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

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

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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2

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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3

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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4

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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7

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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8

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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9

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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10

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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11

Gavey, Nicola. "Sexual victimization prevalence among New Zealand university students." Journal of Consulting and Clinical Psychology 59, no. 3 (1991): 464–66. http://dx.doi.org/10.1037/0022-006x.59.3.464.

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12

Raine, John K., and C. Piet Beukman. "University technology commercialisation offices - a New Zealand perspective." International Journal of Technology Management 24, no. 5/6 (2002): 627. http://dx.doi.org/10.1504/ijtm.2002.003075.

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13

Machuca, Ana, Enid Naranjo, Leticia Apolinaris, and Carrie Teresa Maison. "Are Minority Women Able To Use Their Degree From American Public University System To Further Their Career?" Journal of International Education Research (JIER) 10, no. 3 (2014): 237–40. http://dx.doi.org/10.19030/jier.v10i3.8743.

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The authors examined whether minority women alumni from an online degree program at American Public University System (APUS) were able to use their degree to further their careers. Alumni minority women were surveyed to determine if the education they obtained prepared them for their current job, opened new doors for job opportunities, opened doors for promotions, and/or enhanced their ability for a specific career field. It is important to understand the unique needs of minority women students in an online study environment.

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14

Cottrell, P. L. "Tertiary Astronomy Programs in New Zealand." Publications of the Astronomical Society of Australia 9, no. 1 (1991): 172–73. http://dx.doi.org/10.1017/s1323358000025467.

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AbstractA number of New Zealand universities offer astronomy courses at different undergraduate levels. The courses are taught in Physics or Mathematics Departments. Some are only sub-courses within a physics major rather than a dedicated astronomy course. I will detail these and show material relating to the course content and some of the texts used. Postgraduate programs in astronomy are also offered, principally at the University of Canterbury but also at the University of Auckland and Victoria University of Wellington.

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15

Parry, R. Gwynedd. "Federalism and University Governance: Welsh Experiences in New Zealand." Welsh History Review / Cylchgrawn Hanes Cymru 23, no. 1 (2006): 124–59. http://dx.doi.org/10.16922/whr.23.1.6.

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Valero-Garcés, Carmen. "Interview with Vanesa Enríquez Raído, Auckland University, New Zealand." FITISPos International Journal 7, no. 1 (2020): 138–45. http://dx.doi.org/10.37536/fitispos-ij.2020.7.1.262.

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17

Rata, Elizabeth. "Localising neoliberalism: indigenist brokerage in the New Zealand university." Globalisation, Societies and Education 8, no. 4 (2010): 527–42. http://dx.doi.org/10.1080/14767724.2010.537951.

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18

Stirling, Susan. "The place of fieldtrips in New Zealand university geography." New Zealand Geographer 64, no. 1 (2008): 68–71. http://dx.doi.org/10.1111/j.1745-7939.2008.00128.x.

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19

Line, Maurice B. "New Zealand University Library Resources, 1982. W. J. McEldowney." Library Quarterly 55, no. 1 (1985): 98–99. http://dx.doi.org/10.1086/601566.

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20

COUSINS, KIM, and KYPROS KYPRI. "Alcohol advertising in the New Zealand university student press." Drug and Alcohol Review 27, no. 5 (2008): 566–69. http://dx.doi.org/10.1080/09595230802245246.

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21

EHARA, Sachio. "Some experiences at the University of Auckland, New Zealand." Journal of Jsee 37, no. 1 (1989): 103–4. http://dx.doi.org/10.4307/jsee1953.37.103.

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22

Gilbert, John K. "Roger Osborne (1940–1985), University of Waikato, New Zealand." Cultural Studies of Science Education 4, no. 2 (2008): 315–22. http://dx.doi.org/10.1007/s11422-008-9165-2.

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23

Okura, Yutaka. "Is New Zealand a Paradise for the Elderly? (Attitudes of New Zealand University Students toward Older Adults)." Hallym International Journal of Aging 8, no. 1 (2006): 23–45. http://dx.doi.org/10.2190/ha.8.1.b.

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24

MCMILLAN, JOHN, PHILLIPA MALPAS, SIMON WALKER, and MONIQUE JONAS. "Ethics Education in New Zealand Medical Schools." Cambridge Quarterly of Healthcare Ethics 27, no. 3 (2018): 470–73. http://dx.doi.org/10.1017/s096318011700086x.

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Abstract:This article describes the well-developed and long-standing medical ethics teaching programs in both of New Zealand’s medical schools at the University of Otago and the University of Auckland. The programs reflect the awareness that has been increasing as to the important role that ethics education plays in contributing to the “professionalism” and “professional development” in medical curricula.

