Relevant bibliographies by topics / University of New Zealand. Alumni

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  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'University of New Zealand. Alumni'

Author: Grafiati
Published: 4 June 2021
Last updated: 7 February 2022

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Journal articles on the topic "University of New Zealand. Alumni"

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Robie, David. "Media and the message." Pacific Journalism Review : Te Koakoa 4, no. 1 (1997): 96–103. http://dx.doi.org/10.24135/pjr.v4i1.624.

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The University of PNG's journalism program has performed with distinction since it began in 1975 with New Zealand Government aid funding the staff and courses for about three years. More than 170 students have graduated with degrees or diplomas in journalism and the university's alumni are today found in key media positions or civil life throughout the Pacific.
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Hodis, Flaviu A., and Georgeta M. Hodis. "Assessing Motivation of Secondary School Students: An Analysis of Promotion and Prevention Orientations as Measured by the Regulatory Focus Questionnaire." Journal of Psychoeducational Assessment 35, no. 7 (2016): 670–82. http://dx.doi.org/10.1177/0734282916658385.

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Measuring human motivation requires understanding the outcomes individuals value and the strategies they prefer to employ to attain them. Knowledge of promotion and prevention, two pivotal motivation orientations, provide key information regarding these aspects. The Regulatory Focus Questionnaire, which measures these two independent constructs, was validated using data provided by university students and alumni of an elite U.S. university. Thus, little is known whether this instrument provides reliable and valid measures of promotion and prevention in a population of younger respondents from a different culture. To bridge this gap, the study employed data collected from three independent large samples of New Zealand secondary school students and used the jigsaw piecewise technique in combination with confirmatory factor analyses. Findings show that, in this population, items in the Regulatory Focus Questionnaire measure promotion and prevention as theoretically distinct constructs.
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Aspden, Trudi J., Pushkar R. Silwal, Munyaradzi Marowa, and Rhys Ponton. "Why do pharmacists leave the profession? A mixed-method exploratory study." Pharmacy Practice 19, no. 2 (2021): 2332. http://dx.doi.org/10.18549/pharmpract.2021.2.2332.

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Background: Recent New Zealand policy documents aim for pharmacists to be retained, and promote the provision of extended clinical pharmacy services. However, younger pharmacists have expressed dissatisfaction with the profession on informal social for a.
 Objectives: To explore the characteristics, and perspectives of pharmacy as a career, of recent Bachelor of Pharmacy (BPharm, four-year degree) graduates who have left, or are seriously considering leaving the New Zealand pharmacy profession in the near future and where they have gone, or plan to go.
 Methods: We conducted a cross-sectional study with a mixed-method explanatory sequential design. An anonymous online survey among those who completed their pharmacy undergraduate degree (BPharm or equivalent) in 2003 or later and who had left or who were seriously considering leaving the New Zealand pharmacy profession in the next five years, was open from 1st December 2018 to 1st February 2019. Recruitment occurred via University alumni databases, pharmacy professional organisations, pharmaceutical print media, social media and word-of-mouth. Ten semi-structured interviews were then conducted with a purposive sample of survey respondents. Descriptive statistics were generated from the quantitative data and qualitative data were analysed using manifest content analysis.
 Results: We received 327 analysable surveys of which 40.4% (n=132) were from those who had already left the New Zealand pharmacy sector at the time of the data collection and the rest (59.6% n=195) were those working within the sector, but seriously considering leaving the profession. Reasons most commonly reported for studying pharmacy were having an interest in health and wanting to work with people. The most common reasons for leaving, or wanting to leave, were dissatisfaction with the professional environment, including inadequate remuneration, and a perceived lack of career pathways or promotion opportunities. A wide range of career destinations were declared, with medicine being most frequently reported.
 Conclusions: Most of the reasons for leaving/considering leaving the profession reported relate to the values and features of the pharmacy profession such as the professional environment, remuneration and career pathways. These findings are consistent with other studies and may represent a barrier to achieving the aims of recent health policy documents.
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Geertshuis, Susan. "University Continuing Education in New Zealand." Journal of Adult and Continuing Education 14, no. 1 (2008): 34–54. http://dx.doi.org/10.7227/jace.14.1.4.

