The Resource Centre contains practical material about good teaching and learning in the tertiary sector. The Resources can come from the Communities and Project Groups on the site. The Resources are high-quality, well-presented, evidence-based, and relevant to New Zealand.
Workplace Learning includes apprenticeships, cooperative education, workplace learning, work-integrated learning, and clinical practice.
This synthesis provides an overview of research and evaluation information drawn from all recent New Zealand adult literacy, language and numeracy (LLN) initiatives. The report was commissioned by the Department of Labour to inform the Upskilling Partnership project, which is researching approaches to engage employers in workplace literacy, language and numeracy programmes, to help raise their productivity.
While computer-based training offers the advantages of self-paced learning and skills training, the real value in a workplace learning environment is the ability to capture and leverage the knowledge, expertise and skills already present in the learners. This paper presents a case study of how a consortium of polytechnics have undertaken two related eLearning projects which deliver a national management qualification to current and aspiring supervisory personnel in the New Zealand public sector.
This report presents New Zealand Institute of Economic Research (NZIER) findings from a qualitative study which aimed to examine the current and future skill needs of the building and construction industry. Fieldwork consisted of focus groups and depth interviews with a sample of the Building and Construction ITO stakeholders: employers, BCITO apprentices, industry association staff and staff at relevant polytechnics and PTEs.
This Masters thesis examines the shift from traditional on-site industry education (apprentice style learning) to tertiary education in academically-centred institutions, with particular emphasis on professional culinary education. The investigation extends beyond the recent 'symptoms' of changing government Acts, extensively developing (global) tertiary education and evolving industry education responsibility to explore the deeper influences and controls of change which have brought us to where we are today. This treatise explores three key areas of 'power and control' within the arenas of politics, education and industry education. These are considered through the multi-perspective lenses of critical social science, existentialism and postmodernism.
This doctoral thesis explores the professional socialisation of medical students through the preclinical to clinical transition of medical education. The research is based in a traditionally structured medical programme. Twenty-one students were interviewed in their third year and fourth year, before and after their shift into the clinical environment, and participant observation was also undertaken. The findings of this study are that in medical students’ preclinical years human dissection teaches students to manage their emotions, and that students are separating from the lay world. This thesis concludes that while the biomedical science shapes students’ early medical education, it is in the clinical environment that students learn to be doctors.