivors. Similarly, as academics we cannot rest on our laurels and must continue to challenge our disciplinary boundaries lest we become irrelevant (fossils, dare I say). The evidence is good that we will continue to innovate and seek out new collaborative opportunities in order to address the challenges facing our communities, industries and professions today. The following articles clearly demonstrate the kind of interdisciplinary collaborative thinking and research that we need in order to stay edgy, relevant and viable. But besides all that, it has got to be more fun.
Craig Hilton Associate Dean/ Co-head of the Centre for Interdisciplinary Studies
If you have any questions about the research articles in this issue of Advance, please contact the Unitec Research and Enterprise Office. We’d love to hear from you. 09 8154321 extn 8574 / email: gmorgan2@unitec.ac.nz
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ADVANCE SHORTS
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The Artist has to Live Like Everybody Else Their Immortalisation Project is part of the retrospective exhibition Billy Apple®: The Artist Has to Live Like Everybody Else, showing at the Auckland Art Gallery until June 21. The pair have taken and incubated blood cells from Apple, which have been virally transformed to live independently of his body and grow perpetually. Apple’s cells have been entered into the American Type Culture Collection where they are available for scientific research, and his genome has been mapped and analysed for predispostion to disease and other traits. Hilton says the work is a genuine art/science collaboration with benefits for both cultures.
Art and science collide in the latest Billy Apple exhibition. Since 2009 artist and scientist Craig Hilton – also a Unitec staffer and the guest editor of this edition of Advance – has been working with the iconic Billy Apple to immortalise him for a collaborative artwork.
“Producing a cell line in science has real value because scientists can use it to do research – at the moment Billy’s is being used to study immunology and in cancer research. And it’s available to artists who might like to make a work out of Billy.” To see Craig discussing the work, visit www.youtube.com/user/ aucklandartgallery/videos Or purchase the recent Metro magazine http://bit.ly/1IbC70e
Cyber security moves forward in New Zealand Cyber security in New Zealand has taken a step forward following the launch of a new weapon in the anti-malware armoury. A research collaboration between Unitec and Japan’s National Institute of Information and Communications Technology has produced the Red Alert system, designed to alert companies and organisations to a cyber hack as soon as it happens. The system is the result of several years’ work by NICT scientists and engineers, supported through commissioned research projects including work from Unitec staff and students on computational intelligence for cyber security. Designed to help protect any network that is connected and subscribed to it, Red Alert will issue an alert as soon as a hack takes place. It will detect intrusions, notify the victim and then provide a report which includes the type of attack, the part of the network infected and a list of experts who can help them resolve the issue.
Unitec Head of Computing Professor Hossein Sarrafzadeh says the Red Alert will provide another layer of defence against cyber criminals, potentially saving money and protecting client data. Its launch has been welcomed by Government and industry.
Biosecurity in Focus Following the potentially devastating appearance of the fruit fly editors Dan Blanchon and Mel Galbraith say Perspectives in Biosecurity could not be timelier. The publication will be a multidisciplinary, digital series covering all aspects of biosecurity. The work will be authored primarily by staff, students, graduates, associates and collaborators of Unitec, addressing biosecurity issues and, occasionally, fruit flies.
Biosecurity will be the focus of a new research series to be published by Unitec’s ePress this year.
Enquires from potential authors are welcomed by the editors. For more information on Perspectives in Biosecurity Research Series, the series editors or on how you can contribute visit: www.unitec.ac.nz/epress/
“Biosecurity embraces many disciplines,” Blanchon says. “There is a great deal of creative and engaging research happening and we wanted to provide a platform that brings together some of the diverse strands that make up the discipline as well as capturing and supporting the innovative outputs along with the more traditional.” The multi-disciplinary and multi-format nature of the series is a first for Unitec and it is hoped that bringing together sciences and social sciences in one place
SHORTS
A web map charting the Queensland fruit fly’s potential spread through New Zealand will be one piece of research included in a new publication on biosecurity in New Zealand.
will stimulate debate and further research.
Dan Blanchon Associate Professor Natural Sciences
Scholarships expand horizons As technology advances the prospect of robots playing an increasing role in our lives is a certainty. Whether it’s in healthcare or business the future of robotics is bright. This year three Unitec students and a lecturer received scholarships to travel to the centre ofthe robotics world to work alongside those at the cutting edge of robotics research. Students Josh Prow, Adam Deery and Wafaa Rose and lecturer Dila Beisembayeva spent six weeks over summer visiting the Advanced Institute of Industrial Technology in Shinagawa and the Kyushu Institute of Technology in Fukukoka, Japan, and the Universiti Brunei Darussalam in Brunei.
The four were the recipients of the Prime Ministers Scholarships for Asia. Unitec was awarded $120,000 to give promising robotics students the opportunity to study with international institutions at the cutting edge. A further $80,000 was also awarded for similar international programmes in cyber security which were also taken up in January. Unitec Computing Senior Lecturer and robotics programme coordinator Chandimal Jayawardena says there is a shortage of IT professionals in New Zealand, including in robotics, and the scholarships help bolster interest in the subject.
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Studying together Students who have worked on collaborative research projects as part of their degree talk about the process and why it’s been a valuable part of their learning.
STUDENTS
Collaboration offers new ideas, innovations and experiences, leading to excellent research.
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A STUDENT AND STAFF COLLABORATION
ART AND PRE-SCHOOLERS
When Lecturers Jamie Mannion and Lucy Patston decided they wanted to do research into standing desks, they knew they didn’t have the time or resources to do it by themselves. So they decided to include Master of Osteopathy students working on their final year thesis to see it through.
When Lee-Anne Turton was trying to decide whether to study something that would involve her love of art or her career as an education lecturer she was torn between two passions. But in the end she didn’t have to choose and opted to combine the two in arts-based research looking at using art to bring people together.