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Martono, Aris, Giandari Maulani, and Siti Pujianingsih. "Pengembangan Web Alumni Dengan Menggunakan LinkedIn Pada Perguruan Tinggi." CICES 3, no. 1 (2017): 71–83. http://dx.doi.org/10.33050/cices.v3i1.428.

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The purpose of this study is to utilize social media to create a network of alumni linkedin and job information to the network in which the activation of this as a prerequisite for taking the diploma so that it fosters an emotional bond between alumni and the university. The method used is surveymethod with observation and interviews with literature. Then analysis system to identify the weaknesses in the system and the information needs of its users. The results of this analysis is that every student can perform activation on the alumni web to take a diploma requirements, establish communication among alumni, students and faculty as well as notifications of incoming mail to each member on job vacancies. The disadvantage is social media is new and only professional people who know. Implementation of this system in the form of web alumni who provide facilities such as linkedin regenerate the access token, looking for names of alumni, the alumni profile, menu provided by the company and job profile and job application that is included in each profile alumni. The existence of the alumni web by using this linkedin, each alumnus can obtain job information and company profile and can communication between alumni and the university.
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English, Peter, Margarietha Johanna de Villiers Scheepers, David Fleischman, Jacqueline Burgess, and Gail Crimmins. "Developing professional networks: the missing link to graduate employability." Education + Training 63, no. 4 (2021): 647–61. http://dx.doi.org/10.1108/et-10-2020-0309.

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PurposeResponding to increasing external pressure, universities are developing new strategies to illustrate the impact of their degrees on graduate employability. This paper investigates how alumni regard the development of their professional networks during their tertiary education in relation to employability and the associated pedagogical implications.Design/methodology/approachA qualitative approach using semi-structured interviews with 18 business and arts alumni from a regional university.FindingsThe findings reveal the importance of developing a professional network by cultivating social capital while at university. Alumni identify all forms of work-integrated learning (WIL), connectedness through social media, the role of university staff and volunteering as concrete ways to develop a professional network and enhance employability.Research limitations/implicationsThis paper has pedagogical implications to develop graduate employability and WIL. Universities should draw from alumni networks to help develop students' bridging capital through industry-facing WIL projects. Educators should design assessment tasks in which students develop contacts and networking capabilities with alumni and other professionals using various platforms (e.g. social media). In addition, educators should promote the benefits of voluntary work and invite alumni and other industry stakeholders to co-design and co-teach areas of curriculum.Originality/valueDrawing from the experiences of alumni re-routes the channel of communication from institutions expressing the importance of professional networks in relation to employability, to credible industry alumni confirming this importance. Few previous studies have taken this “outside-in approach” to emphasise and validate the importance of developing professional networks in relation to employability, particularly at regional universities.
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Calvert, Philip, and Rowena Cullen. "The New Zealand Public Libraries Effectiveness Study and the New Zealand University Libraries Effectiveness Study." Australian Academic & Research Libraries 26, no. 2 (1995): 97–106. http://dx.doi.org/10.1080/00048623.1995.10754921.

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Fox, Alistair. "University of Otago, New Zealand, 10th July 1988." Moreana 41 (Number 157-, no. 1-2 (2004): 127–37. http://dx.doi.org/10.3366/more.2004.41.1-2.14.

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In this paper, Prof. Fox investigates the inspiration that More, the man for all seasons, may have for our epoch. Observing the early post-war development of postmodernism, the author draws a comparison between the intellectual challenges that were experienced in the second half of the 20th century and those known to More in this writings, his spiritual development and his concerns as a lawyer. The contradictions revealed in More’s life are fully explored in this essay, culminating in More’ existential certainty expressed in the paradox of this trial and death: More’s experience was therefore archetypal for the concerns of a post-modern age.
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Ghaye, Tony. "Dr Ruth Williams, University of Auckland, New Zealand." Reflective Practice 15, no. 3 (2014): 413. http://dx.doi.org/10.1080/14623943.2014.916834.

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Chong, Stephanie, Alan Geare, and Roger J. Willett. "Change in a New Zealand university 1985–2010." Educational Management Administration & Leadership 46, no. 6 (2017): 926–41. http://dx.doi.org/10.1177/1741143217717275.

