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.
The research cards, videos and accompanying report from this research project support the development of research skills in a range of teaching and learning contexts, including field-based and practice settings.
These publications are aimed at tertiary training organisations and educators offering workplace learning opportunities to students. They focus on theoretical content and practical information for students, lecturers, and employers and includes a template for good practice.
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 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.
In this report, the perspectives of first-year apprentices (both continuing and discontinued) and pre-trade students are studied to explain the factors influencing young peoples’ decision to commence and continue with apprenticeship.
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 report, conducted by staff at Manukau Institute of Technology, will be of interest to providers and educators wishing to compare the value of field-based teacher education with programmes that are largely classroom-based.
The project goal was to examine the learning experience of student teachers and their mentors during practicum to enable the development of models for practicum appropriate for 21st century New Zealand teacher education programmes.
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 project sought to identify the factors most likely to support effective communication in clinical placements for undergraduate nursing students in New Zealand for whom English is a second language (ESL students).
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.
The purpose of this project was to gather information to assist educators to actively connect teaching with workplace learning. The parameters of the project were confined to learners’ needs regarding child and youth health as that is a priority, high impact field of learning for practice nurses.
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.
This Ministry of Education report describes a project that supplemented workplace learning with online numeracy activities. It found that simple online tasks that trainees completed in their own time helped them to improve their numeracy skills.
This website aims to enhance the quality of student experiences whilst on practice, i.e. work-based placements. A key part is a resource section containing materials that can be used by anyone involved in many aspects of practice based student supervision, including preparation and support.
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.
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.
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.
A study into practice education in urban planning, particularly the education that occurs when students take on professional work as part of their studies. This project involved those with an interest in planning education, including students, professionals, employers, educators, and professional bodies. Addresses issues of academic standards and assessment.
This Australian issues paper reports on the findings from the first year of a three-year program of research by the University of Sydney's Workplace Research Centre. The overarching aim of the research is to investigate how, if at all, vocational education and training can make a difference in improving productivity and workforce participation.
The Australian Flexible Learning Framework (Framework) is the e-learning strategy for the vocational education and training (VET) sector. Their ePortfolios site includes useful resources, news, events and a blog.
A paper presenting an analysis, using Stokes' concept of Pasteur's Quadrant, of recent New Zealand research into vocational education and training. Presented by Peter Coolbear at the Industry Training Federation's Vocational Education and Training Research Forum, April 2009.
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 project explores what learners think and feel about industry training; how they get into it and what they get out of it. The first stage of this project has involved a literature review and focus groups in the building and engineering industries, which have helped us to develop a preliminary understanding of what some learners from the traditional trades think about industry training.
Objective was to locate and synthesise literature about the 'how' or pedagogy of workplace learning, with particular emphasis on examples of 'best practice' in relation to apprenticeships and other forms of on-the-job training and also on workplace learning in relation to Competenz and specific industries (manufacturing, engineering, baking, food and beverage, maritime).
The aim of this study was to gain an overview of how teachers teach literacy, numeracy and language (LNL) in New Zealand, by observing 15 literacy, language and numeracy teachers from tertiary institutions, community organisations, workplaces and private training establishments.
The New Zealand tradition of rugby playing is enhanced because of student cooperative education placements. And the student supervisor, Martin Brady, finds the students' youthful enthusiasm refreshing and helpful.
Postgraduate education is seen as an essential component In the quest for professional status. Four strategies from the Ministry of Health, designed to facilitate changing nurse education, are discussed. The importance of Professional Development Recognition Programme is discussed along with the need for strong nursing leadership.
The Industry Training Federation (ITF) is a membership-based organisation, representing Industry Training Organisations (ITOs) to government and working with agencies and sector groups to improve the policy for and delivery of industry skill development and workplace learning.
This blog accompanies a project that will look at the characteristics of programmes, such as e-learning, mixed mode and distance learning, that have been successful in raising the literacy, numeracy and language skills of adult learners and could be used to supplement workplace training. Includes a series of webinars with overseas experts.
This interactive web-space has been designed to inform industry leaders, managers and staff on the issues associated with the use of e-learning applications in vocational education and industry training.
This review outlines the work that is taking place in the area of workforce literacy in Australia. Since the report was written, the Department of Education Science and Training (DEST) (referred to in the report) has been replaced by the Department of Employment, Education and Workplace Relations.
This review draws on New Zealand an international literature and 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. It includes in its findings information about the role of government, unions, and other stakeholders in LLN skills development, the barriers for employers to investing in workplace LLN training, industries that have issues with employees not having LLN skills, the links between productivity and LLN skills, and the benefits to employers and employees of enhancing LLN skills.
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.
Cooperative education, a form of experiential or work-integrated learning is common in tertiary educational institutions worldwide, but less so in New Zealand. How well do such programs work? What infrastructure is needed to ensure learning actually occurs? Are graduates of work-integrated learning programs able to satisfy employer needs? This chapter synthesizes decades of work around such issues, and details research initiatives that provide valuable insights into how students learn science on in the workplace, how their skill development matches that desired by employers, and best practice for management of work-integrated learning in science and engineering.
This paper describes an inquiry into a sport management program in a New Zealand University. It provides evaluation based on feedback from sport organizations and graduates about their experiences of the sport management program practicum.
This report investigates the use and suitability of proprietary and open source learning management systems to support online and blended learning in New Zealand workplaces. The need for this study arose out of Christchurch Polytechnic Institute of Technology (CPIT) and Tertiary Accord of New Zealand (TANZ) experience with the Blackboard and Moodle learning management systems (LMS) for workplace delivery. Blackboard is a proprietary system, and Moodle is free open source software.