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.
Supporting Learners includes support services for learners, pastoral care, organisational responsiveness and culture, and student engagement.
All 90 items in this bibliography are annotated using a standard template that includes an abstract, the type of research, key themes, country of origin, research methodology, scale of project, and evaluative comments.
The website presents quality information and resources to support those engaged in strengthening the literacy and numeracy of adults in New Zealand. Created by the University of Waikato as part of its work to establish a National Centre of Literacy and Numeracy for Adults which is funded by the Tertiary Education Commission.
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.
A conference paper outlines the importance of information literacy, the major barriers faced by distance students and makes suggestions as to how institutions and their libraries can better meet their learning needs.
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 report from Ako Aotearoa and the Australian Council for Educational Research analyses how students are engaging with their studies in Institutes of Technology and Polytechnics (ITPs) in New Zealand.
This research project tested the validity and reliability of the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) scale as a tool for assessing students' perception of the quality of their learning in hospital settings.
The full research report from this NPF project by Dr Elana Taipapaki Curtis, Erena Wikaire, Torise Lualua-Aati, Bridget Kool, William Nepia, Dr Myra Ruka, Michelle Honey, Fiona Kelly, and Associate Professor Phillippa Poole.
This resource is a practical guide for tertiary institutions establishing a student peer-mentoring project. It focuses on the peer mentoring of at-distance students but is also relevant to on-campus student mentoring, and offers particular guidance in the mentoring of Māori students.
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 project enlists the mentoring of an experienced researcher (Ruth Kane, Massey University) to support Te Wānanga o Aotearoa staff and their new graduates in a collaborative narrative enquiry into the lived experience of the first year of teaching.
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.
This project identifies practical strategies for use by tertiary education institutions (TEIs) in New Zealand to improve student retention, persistence, and completion. It was designed to explore the experiences of students, teachers, and administrators in seven tertiary institutions.
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.
Understanding your learners is vital to good teaching practice. To ensure students are successful, the lessons you create must meet their needs. A learner profile is a good way of establishing the needs of your learners.
When it comes to acquiring knowledge and skills, there are a variety of techniques that students can try. Here are some useful methods for you to employ to ensure that you support your students to use a variety of learning styles.
This study of coursework postgraduate students’ engagement in education suggest that, while coursework postgraduates in Australasia tend to have higher levels of engagement than undergraduate students, Australian and New Zealand higher education providers could do more to improve student and staff interactions and provide enriching educational experiences.
The Code of Practice outlines the requirements for providing pastoral care to international students. These guidelines have been developed to support education providers to implement the Code of Practice.
This project sought to investigate students', hospitality educators' and industry practitioners' perceptions of the role of academic literacy in post-graduate hospitality education. The report discusses tensions between their perceptions, and provides suggestions on how the academic community might address these tensions.
ATLAANZ is an association of professionals working in learning advisory roles in tertiary institutions in Aotearoa New Zealand, who are staff members (full- and part-time staff) of universities, polytechnics, wānanga, colleges of education, as well as private institutions providing tertiary training. Includes links to publications by members.
An exploration into the literature on mentoring for apprentices and trainees in the workplace, including mentoring of apprentices and other trainees to progress literacy development. It discusses the benefits, issues and gaps raised by the literature in terms of different types of mentoring offered in organisations.
This report to illustrate innovative and excellent practice in the areas of: communicating with prospective students; providing information, advice and guidance (IAG) to applicants; managing student expectations of university. It's written for the university sector, but is applicable across all tertiary education organisations.
This paper explores the variables that may influence persistence or dropout of students at the Open Polytechnic. These include socio-demographic variables such as age, gender, ethnicity, education, work status, and disability as well as variables related to the study environment such as course faculty.
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 report comprises summations and brief case descriptions of some of the effective programmes and other support mechanisms that New Zealand Tertiary Learning Advisors (TLAs) provide for students in universities, polytechnics, institutes of technology, and other tertiary institutions.
Guidance to support higher education institutions (HEIs) to strategically develop more effective mechanisms to further the involvement of disabled students, not only in the development of disability equality schemes, but also in the implementation of those schemes and in the wider development of an ongoing institutional culture towards disability equality.
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 research project tested the validity and reliability of the Clinical Learning Environment, Supervision, and Nurse Teacher (CLES+T) scale as a tool for assessing students' perception of the quality of their learning in community settings.
The New Migrants Initiative on the Albany Campus of Massey University sought to enhance levels of pastoral support for migrant students studying humanities and arts subjects, engage migrant communities regarding their learning needs, and develop responsiveness to the learning needs of migrant students.
Write Now focuses on the act of writing as a means of working through academic problems with the aim of fostering confident writers. It collaborates with students and staff to develop effective writing and assessment practice within the disciplines. Write Now initiatives are underpinned by research into their effectiveness.
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 research project was commissioned by the Joinery Industry Training Organisation (JITO) to understand learning on and off the job, the connections between them, and where learning support (specifically with literacy, language and numeracy) can be provided.