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This paper addresses the issues of managerialism and collegiality in universities in times of change. It is based on a case study of a New Zealand university from 1985 to 2010 using interviews with key participants and documentary evidence from the public and private domains. The study concludes that views of university staff about the concepts of managerialism and collegiality are influenced by the personal values of the Vice-Chancellor.
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Dissertations / Theses on the topic "University of New Zealand. Alumni"

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Huang, Li Ting. "Teaching Buddhism in New Zealand universities." Click here to access this resource online, 2009. http://hdl.handle.net/10292/779.

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This thesis is an investigation into the university-level teaching of Buddhism in New Zealand, which has developed as part of the international spread of education about Buddhism for both Buddhists and non-Buddhists. The study was based on Interpretivism and accordingly sought to understand and interpret university teachers’ perceptions and experiences about their teaching of Buddhism; as they engage with the students' learning in this field. Semi-structured in-depth interviews were employed as the primary research method. All seven university teachers who teach Buddhism in New Zealand were invited to be the participants. Six university teachers participated in this research-study. Five of them were academic teachers, respectively teaching at Religious Studies of Massey, Victoria and Otago. Another one was a New Zealand-born Zen teacher who had been teaching a Zen meditation workshop at Auckland University of Technology for several years, and taught two Buddhism-related courses at the University of Auckland. These participants were chosen according to the information provided on official websites of New Zealand universities. The findings from the study showed that the university-level teaching of Buddhism in New Zealand, though growing, had been limited by the number of teachers and students. As fewer students were primarily interested in Buddhism, outward funding support appeared to be a very important factor for its future development. In terms of teachers’ role, objective-outsider remained the main position for scholars and scholar-practitioners in teaching Buddhism in university classroom. In addition to the pursuit of knowledge, there were also alternative educational opportunities, such as Zen workshop, for university staffs and students to learn Buddhism, outside university classroom. This thesis is significant in that it provided a bibliography and a set of data for the university-level teaching of Buddhism in the West, particularly New Zealand It established a space for future educational research into for the university-level teaching of Buddhism in the West, as part of the field of’ Buddhism and Education.’ In future studies, the limited approaches to teaching Buddhism in universities could be investigated on the basis of the literatures and findings of this study.
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McGovern, Kerry. "Governance reform of New Zealand's state sector 1984-1994 : a case study /." [St. Lucia, Qld.], 2005. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe19186.pdf.

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Bahiss, Zainab. "Lifting the Veil: Muslim women's adjustment to a New Zealand university." The University of Waikato, 2008. http://hdl.handle.net/10289/2493.

