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 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.