Finding ways to counter the health repercussions of desk-bound work is the ultimate goal, says Mannion. “You can exercise to stay healthy and fit, but exercise doesn’t counteract the negative health consequences of prolonged sitting. One way to get around this is to use standing desks in the workplace.” Patston and Mannion decided to focus on the cognitive function of people at standing desks to learn how being upright affects our ability to think and perform. The research will monitor 32 participants as they spend two simulated work days at either a seated or standing desk. “Every person does one day standing and one day sitting, and the order is randomised. They will be doing work tasks and cognitive tasks, in which their performance is measured by the students. They repeat that three times during the day. We’re looking at five different domains of cognitive performance, and each student is taking on one of these domains.” Aaron Henry is one of the students on the project and says he has enjoyed being part of the research. “It’s still a fairly individual process, but we can talk to each other about it, give each other a heads up on things that might be difficult. In our meetings, we went through a lot of information, talking through how we were going to perform parts of the tests. We had to design these tasks ourselves, so there was a lot of discussion over that, coming together making sure we were all on track.” Working together was especially crucial through the data collection phase, when workloads could be shared to make things run more smoothly. It’s not just the research skills Henry is pleased to be gathering. “Being able to collaborate professionally is also a great benefit for the real world when you start your job, and you’re dealing with other osteopaths and health practitioners.”
Turton’s project looks at how teachers in early childhood centres interact with children and the art they produce. “The literature suggests that children need to do art, understand art and appreciate art,” she says. “And Early Childhood Education teachers certainly offer children many opportunities to do art, but they don’t have the pedagogical content knowledge to help them understand and appreciate art. I wanted to change that.” Turton incorporated the ECE teachers into her research. “There’s lots of research on the visual arts, but teachers are busy and they don’t have time to read all the research, so I imagined having this exhibition as a space where we could come together and have a conversation about what they were seeing. I made an art work in response to each key idea in the literature review. I’m really visual, so when I read, I see things and as I read, I drew. Then I had a conversation with the teachers who attended the exhibition about it, so that their understanding of art is increased, and then they can talk about it with the children.” An unexpected highlight was being able to work with the early childhood centre on the campus, and having the children involved. “They came down to the gallery, I talked to them about the art, they looked at the art and used it to inform their own drawing, and then we would have a conversation about it, and I’d draw their attention to something that I’d done. That hour with them in the gallery really showed how important it is to have these conversations with children.” It’s important, says Turton, because art is a language and way of communicating. “Traditional education focuses on words, and intelligence is often measured by words and reading, but intelligence is so much more than that. Language and knowledge is so much more than just being able to read and write. It is visual literacy, really, and we use it every day.”
COVER STUDENTS STORY
Working together meant the project would be completed and the students involved could get crucial research experience.
DESIGNING HIS FUTURE Bachelor of Automotive Technology student Simon Hartley’s love of cars is all consuming. “I’d say I’m obsessed with the automotive field,” he says. “Some people are OCD about different things, but for me it’s automotive. I’ve tried other things, and I keep coming back.” Since starting his degree Hartley has found his niche working on the UniQuad project, which aims to design and build a safer, more economical and energy efficient hydrogen powered quad bike. The project is led by Civil Engineering Associate Professor Jonathan Leaver. Hartley first came on board to help with a literature review for ACC in 2013, and hasn’t looked back since. “I’ve analysed the causes of the quad bike accidents on record, and I’ve analysed the behaviour during these accidents and with help from the rest of the team, I’ve tried to design a vehicle from scratch that will reduce these risks.” The team involves staff and students at Unitec, as well as several external partners. “Our main external partner is Hydrogen NZ, and we’re also supported by Callaghan Innovation and Astara Technologies. We’ve been working with Landcorp, and a few other groups, including ACC,” says Hartley.
STUDENTS
The finished vehicle will be powered by a hydrogen fuel cell chargeable from a wall socket, have active levelling for safer use on steep gradients and four wheel drive for extra power. “It’s safer, can do more, will save money on the farm, and it will be more fuel efficient.” The project has allowed Hartley to stretch his design wings and opened different possibilities. “Because I’ve learned about researching, I’ve actually become more passionate about testing theories and experimenting. I really want to get into research and development and the quad bike project will give me the best chance of getting onto the world stage, and that will help with my career goals.” Being part of the design process has been a huge benefit. “I’d say just based on this project alone, from everything I’ve learned, and the research I’ve been doing, my knowledge is four or five times more than what I learned through the course. And it’s not to say that the course information isn’t sufficient, but they don’t have time to go into the aspects in-depth enough. It’s being able to do the UniQuad project that has really extended my knowledge.”
» contact Jamie Mannion , Lee-Anne Turton and Jonathan Leaver Unitec Institute of Technology 0800 10 95 10
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From top: Researchers looked at quad bikes, standing desks and art in education
TEACHING & LEARNING
The total experience Transforming the teaching and learning experience into a more collaborative and engaging one is the aim of research by Linda Keesing-Styles. The days of passive learning and the all-knowing teacher have gone, replaced by a process jointly owned by both.
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Advances in technology are changing the ways education needs to be delivered. Mobile devices and the easy availability of online information - including the Massive Open Online Courses that mean tertiary organisations like MIT in the US can offer their courses online for free - mean tertiary institutions need to rethink how they can best meet the needs of their learners and other stakeholders. Unitec’s Dean of Teaching and Learning Linda Keesing-Styles has spent the last five years looking at how Unitec can create an environment that will inspire and motivate learners, giving them the ability to drive their own learning, choose their own path, and direct their own career. “We have to understand why learners would choose to come to Unitec,” she says. “It’s more than course content or a syllabus, it’s a holistic learning programme; it’s about an active, dynamic process of learning that is jointly owned by learners and teachers. It’s not just the content, it’s not just the knowledge, it’s not just the course – it’s the total experience available to students.” The Unitec student body is diverse, made up not just of school leavers but also career changers and those up-skilling for the future. Catering to their needs demands flexibility and new teaching practices. With this in mind, Keesing-Styles was part of a group that created the Living Curriculum, designed to give people expanded education options, including curiosity driven learning, conversational approaches, online capacity and an adjustable course of study. This drive for a new educational model led to a major research focus for Keesing-Styles – looking at curriculum change and renewal, including the implementation of the Living Curriculum at Unitec.
Modern teaching and learning spaces are part of the Living Curriculum.