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Abstract Due to a decline in the number of domestic students in many New Zealand and other foreign Western countries' universities, there is more recruitment of international students. In New Zealand universities, beside the increase in the number of other foreign international students, the number of Muslim international students and especially Muslim women students has increased in the past few years. This is due to internationalisation of New Zealand education and the economic benefits which international students provide to New Zealand economy. The reason for undertaking this study is because as a Muslim women and a student myself, I wanted to investigate the adjustment problems of the increased number of Muslim women international students at the University of Waikato. This is because, it would provide information to researchers, theoreticians and policy developers regarding adjustment issues that might be specific to Muslim women. Unfortunately, this area is under researched; hence this study could assist in filling the vacuum in this area. The literature so far has discussed the adjustment issues of international students in general and from the literature there seems to be two main dominant areas where international students suffer adjustment problems. These two areas are the academic environment of the university and the socio-cultural environment of the university. The academic environment has many elements to which many international students are believed to face adjustment problems such as adjusting to the 'study shock'. On the other hand, in the socio-cultural environment, students are believed to face adjustment problem to the culture shock. However, there are many flaws in the existing literature which results in its weakness and hence the need for this study. In order to discuss the adjustment issues of Muslim women international students' one has to examine the educational background of these students. It is important to also examine the religious and cultural backgrounds of these students because religious beliefs and practices combined with their cultural background have an impact on their adjustment into the foreign academic and socio-cultural iii environment. Islam strongly encourages the acquisition of education for women. Looking at the history of Muslim women, one can find great scholars who achieved enormously from their right to education. However today there is great tension in the Islamic world regarding women's education which makes this issue very complex. This is due to the different interpretations of the Islamic scholars of the verses of the Quran, and Muslim people cultural and tribal codes. Therefore, many Islamic countries have taken different approaches to the education of their female population that is from very conservative to liberal ones. The qualitative approach used in this chapter helped in understanding the perspectives and world views of the respondents which would have not been possible otherwise. The confidentiality and anonymity of the respondents was catered for before conducting the interviews and pseudo names are used in this study to refer to the respondents of this study. This study is however limited in that the time constrain did not allow me to do a longitudinal study in order to discover the many un answered questions or ambiguous sentences. This study has revealed four major themes which were identified through this research as being specifically important to the adjustment of Muslim women international students. These women did not view their adjustment as a huge shift instead for them it required more of gentle shift in their adjustment. The similarities in the academic environment of the international students and that of New Zealand universities made the adjustment to the academic environment even smoother. There are also other positive adjustments these international students make while in New Zealand universities. They are more independent and are able to communicate in English language which for most international students seems to be main reason for coming to Western universities. There is need for the staff and students to understand the religious and cultural beliefs of these international students so that they can help them in the adjustment process. There is also increased need for the universities and policy developers to provide help and support for the international students. iv There are many issues that seemed to need further exploration which this study has not managed to find out. The research needs to be done to discuss the huge emotional or psychological impact on the international students' due to teachers' and local students' lack of knowledge of their religious and cultural beliefs. The researchers also need to investigate how this change in the personality and thinking of women impacts on them when they go back to their home countries. In theorisation, there is need to theorise the adjustments of students who belong to other religious and cultural groups and how it might impact their adjustment process. For the practitioners, there is need to investigate the role of the staff and institutes to clearly identify to the role of staff in how they could make international students transaction to the university smoother.
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Horseman, Allison M. "THE EFFECTS OF NEW MEDIA ON ALUMNI ENGAGEMENT AMONG MILLENNIALS: A CASE STUDY OF THE UNIVERSITY OF KENTUCKY COLLEGE OF HEALTH SCIENCES ALUMNI." UKnowledge, 2011. http://uknowledge.uky.edu/gradschool_theses/134.

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This thesis explores the effects of new media, specifically the Internet and the popular social networking site Facebook, on alumni engagement among Millennials in the University of Kentucky College of Health Sciences. Millennials are defined as those born in or after 1982. Alumni engagement is defined as part of the larger social science term of social capital and is defined here as consisting of volunteerism and financial giving. To explore this topic, a survey was constructed and sent electronically to all Millennial alumni from the UK College of Health Sciences. Data reveal Millennial alumni from the College of Health Sciences are not particularly engaged through volunteerism or financial giving. Survey responses, however, indicated that most young alumni are recommending the college to prospective students and plan to give financially in the future. Practical implications from this study may prove beneficial for advancement practitioners and administrators in the University of Kentucky College of Health Sciences.
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Cattermole, Grant. "School reports : university fiction in the masculine tradition of New Zealand literature." Thesis, University of Canterbury. English, 2011. http://hdl.handle.net/10092/9709.

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This thesis will investigate the fictional discourse that has developed around academia and how this discourse has manifested itself in the New Zealand literary tradition, primarily in the works of M.K. Joseph, Dan Davin and James K. Baxter. These three writers have been selected because of their status within Kai Jensen's conception of “a literary tradition of excitement about masculinity”; in other words, the masculine tradition in New Zealand literature which provides fictional representations of factual events and tensions. This literary approach is also utilised in the tradition of British university fiction, in which the behaviour of students and faculty are often deliberately exaggerated in order to provide a representation of campus life that captures the essence of the reality without being wholly factual. The fact that these three writers attempt, consciously or unconsciously, to combine the two traditions is a matter of great literary interest: Joseph's A Pound of Saffron (1962) appropriates tropes of the British university novel while extending them to include concerns specific to New Zealand; Davin's Cliffs of Fall (1945), Not Here, Not Now (1970) and Brides of Price (1972) attempt to blend traditions of university fiction with the masculine realist tradition in New Zealand literature, though, as we will see, with limited success; Baxter's station as the maternal grandson of a noted professor allows him to criticise the elitist New Zealand university system in Horse (1985) from a unique position, for he was more sympathetic towards what he considered the working class “peasant wisdom” of his father, Archie, than the “professorial knowledge” of Archie's father-in-law. These three authors have been chosen also because of the way they explore attitudes towards universities amongst mainstream New Zealand society in their writing, for while most novels in the British tradition demonstrate little tension between those within the university walls and those without, in New Zealand fiction the tension is palpable. The motivations for this tension will also be explored in due course, but before we can grapple with how the tradition of British university fiction has impacted New Zealand literature, we must first examine the tradition itself.
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Reid, Grant Horace John. "General Knowledge? The Roles of the New Zealand University in a Knowledge Society." The University of Waikato, 2006. http://hdl.handle.net/10289/2648.