A portal for an Australian Learning and Teaching Council (ALTC) Senior Fellowship Program awarded to Professor Sally Kift, Queensland University of Technology. This Senior Fellowship Program focuses on the national learning and teaching priority of enhancing the first year experience (FYE) of Australian higher education students.
The New Zealand Literacy Portal is a rich source of free online information for people interested in adult literacy. It is designed to provide a knowledge base of adult literacy information contributed by both New Zealand and international organisations.
The aim of this study was to generate teaching practice narratives from stage one early childhood student teachers based on their experiences in a field-based teacher education programme. This research documents the experiences of first year students. It is important to acknowledge their limited and perhaps idealized view of their experiences to date.
Australian Education International has worked in collaboration with Universities Australia, TAFE Directors Australia and the Australian Council for Private Education and Training to produce this report which highlights good practice examples by Australian education providers.
JISC's Libraries of the Future campaign attempts to explore the issues around the enormous impact of ICT on the academic library and to look forward to ensure that libraries – however they may continue to evolve - remain at the heart of academic life. Includes a 10 min. video documentary and a short publication Libraries of the Future
To be able to engage and achieve in learning, students need to be fully aware of what e-learning is, and is not. The series of eight Learning in the 21st Century videos feature NZ tertiary students and tutors talking about their views and experiences of e-learning.
An Australian project involving an investigation into students' and teachers' use of new technologies. Outputs include a Handbook of Findings for Practice and Policy, a Toolkit of Resources for Educators, and case studies in which emerging technologies were implemented in learning settings across the three participating universities.
The idea for this online book of resources was to further intellectual discussion and debate about the scholarship of teaching and learning by showcasing research and scholarship on teaching and learning practice in the University of Sydney and demonstrating how such work had contributed to the improvement of teaching and student learning practice.
A UK website funded by JISC providing resources, training, advice and guidance to the education sector to help address growing concerns about plagiarism within the UK higher education and further education sectors. It provides a variety of resources and case studies.
This project was funded in Australia by the Carrick Institute for Learning and Teaching in Higher Education (ALTC) to address a tension that frequently arises in University teaching of Media and Communication in Australian universities: the need for collaborative group work on the one hand, and negative student attitudes to group assessment on the other.
Launched in February, 2009, the Centre is a research centre established to facilitate the study of student equity policy and practice in Australian higher education and in related fields, and to lead the development of new knowledge in these fields.
Includes a snapshot of the current state of play in academic integrity in Australasia and elsewhere (as at 2005), and a web-based portal to the collected information, including resources/information on Policy, Practice, Good Ideas, and Links to more information
The Learning Center is a US web-based resource designed to help educators and students develop a better sense of what plagiarism means in the information age, and to teach the planning, organizational, and citation skills essential for producing quality writing and research.
This online critical thinking skills resource introduces two important components: comprehension and evaluation to look at different ways of thinking about self-understandings, study problems and life in general.
mathcentre is a UK on-line mathematics support centre which provides resources to help students make the transition from school-level to university-level mathematics. There are also resources and useful links for those who teach or support students.
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.
The Australian and New Zealand Institute for Information Literacy (ANZIIL) supports organisations, institutions and individuals in the promotion of information literacy and, in particular, the embedding of information literacy within the total educational process. Includes searchable resource database.
ESCalate produces and disseminates resources for staff and students in Higher Education and Further Education involved in Education Studies, Continuing Education and Lifelong Learning and Initial Teacher Education.
Results of a study into volunteer-related training in emergency services. The objective was to study ways in which volunteer-related training can be improved to enhance the delivery of selected emergency services.
This Guideline articulates the characteristics of quality teaching and learning of information literacy in New Zealand higher education. These characteristics represent a synthesis of practices and principles. They are drawn from a wide variety of approaches to information literacy teaching and learning, ranging from standalone programmes through to information literacy that is integrated in core university curricula.
The University of Otago Library has created a three-tiered model to develop transferable information literacy skills that support lifelong learning. These tiers are standards-based and consist of:traditional user education-based tours and classesa generic information literacy competency guideand the embedding of information literacy into academic curricula
‘Student engagement’, defined as students’ involvement with activities and conditions likely to generate high-quality learning, is increasingly understood to be important for higher education quality. This report presents the first insights into students’ engagement in higher education in Australasia.
In examining the factors that affect attrition among distance online learners this paper focuses on the distinctive characteristics of mature adult learners undertaking part-time education by distance eLearning course for the first time. The available research suggests that attrition among mature adult online learners is affected by sociological, psychological, technical and cognitive factors, critical features of which are the notions of cognitive load and locus of control. This paper argues that first time eLearners often experience cognitive overload in the early stages of an online course and it is suggested that this is a likely contributor to high drop out rates, particularly in terms of those withdrawing within the first few weeks of the course start.
This project researched the characteristics of academic staff development programmes and student support services offered in tertiary institutions that make a difference for undergraduate tertiary students in their studies. Student outcomes comprised achievement, participation, progression, retention and completion.