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“It’s been about the impact of the leadership of change and teacher uptake, teacher resistance,” she says. “After the first two and a half years of implementation, we chose three departments and did in-depth analysis work with them. We asked how they perceived it, what it was like
As expected the results were mixed. “Some people thought it was spot on. One of the things we found worked particularly well was when there were champions within the department. They owned it for themselves and they felt that the ideas were their own instead of being imposed on them. The power of peers was huge. And the departments who actually made time and consciously discussed and debated these things were the ones that made the most progress. What became complex was that people’s own preconceptions about what we were trying to do got in the way.”
“ ...while the Living Curriculum is a new direction it does not diminish the role of the educator." Keesing-Styles says teachers can find changes to established methods confronting, but while the Living Curriculum is a new direction it does not diminish the role of the educator. Expert teachers are still vital but instead of delivering information they will support and direct a student’s own learning. “It’s about creating the environment for engagement, for success, for relevance for the learners.” There are many questions to answer when building an education model like this, says Keesing-Styles. “What are the dispositions and the skills and the attitudes and aptitudes that you can develop here that will set students up for good? It doesn’t matter what the context, we want to encourage those resilient, resourceful skills that students can use in a variety of different careers. Because careers are not 40 years anymore. Careers are five years, seven
years, onto the next one. And that’s not just job changes, that’s career changes.” The Living Curriculum involves a series of 11 common characteristics across all courses and programmes, including concepts like complex conversations, integrating learning with work, blending face-to-face and web-based learning and encouraging research. The future for Unitec is focused on making sure the institution is relevant to the modern learner, Keesing-Styles says, and five years in the next phase can begin. “We’ve got new learning and teaching models that are based on the work we’ve done on the Living Curriculum so over the next two to three years there will be another significant process of change where we help people embed new learning and teaching approaches. That includes some really fun new concepts like gamification and maker spaces, which are both ways to make learning more innovative and experiential for students. It’s about using these emerging approaches to learning and teaching in a way that will best suit our students and their future careers.”
TEACHING & LEARNING
for them trying to come to terms with it, how they found the support and resourcing, what we got wrong, and what the impact was. There was one department from each faculty, and we chose them purposefully because they were at different stages."
And at the end of the day, the focus is always about creating a better future for our students, says Keesing-Styles. “For me the dream would be for queues of people to be busting down the doors to come here, because the quality of the learning experience was just so much better than anywhere else. We’re really determined to have absolutely leading-edge contemporary approaches to learning and teaching here at Unitec and we’re definitely on the right path to making that happen.”
Linda Keesing-Styles Dean Teaching and Learning
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COLLABORATION
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Innovation through collaboration Is collaboration all it’s cracked up to be? We talk to several Unitec researchers about collaborative research and why they think it’s so vital.
Whalley has worked on multiple international collaborations in the area of health research, and says the end results are always more impressive when it involves a team. “The benefits are enormous in terms of shared minds and shared perspectives, and the product is always greater than the sum,” she says. “To suggest that as an individual you know enough about a research subject, and that your perspective is sufficient on your own, is bordering on arrogant.” Collaboration comes in many forms across different research styles. But at its core, it is about two or more people, from different backgrounds or experience, working together to make a project work better than if they’d been doing it alone. Better could mean it becomes a wider project, and more is achieved, or the outcome is more innovative, more impactful, or more relevant to the wider industry. In his book, The Medici Effect, author Frans Johannsson describes innovation as occurring “at the intersection of disparate ideas”. According to Johannsson, all the best ideas come from mixing diverse groups together, not just from different fields of study, but also different cultures, sexes, and religions. It is this kind of research, where ideas clash together to create something exciting and innovative, that produces the most pioneering advancements.
In fact, according to Whalley, the clash of ideas is what makes collaborative research more exciting. “Being able to look at things from another perspective, being questioned about why you think what you think, the connection with colleagues in other environments, those are all the real benefits. The whole environment is just so stimulating.”
" I don’t think there’s a role for individual research any more. I think all research should be collaborative.”
COLLABORATION
Research collaborations can be messy, with differing viewpoints causing conflicts that often don’t appear in individual research. It can also be hard to negotiate and discuss when all you want to do is get on with your project. But those problems are worth the end result, according to Associate Dean of Research Gillian Whalley. “I don’t think there’s a role for individual research any more. I think all research should be collaborative,” she says.
Josie Keelan, top, and Gillian Whalley.
Another style of collaborative research is when participants and affected community members work with the lead researcher on the final outcome, rather than being passive subjects. For Dean Teaching and Learning Mātauranga Māori Josie Keelan this style of collaboration has been the focus of her research career. “Most of my research has been with Māori communities and I’d just feel really guilty if I did something noncollaborative, I would think that I’m not actually giving back. I would feel like it’s all about me and not about the participants and the community in which I’m engaging in the research.” At one time, researchers wouldn’t have even considered collaboration with the community they were researching, but that kind of research is no longer relevant, says Keelan. “Research should be driven not by the researchers but by those who want the research done. It needs to be of benefit to the participants and the community, whether that’s a social community
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or it’s a business community. It can’t just be of benefit to a researcher and their institute. Otherwise you could be researching what’s happening to your big toe. It’s not effective. It’s not giving back.”