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This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth. A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses. The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism. A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches. The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society. The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.
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Conger, Elizabeth Clare. "Alienation theory and its relationship to contemporary Arte Povera practice : confrontation and contemplation : this exigesis [sic] is submited [sic] in partial fulfillment of the Master of Art and Design, Auckland University of Technology, 2007 /." Click here to access this resource online, 2007. http://aut.researchgateway.ac.nz/handle/10292/233.

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Joe, Damen. "Mapping the self-portrait navigating identity and autobiography in visual art : this thesis is submitted to the Auckland University of Technology in partial fulfilment of the degree of Master of Arts (Art and Design) in the year 2005 /." Click here to access this resource online, 2005. http://repositoryaut.lconz.ac.nz/theses/1341/.

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Thesis (MA--Art and Design) -- AUT University, 2005.<br>Cover title. Includes bibliographical references. Also held in print (xxii, 85 leaves : col. ill. ; 30 cm.) in City Campus Collection (T 707 JOE)
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Blackmore, Natalie Patricia Irene. "Alcohol related vomiting in a New Zealand University sample: frequency, gender differences, and correlates." Thesis, University of Canterbury. Psychology, 2009. http://hdl.handle.net/10092/2680.

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The purpose of the study was to investigate the relationship, frequency, gender differences, situations and motivations of self-induced vomiting after drinking alcohol with disordered eating, alcohol use and psychopathology; with a nonclinical university sample of males and females in New Zealand. Participants were 102 male and 159 female university students ranging in age from 17-35 years who completed a survey designed for this study along with tests that measure eating disordered attitudes and behaviours, bulimia symptoms, depression and alcohol use. Overall, 90.04% of the sample reported that they drink alcohol and, of that subset, 57.58% of males and 42.26% of females reported having self-induced vomiting after drinking alcohol. The behaviour was related to eating pathology, depression and alcohol use with gender differences apparent. Specifically, on measures of disordered eating, females who self-induce vomiting after drinking alcohol scored higher than females who do not report the behaviour (no difference apparent for males), and overall, females scored higher than males. In terms of hazardous alcohol use, males who self-induce vomiting after drinking alcohol scored higher than males who do not with the same true for females, and overall males scored higher than females. In terms of drinking at the dependency level, individuals who reported self-induced vomiting after drinking alcohol drink at a more harmful level than those who do not (both males and females) and more males than females reported hazardous alcohol usage rates. When examining depressed symptoms, females who selfinduce vomiting after drinking alcohol reported more depressed symptoms than females who do not, with males who reported the behaviour endorsing less depressed symptoms than males who do not. Overall, females indicated more depressed symptoms than males. Persons who engaged in the behaviour were more likely to endorse it as being acceptable, with this trend being stronger for males. Females who self-induce vomiting after drinking were more likely to endorse symptoms of anorexia, bulimia and depression, whereas males who reported the behaviour were more likely to indicate harmful drinking levels, and perform the behaviour to carry on drinking. Thus, for males, self-induced vomiting after drinking alcohol was related to substance abuse whereas, for females, the behaviour may be more related to disordered eating.
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Larkins, Brigette M. "Functional communication assessment of individuals with traumatic brain injury living in New Zealand /." St. Lucia, Qld, 2003. http://www.library.uq.edu.au/pdfserve.php?image=thesisabs/absthe17950.pdf.

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Books on the topic "University of New Zealand. Alumni"

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Chinese University of Hong Kong. Alumni Association in New Zealand, ed. Zhong da ren zai Ao Niu: CUHK alumni in Australia & New Zealand. Tian di tu shu you xian gong si, 2012.

