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.