All the best ideas come from mixing diverse groups together. COLLABORATION
Associate Dean of Research Shane Stuart recently moved to Unitec from the University of Waikato, where he managed the relationships on a number of large collaborative projects involving various industry and government bodies, business interests and university academics. He says collaboration is the only way to make things happen. “There’s so much more to be gained by sharing and doing stuff together. It seems like a no-brainer. The question isn’t ‘Why do it?’ the question is ‘Why hasn’t it been done before?’” Another reason groups need to collaborate is that the project requires the help of more than just one individual or organisation, he says. “If you collaborate, you can take on bigger, more ambitious projects that genuinely might have some potential to impact. I think for New Zealand to compete in the world, it’s simply not an option to work individually.” While the benefits to collaboration are easy to name, so are the challenges. One problem Stuart sees is the small, competitive nature of New Zealand’s research environment. “Many New Zealand companies are quite competitive and to me it feels like a race to nowhere. I don’t know what people are competing for. In the medium to long term the competitive attitudes hurt the New Zealand education and science system quite badly, and any money they might have made by maintaining the competitiveness is gone. In fact, I think they’ve actually lost money because of the way they’ve behaved; not to mention the lost prestige, lost status, and lost opportunities. There are examples of spectacular progress being made by people who are choosing to collaborate instead.” The competitive nature of the research environment is something that Whalley has also seen in her career. “But if you come to this with a pure aim, which is to improve practice, that should overcome the egotistical side of
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competition. That’s the fundamental problem; people have to overcome their personal ego in order to collaborate.” Other challenges occur when people don’t follow the rules, or try to garner more than their fair share of credit, says Whalley. “It’s because the systems are based individually – people get promoted and PBRF-rated (Performance Based Research Fund) individually. There can be a point where, for some people, that overwhelms the collaborative process. I’ve been involved – and I know other people have been involved – in projects where one rogue collaborator decides that it’s all about them and they will try to publish on their own, or try to self-promote. It’s annoying and frustrating, and usually they don’t win.” For Keelan it’s also the nitty-gritty of the collaboration processes that can be problematic. “I know for me the hard part is actually right at the very beginning, in managing and maintaining the collaboration. Who manages it, how do you keep the mauri of the research project alive and how do you feed it? How do you keep it warm and vibrant, so that the potential end is always in front of you, and you can see all of the things that are actually coming out of that collaboration?” That initial agreement on priorities and objectives can sometimes derail the process, agrees Whalley. “Science and research should be about building on, and sometimes overturning, prior knowledge. That’s the whole point of science; it’s constant evolution. But sometimes people have held onto ideas for a long time, or have been going down one research pathway for a long time. And then collaboratively you come together and somehow you’ve got to agree on one aim or direction, and that’s sometimes quite challenging.” However it’s not an insurmountable problem, adds Whalley. “It depends how you value argument and debate. To me as an individual I think it’s the only way you go forward. Most scientists are like that, they hold opinions that are heavily based on fact. We are generally quite evidence-based, rational people, so you can just argue your case. I’ve always been able to work it out.”
» contact Shane Stuart, Josie Keelan and Gillian Whalley Unitec Institute of Technology 0800 10 95 10
Do you need to build on your skills or get some new ones? If you are an advanced practitioner, check out Unitec’s postgraduate options… Our flexible Applied Practice suite of programmes could be for you. Do you want to innovate practice from within your workplace? Do a work-based project directly related to your profession and community. Options also include a range of courses relevant to you. (Postgraduate Certificate, Diploma and Master options). Visit www.unitec.ac.nz/applied-practice Or… Through the Master of Creative Practice you will develop your research abilities and broaden your creative and technical skills with a course designed for professionals working in the creative industries. Undertake research connected to your practice and collaborate with fellow students on projects across an array of creative fields. Visit www.unitec.ac.nz/mcp And… The Doctorate in Professional Practice focuses on applied practice and research, using the candidate’s experience and context as the starting point. You will be encouraged to articulate and reflect on previous learning and achievement and use your experience as a basis from which to work towards a doctoral project. Visit www.unitec.ac.nz/dprof
Telling stories VISUAL COVER STORY PROJECTS
A collaboration between the departments of Communication and Performing and Screen Arts has led to around 50 staff, students and graduates being involved in the making of six documentaries.
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VISUAL PROJECTS
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Certificate in Communication and Media Arts students on location at CUE Haven, a Kaipara area reforestation project.
VISUAL PROJECTS
Making a documentary involves many hands, and in a recent collaboration with Face TV, around 50 students, staff and graduates of Unitec from both Communication Studies and Performing and Screen Arts participated in creating a series of six documentaries showcasing projects involving Unitec researchers and their students.
almost like trying to shoot a feature-length documentary,” he says. “But for all its challenges, the process itself has been really rewarding. Engaging with some of the communities that the researchers have been focusing on has been really amazing, and I’ve met some amazing people along the way.”
The latest series is the second collaboration with Face TV, following the first in 2013 when Communication students created a series of four chat-style programmes on topical media issues, broadcast on Sky 83 in November that year. “Face TV wanted to encourage a working relationship with Unitec, so they gave us free production time and studio time for the first project,” says Jocelyn Williams, Head of Communication Studies, who initially created interest among students in the value of basic media production and studio presenting experience for their communication careers. Subsequently managed by degree Programme Leader Sara Donaghey, the series went to air as Underside, and was felt to be an exciting, worthwhile exercise. The eight Communication students loved the chance to express their perspective, and to be taken seriously on screen.
Each of the six episodes focused on an existing Unitec community-based research project. They include insights into The Rosebank Art Walk; CUE Haven, a reforestation project in the Kaipara area; the Avondale Community Action Project; Violence Free Waitakere; the High Tech Youth Studio in Henderson; and a WW1 storytelling exhibition called More Than a War. "These community research stories ranging across Design, Social Practice, Business and Communication, share a theme of community resilience," Williams says.
When Williams considered a more ambitious collaboration in 2014, Unitec’s Performing and Screen Arts Head of Department Alex Lee was excited about the opportunity. “We don’t always get a lot of television work, so this was a great way for our students to learn how to do it,” he says. “In the professional world it would have been a smaller team, but because we wanted to extend the learning, and get everyone involved, we had a larger team of people.” The production manager for the second series, The Living Community, was Performing and Screen Arts Lecturer Mark Ingram. “I knew it was going to be big, and it’s turned out to be
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“Community is like a big patchwork quilt and there’s no one initiative or intervention that’s going to build resilience, but a whole lot of things joined together. Each episode is a story about what that community project is aiming to achieve and what the outcomes have been.” The stories were also uplifting and positive, a way to show that there are people in the community who care about making things better. “There are so many ways in which urban society is becoming a place of alienation and inequality and difficulty in securing the basic requirements of a decent life, especially in Auckland,” says Williams. “For me this has been a terrific opportunity to look at what people are trying to do at the grassroots level to turn that around. Often it’s in situations of little or no funding, where people have to be very creative and think very deeply about how to create a heart and soul in urban spaces that don’t really reflect who the community – the people – are.”