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Stichbury, Peter. Peter Stichbury: The alumni. Starkwhite, 2010.

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Young, John L. College families of early New England. J.L. Young, 1990.

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Irene, MacDonald, and Radvansky Susan, eds. New Zealand literature to 1925 in Monash University Library. The Library, 1985.

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Peters, Michael. University futures and the politics of reform in New Zealand. Dunmore Press, 1999.

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Australian and New Zealand Association for Leisure Studies. Conference. Leisure connexions: Proceedings, Australian & New Zealand Association for Leisure Studies second conference, January 17-20, 1995, Licoln University, New Zealand. ANZALS, 1995.

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Beattie, H. Traditional lifeways of the southern Maori: The Otago University Museum Ethnological Project, 1920. University of Otago Press in association with Otago Museum, 1994.

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Lilly, Ian K. Humanities resources on Russia and the Soviet Union in New Zealand University libraries. Auckland University Library, 1989.

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University), ISHS International Asparagus Symposium (8th 1993 Massey. VIII International Asparagus Symposium, Massey University, New Zealand, 21-26 November 1993. International Society for Horticultural Science], 1996.

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Libraries, University of Pennsylvania. Australian/New Zealand literature in the Pennsylvania State University Libraries: A bibliography. University Libraries, The Pennsylvania State University, 1989.

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Book chapters on the topic "University of New Zealand. Alumni"

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Tippin, David. "The New Zealand Experience." In Engaging University Students. Springer Singapore, 2014. http://dx.doi.org/10.1007/978-981-4585-63-7_5.

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Crothers, Charles. "Departments: The Operational Units of University Sociology." In Sociologies of New Zealand. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-73867-3_3.

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Evans, Moyra Sweetnam, Ha-Rim Lee, and Hyun-Ju Kim. "8. Codeswitching by Korean Students in New Zealand and Lecturers in Korea." In Codeswitching in University English-Medium Classes, edited by Roger Barnard and James McLellan. Multilingual Matters, 2013. http://dx.doi.org/10.21832/9781783090914-012.

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Cooper, Beverley, Bronwen Cowie, and Coral Campbell. "A New Zealand Collaborative University–School Partnership: Applying the STEPS Framework." In School-based Partnerships in Teacher Education. Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-13-1795-8_11.

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Bönisch-Brednich, Brigitte. "Cultural Transfer in University Teaching: Academic Migrant Perspectives from Aotearoa/New Zealand." In Academic Migration, Discipline Knowledge and Pedagogical Practice. Springer Singapore, 2013. http://dx.doi.org/10.1007/978-981-4451-88-8_2.

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Fitzgerald, Tanya. "Networks of Influence: Home Scientists at the University of New Zealand 1911–1941." In Women Educators, Leaders and Activists. Palgrave Macmillan UK, 2014. http://dx.doi.org/10.1057/9781137303523_2.

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Li, Mingsheng. "A Case of Difficult Acculturation: A Chinese Student in a New Zealand University." In International Management and Intercultural Communication. Palgrave Macmillan UK, 2015. http://dx.doi.org/10.1007/978-1-137-55325-6_4.

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Skyrme, Gillian. "‘It’s Totally Different’: Undergraduate Chinese Students Learning to Write in a New Zealand University." In Researching Intercultural Learning. Palgrave Macmillan UK, 2013. http://dx.doi.org/10.1057/9781137291646_9.

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Richardson, Peter, Cath Fraser, and David Lyon. "Seamless Segues from Polytechnic to University: A New Zealand Case Study of a Dual Provider Partnership." In University Pathway Programs: Local Responses within a Growing Global Trend. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-72505-5_11.

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Tobin, William, A. C. Gilmore, Alan Wadsworth, and S. R. D. West. "First CCD Observations of Magellanic Cloud Variable Stars from the Mt John University Observatory, New Zealand." In The Magellanic Clouds. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3432-3_100.

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Conference papers on the topic "University of New Zealand. Alumni"

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Apperley, Mark, and Chris Phillips. "Human-computer interaction research at Massey University, New Zealand." In the SIGCHI conference. ACM Press, 1993. http://dx.doi.org/10.1145/169059.169194.

