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.
Educational Outcomes includes qualification attainment, soft skills, social benefits to tertiary education, societal engagement, citizenship, and productivity. Also includes employer perceptions of graduates and graduate destinations.
This project focused on the identification of key tutor practices, in relation to delivery of content, student engagement, and cultural awareness, that correlated to successful outcomes for Māori students in a PTE. The results highlight the effectiveness of a bicultural approach to tutoring adult students.
The purpose of this project was to guide tertiary teachers of Exercise & Sport Science in ways that could improve the rigour of Exercise & Sport Science as a scientific discipline and lead to better learning outcomes for undergraduates.
Women remain under-represented in leadership roles in New Zealand sport. This research examines the university learning experiences and career expectations and experiences of female sport management graduates and CEOs of New Zealand sports organisations. It concludes with implications for tertiary teaching and learning practices.
This project was successful in influencing student retention in distance education, both for first time and returning students, through purposeful interventions such as pre-enrolment counselling, firmer late-enrolment procedures, and the further activities of academic support personnel.
This study looks at what matters for the success of first-time Māori students studying towards bachelor degrees. The purpose of this study is to build an understanding of how to increase the number of Māori attaining bachelor degrees or higher.
This report from the Starpath project found that surviving the transition from school to university can have a big impact on whether Māori and Pacific students succeed at tertiary level. The study examined the stumbling blocks that cause so many able students from low-decile schools to struggle once they reach university.
This project investigated the causes of learners withdrawing or not completing courses of study in Kiwidotcom, a Northland PTE, and to identify those current practices which are working effectively in keeping at least 60% of learners engaged to completion.
VOCEDplus is a free international research database containing over 44,000 English language records, many with links to full text documents. The particular focus of VOCEDplus is research and statistics as it relates to education for work and beyond.
This Ministry of Education paper looks at differences in the performance of young people who leave school and progress on to bachelors degree study. It compares the performance of students with different levels of school achievement. It also compares the performance of young degree students at polytechnics and universities.
This Ministry of Education analysis builds on previous studies on Modern Apprenticeships and industry training using each programme’s administrative dataset to determine if Modern Apprenticeship’s additional supports and structures are effective tools to ensure engagement and achievement in formalised industry training programmes for younger people.
This Ministry of Education analysis looks at the association of school subject and school achievement on university performance. The school subjects considered are those on the ‘approved list’ of subjects for the New Zealand university entrance requirement.
The Australasian Survey of Student Engagement (AUSSE) website's Research Briefings and Enhancement Guides deal with issues of student engagement, such as engaging first-year students, distributed learners, etc.
This UK project created resources which will help students identify and prepare for critical incidents which, according to employers, epitomise the major problems that newly qualified graduates encounter when they start work in the ‘real world'.
The New Zealand Educational Theses Database contains 9000 Doctoral, Masters and Diploma theses in education topics about New Zealand and by New Zealanders at a wide range of overseas tertiary institutions.
This synthesis provides an overview of research and evaluation information drawn from all recent New Zealand adult literacy, language and numeracy (LLN) initiatives. Commissioned by the Dept. 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.
Engineering faculties across Australia are experiencing substantial pressure from industry, professional bodies and institutions to contextualise and embed graduate attributes in undergraduate programs. This project investigated good practice in the teaching and assessment of meta-attributes in engineering (reflective practice and systems thinking).
An Australian scoping study into the relationship between Career Development Learning and Work Integrated Learning in Higher Education. Includes analysis of how they can be integrated and synergised, and a website with learning resources to support career development practitioners, academics and employers.
New Zealand has one of the lowest reported higher education qualification completion rates in the OECD, significantly below Australia. Why do so many New Zealand students not complete their qualification? This paper looks behind some of the numbers in an attempt to better understand and assess New Zealand’s performance compared with Australia and internationally.