Ingram says it wasn’t hard to find the really good news stories that have been included in the series. “Bad news is great news, but good news stories are just as important, and I think it’s really significant for Unitec to be involved in so many good news community stories. We didn’t go out and try to gloss over things, but what did come up is that in the face of adversity, communities are making a huge difference on their own. They’re unsung heroes, they don’t want to blow their own horn, because they’re just getting on with it, but they’re really important stories. I think one of the great things about this project is that the two departments were able to be involved in telling their community stories in a way that was not patronising or clichéd, but honest and collaborative, with those groups.” It was also about letting those community groups tell their stories in their own way, says Ingram. “One of the things we were really clear on is that we weren’t here to tell their stories for them, but to provide a creative service to enable them to tell their own stories. Which can be tricky, because the moment you bring the camera out, people say, ‘Was that okay, is that alright?’ And we say, ‘Yes, if that’s the way you want to take it’.” From a research perspective, Williams, as the chief investigator, focused on assessing the role of community media in assisting and empowering community voice. This meant, to start with, gathering together the Unitec researchers who had been at work in each of these communities, and creating a coherent plan that would involve them, and the communities, in creating the end result. “For the purposes of the research, I worked initially to develop a trusting relationship with key people in each community, in such a way that they could see value in partnering with us in a meaningful way in the creation of a filmed story that would be ‘theirs’. This mutual understanding enabled me to interview them in depth once the production process got under way.” Interviews covered each community group’s purpose and aspirations, what kind of communication strategy was currently in place, and what larger purpose could be served for them by having digital content that they could use to enhance visibility for their causes. “Analysis of these interviews is contributing to greater clarity about the potential and pitfalls of so-called “cocreative” media, in terms of what collaboration means for authentic voice and story, especially when that collaborative intent also adds student learning to the mix.”
Lee in his role as executive producer provided mentoring and advice where required to both Ingram and the students who were involved. Williams recalls "Alex was coaching and managing student presenter rehearsals at Face TV one day. Students said to me afterwards, are we going to be doing this sort of thing next year? And can we have a course in this? Now Alex and I are talking about a media presenting course, so the project has helped to inform curriculum through the excitement of students engaging in real media production processes.”These have included story research and planning, scripting, sound and camera crew work, on-camera interviewing and studio presenting, and editing. Other ideas for the future have come out of the collaboration, says Lee. “At some point we are keen to launch a Unitec television platform, whether it’s by way of an online platform, or a cable platform. It’s also created an opportunity for Jocelyn and I to talk about other possible collaborations. It’s all about trying to create some courses that would attract future students, and be more industry relevant.” The collaboration has been very worthwhile, says Williams. “The interdisciplinary teamwork has generated so much commitment and energy". Screen people talk a lot of the same language that we do, although we come at media concepts from a different angle. It’s been interesting to see how that can work in action, and to think about the exciting potential for communication and media collaboration at Unitec to further enhance student learning. It’s also been great to have partners who are easy to work with.” According to Lee one of the best results from working on the project has been creating a higher profile for Unitec in the wider community. “So people don’t just see Unitec as a learning institution with no face. They can actually see people out here, with personal stories, and the type of work they do, it’s about giving a voice to the people who are involved in the different projects. We teach, and we expect our students to learn. But more importantly our teaching and the learning provides a contribution to the wider community.” According to Lee, the documentaries are, at heart, about giving people the opportunity to participate. “Communication lies in the hands of the wider public now, it’s not just one small group telling people how to think, what to think. It’s about people saying we’re the wider group, we get to say what we think, and us giving people the tools to do that. The excitement is how do we create these new paradigms to work in?”
Top: Host of the Rosebank Art Walk episode, Marcus Williams, pauses at an installation by Craig Hilton. Bottom: Student work is seen throughout The Living Community series: here, Graphic Design student work installed at CUE Haven. More about “The Living Community” can be found at linkingthespaces.com
» contact Jocelyn Williams, Alex Lee and Mark Ingram Unitec Institute of Technology 0800 10 95 10
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METRO GROUP
Where ideas converge The Metro Group works together to build closer relationships between New Zealand’s biggest ITPs. Banding together to share, inspire and collaborate has always been at the heart of the Metro Group, formed five years ago by the six urban Institutes of Technology and Polytechnics (ITPs) around New Zealand. Along with Unitec, the group consists of the Manukau Institute of Technology, Waikato Institute of Technology, Wellington Institute of Technology, Christchurch Polytechnic Institute of Technology and Otago Polytechnic.
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Unitec Chief Executive Rick Ede, who chaired the group from 2012-2013, says the larger ITPs tend to have stronger research capability so decided to work together to build on those synergies. “The result has been that we get to tap into a knowledge base of talented people across the country who are like-minded,” he says. “We recognised that we’re often trying to either solve similar problems or pursue similar opportunities in our particular city and it’s the old story: a
This year, the Metro Group is launching a funding programme to allow SMEs and NGOs to tap into the research capability the country’s biggest ITPs hold. The Voucher Scheme will see grants of up to $5,000 provided to a business willing to match that amount to create a research project. There is also space for not-for-profits and community groups to have their projects fully funded by the institution. The scheme launched in May and Unitec Associate Dean of Research and Enterprise Shane Stuart says it is designed to be fast and inclusive. “The focus isn’t on hurdles. The focus is on ‘Why wouldn’t we do this?’ And for the sake of $5,000 we’re not going to go too heavy on compliance other than making sure it’s legal and that it’s a genuine project. The voucher system doesn’t apply any value judgments, it just basically says any project that fits with stuff that we can do, we will help.” Closer links between the institutes and the industries, government and community groups they work with will have benefits for both parties. Researchers will gain valuable experience from working on projects that are answering specific questions for industry, while external partners receive funding, support and guidance on research projects. For example in social practice, a project could see a Not for Profit working in youth employment, while for education, it could be a company that produces learning resources. Unitec Chief Executive Rick Ede says the scheme is a great opportunity for SMEs and organisations to access research support from Unitec at an affordable cost. “Because the nature of our research is more applied and often more relevant or practical to their needs, it’s more likely that those businesses will get a better result from that money. It’s also a way of fostering connections between our departments and our staff with local industries and employers, so it’s actually helping build connections.”
problem shared is a problem halved. We can share what we’re learning, what we’re dealing with, how we go about solving it and helping each other out as institutions.” As well as regular meet ups between the chief executives, other groups like Unitec’s Research and Enterprise Office has worked with its counterparts to share knowledge, Research and Knowledge Transfer Co-ordinator Mark Towl says.