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Kacprzak, D., P. Surdacki, H. D. Stryczewska, and B. Guillemin. "Magnetic modelling projects in university courses - New Zealand and polish examples." In IET 7th International Conference on Computation in Electromagnetics (CEM 2008). IEE, 2008. http://dx.doi.org/10.1049/cp:20080224.

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PÕDER, Anne. "ENTREPRENEURSHIP ACTIVITIES AND ENTREPRENEURSHIP COMPETENCIES OF ESTONIAN UNIVERSITY GRADUATES FROM BIO-ECONOMY FIELDS." In RURAL DEVELOPMENT. Aleksandras Stulginskis University, 2018. http://dx.doi.org/10.15544/rd.2017.219.

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Constant and rapid global economic and social developments and environmental processes create considerable new challenges, but also new opportunities for bio-economy. Entrepreneurs have a crucial role harnessing the new opportunities and addressing the challenges through innovation. The aim of the present paper is to study the entrepreneurship activities and entrepreneurial competencies of Estonian university graduates in the fields connected with bio-economy. The paper studies the data from a survey of three Estonian universities carried out in 2016 in the program “Systemic Development of Entrepreneurship education throughout all educational levels”. The analysis focuses on the share of entrepreneurs, assessments of the entrepreneurship competencies among the alumni, who graduated university in the fields of agriculture, forestry, fisheries; life-sciences, and veterinary medicine, and on their comparison with alumni of the other curricula. Chi-square test, ANOVA are used the compare the entrepreneurship activities, competencies of alumni of different curricula. The results show that the graduates’ field of study had significant impact on their entrepreneurship activities after the graduation, and on the attainment of entrepreneurship competencies. A quarter of the agriculture, forestry and fisheries, and a fifth of veterinary alumni were entrepreneurs, although a significantly smaller share of them in comparison with graduates of other fields had received entrepreneurship education during their studies. The share of entrepreneurs was lowest among all the fields of study in case of life-sciences alumni. The study demonstrates the need to integrate entrepreneurship education into the agricultural and life-sciences education and to address the attainment of key competencies in university’s curricula.
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Cree, Michael J., John P. Godbaz, Robert Larkins, et al. "Computer vision and image processing at the University of Waikato." In 2010 25th International Conference of Image and Vision Computing New Zealand (IVCNZ). IEEE, 2010. http://dx.doi.org/10.1109/ivcnz.2010.6148863.

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Cobb, Corie L., Alice M. Agogino, and Sara L. Beckman. "Longitudinal Study of Learning Outcomes in a New Product Development Class." In ASME 2007 International Design Engineering Technical Conferences and Computers and Information in Engineering Conference. ASMEDC, 2007. http://dx.doi.org/10.1115/detc2007-34456.

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This paper reports on a longitudinal study of lessons learned from a graduate-level New Product Development course taught at the University of California at Berkeley, comparing lessons learned by students during the course with alumni perceptions one to ten years after graduation. Previous research on student learning outcomes in New Product Development (NPD) found that on the last day of class students identify working in multifunctional teams and understanding user needs as their most important lessons learned. This study raises the question of whether or not students maintain the same emphasis on learning outcomes once they have moved on to careers in industry. To answer this question, we conducted 21 in-depth interviews with alumni who took the course between 1995–2005 and are now working in industry. A qualitative and quantitative analysis of the alumni interviews reveals that former students still highly value what they learned about team work and understanding user needs, but see more value in tools for concept generation, prototyping, and testing after gaining work experience. The results reaffirm the value of engaging students in multidisciplinary design projects as a vehicle for developing the professional skills needed in today’s competitive new product development environment.
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Pinar-Pérez, Jesús María, María Fernandez-Moya, Pedro Cuadros-Solas, Carlos Salvador, and Roberto Morales-Arsenal. "A New Methodology to Construct a Database of World University Exams." In INNODOCT 2020. Editorial Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/inn2020.2020.11822.