This report provides a wide range of contextual and statistical information for industry training, including participation and completion analyses, and describes the results of statistical modelling on the influencers of success. It finds that industry; duration; and volume of learning are the most useful variables for predicting the outcomes of industry training programmes.
This report looks at the extent to which tertiary students change qualifications or providers during the course of their study, and the impact this has on overall tertiary system performance. The report shows that around 5% of students change to and complete higher-level qualifications, while between 5% and 10% change to and complete lower-level qualifications.
An Australian project commissioned by the Australian Universities Teaching Committee (AUTC) and the Carrick Institute. Its aims were to evaluate a wide range of teaching practice and innovation in tertiary physics nationwide, and to ascertain graduate and employer satisfaction..
The National Advisory Committee on Computing Qualifications (NACCQ) includes the ICT departments of all polytechnics, institutes of technology and selected universities in the country. NACCQ works with industry to develop and deliver current marketable qualifications that are industry focussed and to ensure that students are work ready when they graduate.
There is a limited number of areas where increasing the number of people with trade, technical or professional qualifications would definitely reduce skill shortages. In other areas examined in this report, improving the quality and relevance of qualifications is likely to be as important, or even more important, than increasing the number of people graduating.
This study reports on the effects of different types of financial aid, provided through the student support system, on educational outcomes of students participating in tertiary study. Types of student support included student allowances and student loan schemes. Support is provided to improve access to tertiary education and reduce the social disparity arising out of education benefits.
This report reviews and synthesises research literature on decision-making by prospective students on whether, where and what to study at a tertiary level. The report is based on findings from New Zealand and overseas literature and will contribute to knowledge and understanding of the factors that influence student-decision making.
This report provides a synthesis of the evidence of the outcomes of the New Zealand tertiary education system. The report quotes a number of statistical studies completed over the last six years and also reproduces some previously published summaries of the evidence.
This is the home page for the Profile & Trends: New Zealand's Tertiary Education Sector publication series. See below for a general description of the publication or follow one of the links to view the publication for that year.
These links lead to the indicators from education and learning outcome domain. This domain covers the 'results' of the education system. Results include the skills, knowledge, attitudes, and values gained through the education system.
This report for Adult and Community Education Aotearoa Inc examines the social and economic impact of the adult and community education (ACE) sector. The conclusion from the examination is that ACE makes a significant social and economic contribution to the education sector and to the individual and the wider New Zealand community.
This report looks at some of the factors that make a difference to one's chances of getting a bachelors degree in New Zealand.The study is developed from a statistical model of the six-year completion rates of around 38,000 students who began a bachelors degree in a New Zealand tertiary education institution 1998. Statistical modelling allows relative rates of completion for certain subgroups to be estimated once other demographic and study-related differences are taken into account.
This paper discusses the results of the first comprehensive longitudinal study of qualification retention, completion and progression in tertiary education in New Zealand. Of the cohort of domestic students who started a qualification at a public tertiary education provider in 1998, 40 percent had gained a qualification by the end of 2002, 9 percent were still studying, and 51 percent had left without gaining a qualification.
Pathways and Prospects is a 4-year study of young people's pathway and career experiences and perspectives after leaving school and entering study/training and the workforce. This report analyses two years worth of in-depth interviews with 114 young people in employment, the army, apprenticeship, university, and youth training. It focuses on how they make career choices in relation to the different dimensions of security and exploration in their outlooks. The analysis suggests we support young people by shifting our focus away from tracking people and pathways to understanding career and identity production.
Research on students' approaches to learning in higher education has consistently demonstrated a range of influencing factors. This Masters research used interviews on the basis of an investigation of the factors influencing learning from a sample of postgraduate students in a New Zealand university. The findings from this study showed that the influence of students' prior knowledge and learning orientations was important and this supports the literature in this field. The contextual factors, which include lecturers, choice and integration of courses, and assessments were found to affect students' approaches to learning and were responsible for the variability of learning orientations.