"...we get to tap into a base of talented people across the country.” “The idea is to feed off each other,” she says. “The research group has been meeting for over five years now and we’ve been able to share best practice in the research space amongst our group - that’s been really useful.” Being able to present a united front with a clear identity based around applied research is also invaluable.
METRO GROUP
VOUCHER SCHEME
“By working together as a group, by talking as a group, by responding to government consultation as a group, we have actually succeeded in getting more of a voice in that space. It’s allowed us to have a bigger voice: we’re not just an institution, we’re a sector.” Dean of Research and Enterprise Marcus Williams says the Metro Group has the ability to engage more readily with Small to Medium Enterprises (SMEs) and Non-Governmental Organisations (NGOs) than many business development organisations. “Between them, SMEs create a large amount of the New Zealand economy and that makes them difficult to deal with because they are so fractured. We believe that the Metro Group institutions are ideally suited to understand and work effectively with SMEs and NGOs, because we are uniquely networked through our staff and students.”
Marcus Williams Dean of Research and Enterprise
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Mobile games for health A team of researchers is using gamification to see if they can help young people to understand and control long term health problems.
COMPUTING
Making a game out of what are not usually considered game situations can be used in a range of settings to engage, teach and assess. Today “gamification” is a well understood problem solving and learning tool. Tapping into this link between playing and learning is a team of researchers from Unitec’s Department of Computing, with the aim of discovering if gaming can help young people understand and control long-term health problems. So far computing researchers Nilufar Baghaei, John Casey and David Nandigam, in collaboration with behavioural scientist Associate Professor Ralph Maddison and his team from the University of Auckland’s National Institute for Health Innovation (NIHI) and clinical psychologist Yvette Ahmad from the Starfish Clinic in Whangarei, have developed mobile games designed to help children with diabetes and Attention Deficit Hyperactivity Disorder (ADHD) learn about and control their conditions.
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Baghaei says collaborative projects are perfect for addressing complex problems and the Department of Computing is heavily involved with several. “We are very keen to conduct applied research with real impact in the community and have had the support and encouragement of the Computing Head of Department and Dean of Research from the early planning stage all the way to commercialising and publishing the research findings.” This is one example of such a project. “It’s exciting. We’re all bringing different skills, for example the guys from Auckland University are behavioural scientists looking at the changes in behaviour, and we are from a computing background looking at things from a technical aspect so it’s a perfect match. “It is a few different domains we are mixing together. I personally don’t have any real knowledge of diabetes or ADHD so we do need people from different backgrounds to come in. It’s been going quite well so far.”
COVER COMPUTING STORY
The classic Super Mario game has been given a health twist
" Collaborative projects are perfect for addressing complex problems."
“ The ultimate research question is how best to educate children with diabetes about their condition.” COMPUTING
To help those with diabetes the Unitec researchers, with assistance from Unitec computing students, have taken the classic Super Mario game and given it a health twist. In their version, instead of moving through the levels collecting gold on his way to rescue the princess, Mario now has type 1 diabetes and must balance his blood sugar levels to stay in the game. Coins and mystery bricks have been replaced by different foods. If Mario eats too much pizza or chocolate his levels will become dangerous. By choosing the healthy options – pieces of fruit or vegetables, water over sugary drinks – Mario can stay in the “green zone” and gamers can keep playing.
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“The ultimate research question is how best to educate children with diabetes about their condition,” Baghaei says. “In the game as they go through the levels they have to keep an eye on Mario’s blood sugar levels. If it goes down too much or goes up too much you have to do something, otherwise the character will die. Keeping him alive is the main aim.” It is hoped the game will help instil in young diabetes sufferers the habits they will need to maintain a healthy life for years to come. “They have to choose from a menu that includes healthy and unhealthy options. So if they eat too much chocolate their blood sugar levels might go too high.”
One symptom of ADHD in children can be low self-esteem and addressing this is the aim of the second game the team is developing. The project is in the early stages, but the team is working with clinical psychologist Yvette Ahmed of Starfish Clinic (www.starfishclinic. com) in Whangarei. Baghaei says they proposed a novel way to increase children’s self-esteem through the use of computer games. The collaboration also includes the University of Xi’an JiaotongLiverpool in China. “There are currently a lot of educational games developed, but we are not aware of any that concentrate on increasing self-esteem and confidence in ADHD diagnosed children,” she says. “We proposed to design, implement and evaluate a game prototype that aims to improve self-esteem in children with ADHD. “Focussing on self-esteem is relatively new, according to what our clinical psychologist tells us. Increasing self-esteem has not been studied much in the past.” With the help of Ahmad they have come up with a set of design principles that can be applied to any game to make it suitable for ADHD children, especially with the aim of increasing their selfesteem as a result of playing the game. A prototype of the game is now ready for pilot study and the team will be seeking ethics approval. Miriam Harris, from Unitec’s Department of Design and Visual Arts, has also joined the project and together with her students the team will be looking at creating a 3D version of the game as well. “Once the ethics approval is obtained, we plan to conduct both short-term and longitudinal user studies to examine whether using such games can lead to long-term changes in these children. We believe our research paves the way for the systematic design and development of full-fledged computer games dedicated to improving their self-esteem as a result of engagement with the game.”
To test the idea tablets with the game loaded on to them were given to children to play to evaluate its effectiveness. At this stage the focus is on improving general health knowledge in youngsters, so those using the game won’t necessarily have diabetes. “We would like to know if children learn about healthy eating and nutrition as part of playing with the game,” Baghaei says. “We will also look at how engaging the game is for children and how often they play it during that one week of the study.” Twenty participants aged 9-13 who do not have diabetes had the game for a week. The interaction data is recorded, including how much they play during the week, what feedback they get from the game and what tools they are interacting with. “All of that is recorded on the device.”