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Since the final decades of the 20th century, university education has witnessed rapid growth. However, the quality of the education has varied a lot within the different programs around the world. How can we measure quality in university education? A number of institutions release annual global rankings of universities according to academic fields. One of the most respected lists, the Shanghai Academic Ranking of World Universities, uses a complex methodology to rank world universities, including six objective indicators, i.e. the number of alumni and staff winning Nobel Prizes and Fields Medals, the number of articles published in prestigious journals, the number of Highly Cited Researchers and the number of articles indexed in Science Citation Index - Expanded and Social Sciences Citation Index produced by Web of Science Group, and per capita performance. An overview of the annual list reveals the distance between universities, and offers a picture of global university education as a highly atomized system. How can we improve the homogenization of university education around the world? This is the central question of our research. In order to answer it, we focus on the classic tool used to evaluate students: exams. The aim of our paper is to establish a methodology with which to construct a database of world university exams by academic field. The database would be available to professors and students worldwide, and both categories could use it to contrast their level in a certain subject. In this sense, our proposal aims to achieve two objectives: 1) to maximize the effectiveness of exams as a measurement of students´ knowledge; 2) to use exams as a tool to homogenize education within universities in a certain academic field.
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Wigley, Rochelle, Yulia Zarayskaya, Evgenia Bazhenova, Robin Falconer, and Karolina Zwolak. "Nippon foundation / GEBCO ocean mapping training program at the university of New Hampshire: 13 years of success and alumni activities." In OCEANS 2017 - Aberdeen. IEEE, 2017. http://dx.doi.org/10.1109/oceanse.2017.8084900.

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Xue, Sijia, and Dave Yan. "A Case Study of a Chinese Postgraduate Student's Perceptions of Studying in a New Zealand University." In 2015 International Conference on Social Science and Higher Education. Atlantis Press, 2015. http://dx.doi.org/10.2991/icsshe-15.2015.10.

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Johnston, Chelsea T., and Judith C. Russell. "Intriguing New Model for Improved Visibility and Access to Theses and Dissertations." In Charleston Library Conference. Purdue Univeristy, 2020. http://dx.doi.org/10.5703/1288284317199.

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The George A. Smathers Libraries at the University of Florida (UF) are participating in an innovative program to explore whether making electronic theses and dissertations (ETDs) available in print through online retail sites can have positive impacts for graduates, the University, and the general public. Digitization and metadata enhancement have improved discoverability and ease of access for ETDs in the Institutional Repository at the University of Florida (IR@UF). However, through this new program, research can be shared widely beyond academe with practitioners, corporate researchers, independent scholars, and international readers. This paper will describe how the Smathers Libraries have worked with a corporate partner, BiblioLabs, to leverage online retailers’ discovery engines to promote print versions of ETDs while alerting readers to the free digital versions available in the IR@UF. This paper will also share how alumni, current graduate students, and other campus stakeholders have responded to the pilot of this new service. The Libraries are monitoring referred traffic to the IR and sales data. UF is the first university to contribute content to this effort, but we expect others to follow suit if the data supports the expectations of the University, the Libraries, and our graduates.
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Jimenez, Mona. "Adapting university education in a digital and globally networked world." In SOIMA 2015: Unlocking Sound and Image Heritage. International Centre for the Study of the Preservation and Restoration of Cultural Property, 2017. http://dx.doi.org/10.18146/soima2015.4.17.

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Since 2003, the Moving Image Archiving and Preservation Program (MIAP) at New York University has graduated nearly 90 new moving image preservation professionals. Practices for moving image archiving and preservation have changed dramatically since the programme began. In addition, ‘born-digital’ productions have become the norm. Thus, MIAP has needed to continually adapt to the increasingly broad nature of heritage collections, and to new approaches and practices aimed at maintaining perpetual access to moving image works. In addition, MIAP has encouraged these professionals to understand their work in a global context and to approach international collaborations in a spirit of exchange. Changes in MIAP have been informed by a set of principles present from the beginning of the programme, by an early and continued emphasis on a full spectrum of media types and by projects and initiatives undertaken by faculty, staff, students and alumni.
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Reports on the topic "University of New Zealand. Alumni"

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OTAGO UNIV DUNEDIN (NEW ZEALAND). Proceedings of the Second Annual Conference GeoComputation 97, University of Otago, Dunedin, New Zealand, 26-29 August 1997. Defense Technical Information Center, 1997. http://dx.doi.org/10.21236/ada286936.

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