Clockwise from top left: Researchers Miriam Harris, David Nandigam, Nilufar Baghaei and John Casey
Before and after their week with the game, participants were also given health questionnaires to see if there was any difference in their general knowledge of healthy eating and exercise.
COMPUTING
BUILDING BELIEF
“We are starting with a small evaluation study to find out what children think about the game and how engaged they are and what they like and don’t like. But based on what we find we might target those with diabetes and do a clinical trial at Starship Children’s Hospital or Middlemore Hospital.” Already the research has attracted international attention. Michael Long and his team from the Canada-based College of North Atlantic has expressed interest in Unitec conducting the same research from their Middle East campus in Qatar, and Unitec is currently in the process of signing a memorandum of understanding with the College. “They are keen to see if it works because type 2 diabetes is a huge national concern over there. We will be concentrating on type 2 diabetes and preventing obesity in general as the continuation of this project.” Beyond that, there are decisions to be made over what to do with the game should it prove a success. “We have two options really, we could either commercialise it and sell it, or give it away for the good of the community. We will decide that when we have a fully working game.”
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First impressions Too many keen volunteers are being lost because of poor communication. A new research project between Unitec and Volunteering Auckland aims to find a solution. Volunteering Auckland is experiencing the kind of thing sometimes referred to as a ‘good problem’. The local sector has in recent years experienced a surge in enquiries from people interested in volunteering. This is a great thing, Volunteering Auckland General Manager Cheryll Martin says. More people willing to offer their time and skills to help others is a good reflection on Auckland’s citizens.
SOCIAL PRACTICE
But the lift in willingness has brought with it some extra challenges. Martin says the influx has made it harder to successfully place all volunteers with a not-for-profit, NGO or charity. Volunteering Auckland matches people who want to volunteer with organisations that need them. Traditionally the brokering process has involved a great deal of human interaction and follow through, but the rise in numbers has seen a different approach implemented. A Customer Relations Management (CRM) system to help with the brokering process saw numbers shoot through the roof, Martin says. “We went from 2000 people to 6000 people overnight, because we had this system where we can do the match online.” With just two and a half paid staff on the books, the ability to add the personal touch to each placement was no longer possible. Staff now direct their focus to where an NGO has specifically asked volunteers to be personally met before they are referred. But without direct contact Martin says too many were going by the wayside because of a lack of communication. Around 30 percent of people enquiring
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about volunteering and who were referred to an agency online didn’t get placed. That number is too high, says Martin. “Because we’re no longer seeing everybody, we don’t know what’s happening when they make contact. Is it working?” The new CRM system gives the hard numbers and feedback from potential volunteers about their experiences. “We started getting these responses back and we noticed a lot of people saying, ‘I didn’t hear back from anybody, they didn’t contact me’. So we started thinking what the heck’s going on?” With that data in hand Martin linked up with Social Practice Lecturer and researcher Selina Akhter to find out what was happening Together they developed First Contact: First Impressions, a project aimed at getting a better picture of the all-important first stages of the volunteering experience and come up with ways of making it better. What they know from the data is while the majority of applicants go on to become active volunteers, a significant number don’t. There are a number of good reasons why it won’t always work out. But it’s the ones who are keen but are thwarted by poor communication that Martin and Akhter want to address. “It’s that 30 percent of no contact made by the NGO to the volunteer that we are interested in,” says Martin. “First impressions matter.” Akhter brings quantitative and qualitative research experience gained from work at both the University of
Auckland and Te Wānanga o Aotearoa. Through extensive analysis and interviews she hopes to deliver some solid suggestions on how to help Volunteering Auckland and the NGOs it serves improve outcomes. “This year, what I think we will be able to get is stories or reflective experiences from all stakeholders and then we will try to determine what works and what doesn’t from their stories,” she says. “We will see from the evidence those who were able to do it successfully and from those success stories we will create some frameworks and build some training programmes.” Martin also says it needs to be understandable to the general public. This means the collaboration must be authentic and strong so it can make the greatest possible contribution to the end user – Volunteering Auckland and the organisations it serves. “Because I don’t have the living knowledge that Cheryll has, she has every right to give me new ideas - I’m learning from her,” Akhter says. “I know the theoretical knowledge about research and I will keep an eye on that part, so when we present the research it is going to be international in terms of research methodologies and other standards. “It’s Volunteering Auckland’s research. Maybe they are going to learn about research, and I’m going to learn about volunteering, and that’s the way we are collaborating.”
SOCIAL PRACTICE
Unitec researcher Selina Akhter and Volunteering Auckland general manager Cheryll Martin.
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An Engaging idea Using ‘out of classroom’ education experiences to engage students isn’t a new idea, but a new project to create a marae-based education centre in Northland hopes to take the concept to a new and exciting level.
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Dodson recently received $50,000 in Ministry of Business Innovation and Enterprise funding for the development of the project, and is working in close partnership with the hapu to create a model for making the education centre concept a reality. “It started with this existing back-ofmy-mind idea about how best to facilitate both the expansion of innovations in environmental protection and management in this area, at the same time as fostering community and social development,” he says.
“ We believe there is great opportunity to integrate the operation of a marae education centre with what schools require." Dodson has been working hard to take the concept from an idea to reality since receiving the funding. “This is a highly applied project. When you look around a rural region like Northland – which is where I’m from – you have these communities, oftentimes rural coastal communities, and they don’t have the capital or financial assets to achieve the kind of social and economic goals they may have. But they do have assets in terms of culture, knowledge, whakapapa, and also the physical assets of marae, of land, of landscape, and of course, the people. Currently Te Uri o Hau are developing a marae-based science programme, focused on local schools. Our partnership - which is a longterm relationship - is supporting this initiative, while seeking to develop new opportunities that realise hapu aspirations.” The education centre concept has advantages on several levels. First it gives students a chance to get outside the classroom, and learn
by experience in an environment that is both practical and engaging. They could be studying anything from outdoor pursuits to history, social studies to environmental studies, and benefit, says Dodson. “These fields are all deeply enriched through engagement with mātauranga Māori. The idea we’re pursuing at the moment is that these communities are well placed to offer education experiences into the ‘education outside the classroom’ market. Currently primary and secondary schools in New Zealand have ‘outside the classroom’ activities which they undertake, such as outdoor education, language trips overseas, or going to a museum. This concept would be an attractive alternative for school groups. But we can also envision a time when an education centre such as this caters to the wider public, not just schools.” This kind of education has been gaining traction as an alternative to classroom-based learning, says Dodson. “Obviously, education is moving towards interdisciplinary cross-programme teaching styles, particularly focused on the success of priority groups, Māori and Pacific Island students for example. We believe there is great opportunity to integrate the operation of a marae education centre with what schools require. Schools could travel to Te Uri o Hau and the teachers, in partnership with Te Uri o Hau kaitiaki – the people of the marae who are specifically trained to be the guardians of knowledge and tikanga – would jointly deliver NCEA curriculum.”
The value is the deepening and enriching of mainstream curriculum
KAUPAPA MĀORI
An exciting interdisciplinary project is gathering momentum in Northland, led by Unitec Communications Studies Lecturer Giles Dodson and Northland hapu Te Uri o Hau. Focused on creating a marae-based education programme that incorporates both an environmental focus as well as a culturally engaged education centre, the joint project between Unitec and Te Uri o Hau will give students a chance to learn in an innovative education environment.
Choosing to go to a marae would give school groups a deeper insight into Māori culture and practices, as well as providing an experience unique to New Zealand. “The value is the deepening and enriching of mainstream curriculum because it comes to the students through the marae experience and spending time at Te Uri o Hau,” says Dodson. “It’s about going beyond the formal aspect of marae visitation. It would incorporate activities like experiencing traditional food gathering practices, environmental and cultural monitoring, cultural heritage expeditions, history and social geography, and marae-based learning as well.” Integrating Māori teaching into education has benefits in the long term as well, says Dodson. “What works for Māori students seems to work for everybody else as well in terms of education. It’s a relationship-based approach, with experiential learning in non-classroom contexts and situations, or whānau-based approaches to learning. This project is aiming to take that to its logical extension, which is about the learning
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KAUPAPA MÄ€ORI
Finding ways to utilise the cultural and environmental attributes of marae like the Te Uri o Hau base in Kaipara is the aim of a project being done by Giles Dodson and Ngaire Molyneux.
taking place in a Māori context, co-delivered with Māori people for the benefit of all, not just Māori students. And this thinking - deepening our students’ relationships as kaitiaki, and with each other, is central to Te Uri o Hau thinking about their role within the area.”
as visiting other marae around New Zealand who are doing similar projects. “At the moment I’m trying to identify those places or those people who are doing interesting things with respect to education at their marae and we will seek to learn from them,” says Dodson.
As well as himself and Te Uri o Hau there are several others working on the project, says Dodson. “Carol Ngawati at the Maia Centre and Josie Keelan who is Dean of Teaching and Learning, Mātauranga Māori are playing an advisory role and are extremely supportive. I’ve also been working with Ngaire Molyneux from the Department of Management and Marketing, to get her business case expertise on board.”
An early success has involved a group of AUT outdoor education students heading up to the marae in April. “I spoke to the people at AUT’s outdoor education department last year, to sound them out about their current engagement with te ao Māori, and how they incorporate it into their classes. The outdoor education staff are really interested in deepening their programme’s engagement with Māori knowledge. So they came back to me early this year, and we’ve arranged for a group of students and teachers to go up for a pilot marae-based education experience.”
She says that her practical style and Dodson’s more creative ideas focus are a good mix. “He’s the kind of person I work well with, because of our different styles of thinking. He’s obviously very creative, and he has all these ideas going on in his head, and he needs someone to catch them, and put them together in order, and pitch it as a business case. It’s a very exciting and worthwhile project, and I think it will gather even more momentum and support as we progress.” Dodson is also working with groups of teachers to establish the best way to establish how the model should work. “Teachers are obviously the key link to the schools who may want to come to Te Uri o Hau to have this kind of experience,” says Dodson. “We’re not secondary school teachers, and we don’t have a great deal of familiarity with NCEA. So I’m working with different groups of teachers, one of which has put forward a proposal under the Investing in Education Success initiative, seeking to leverage this project in order to spend time developing a cross-programme, cross-curriculum approach to their priority group achievement and build on the kinds of experiences and activities that we’re planning to do at Te Uri o Hau at the marae education centre.” They also plan to spend time gathering information, both through multiple hui in Northland with the schools and hapu, as well
“ It’s about developing a workable model that goes beyond the basics of engagement with Ma¯ori knowledge."
KAUPAPA MĀORI
Molyneux says her role is to offer specialist advice in the area of Māori business research, and also to provide the structure and business acumen the project needs. “My role is firstly to go and assess the marae, to do a situation analysis, to see what their current status is, and how they are placed to deliver on this end product. I’m the person who will put structure around this concept and create the business and operational plan that will make it happen.”
Dodson says that it’s about creating a model that will work for everyone involved, and provide a high quality education experience. “My idea is that once you’ve got a marae that is successfully delivering these kinds of experiences to schools, then you can do it with anyone. The world is your oyster. It’s about developing a workable model that goes beyond the basics of engagement with Māori knowledge. It’s a real partnership approach to education in that context, at that place. If we can develop a model that works in the northern Kaipara region then that’s something which can be taken to other parts of New Zealand as well.”
» contact Giles Dodson and Ngaire Molyneux Unitec Institute of Technology 0800 10 95 10
phone 0800 10 95 10 fax +64 9 815 2905 web www.unitec.ac.nz address Private Bag 92025 Victoria St West Auckland 1142 New Zealand Mt Albert campus 139 Carrington Rd Mt Albert Auckland 1025 Northern campus 10 Rothwell Ave Albany Auckland 0632 Waitakere campus 5-7 Ratanui St Henderson Auckland 0612