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25

Oakley, Amanda M. M. "Teledermatology in New Zealand." Journal of Cutaneous Medicine and Surgery 5, no. 2 (2001): 111–16. http://dx.doi.org/10.1177/120347540100500203.

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Background: Teledermatology is the delivery of specialist dermatological services at a distance. It has become possible because of technological advances in digital imaging and telecommunications. Consultations may be “interactive” using video-conferencing equipment or “store-and-forward” using prerecorded text and images. The best method to deliver teledermatology services is unknown. Objective: Studies were designed to determine (a) if it was possible to diagnose and manage skin diseases using video-conferencing equipment, (b) if teledermatology was acceptable to patients and medical practitioners, and (c) whether it offered any economic advantages. We have also compared interactive and store-and-forward techniques. Method: The trials were conducted in collaboration with the Institute of Telemedicine & Telecare, Queen's University, Belfast, as part of the UK Teledermatology Trials. Remits: The trials have involved more than 300 teledermatology consultations. Having established that a diagnosis can be made in more than two-thirds of the cases, the majority of video consultations have resulted in satisfactory management, with only small numbers of patients requiring face-to-face review. Teledermatology is generally popular with patients and can save them considerable time and money. Routine clinics continue in three centers. We have found that effective store-and-forward teledermatology requires very good images and comprehensive historical referral data.

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Newbold, John J., Sanjay S. Mehta, and Patricia R. Forbus. "Examining Student Identification With The Alumni Organization At A 4-Year Commuter Campus." Contemporary Issues in Education Research (CIER) 3, no. 4 (2010): 47. http://dx.doi.org/10.19030/cier.v3i4.197.

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Past research has identified several institutional and individual antecedents that lead to greater intent to support an organization. This paper takes an organizational identification approach in developing an Alumni Relationship Model (ARM) that can be used by universities to generate greater support for their Alumni services activities. This paper shows that by going beyond traditional organizational identification models and by introducing new variables, it is possible to broaden and enrich both practice and theory of organizational identification within a university setting.

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Dorsett, Shaunnagh, and Geoff McLay. "Foreword: Special Issue: New Zealand Leading Cases." Victoria University of Wellington Law Review 41, no. 3 (2010): 291. http://dx.doi.org/10.26686/vuwlr.v41i3.5401.

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This article serves as foreword for this issue of the Victoria University of Wellington Law Review presenting the papers presented at the New Zealand Leading Cases Conference held at the Faculty of Law, Victoria University of Wellington in June 2010. The Conference celebrated the New Zealand Lost Cases project, which aimed to identify and collect cases decided by the New Zealand Superior Courts before the official beginning of law reporting in 1883.

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Koller, Bálint, and Alexander Maxwell. "Pilot Course or Flying University? A University Course on Hungarian Language and History Taught in Wellington, New Zealand." Hungarian Cultural Studies 6 (January 12, 2014): 164–75. http://dx.doi.org/10.5195/ahea.2013.119.

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The authors, a historian and a language-learning expert, recently devised an introduction to Hungarian history, language and culture for students in Wellington, New Zealand. We describe the origin and circumstances of New Zealand’s Hungarian community, why we thought to develop a Hungarian language course, and how the course relates to the interests of New Zealand students. After explaining our approach to historical and linguistic components of the course, we consider the future of Hungarian studies in New Zealand.

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Stahl, Geoff. "Performance Anxiety: Audit Culture and the Neoliberal New Zealand University." Culture Unbound 7, no. 4 (2015): 618–26. http://dx.doi.org/10.3384/cu.2000.1525.1573618.

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This essay considers the role of audit culture and research output measurement regimes in Aotearoa/New Zealand. It explores the nature of neoliberalism and how it has worked its way into research and publishing, as well as departmental and teaching, contexts. This forms an important part of what Alison Hearn has called the promotional university, complete with bibliometrics and the attendant disciplinary mechanisms that work to produce “productive” researchers.

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Zhang, Anfu. "Learning Strategic Planning from Australian and New Zealand University Experience." Chinese Education & Society 47, no. 2 (2014): 43–55. http://dx.doi.org/10.2753/ced1061-1932470203.

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McGee, Rob, and Kypros Kypri. "Alcohol-related problems experienced by university students in New Zealand." Australian and New Zealand Journal of Public Health 28, no. 4 (2004): 321–23. http://dx.doi.org/10.1111/j.1467-842x.2004.tb00437.x.

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32

Hudson, Neville, and Jane Legget. "University collections in Aotearoa New Zealand: active past, uncertain future." Museum International 52, no. 3 (2000): 21–26. http://dx.doi.org/10.1111/1468-0033.00268.

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33

Nation, Paul, and Averil Coxhead. "Vocabulary size research at Victoria University of Wellington, New Zealand." Language Teaching 47, no. 3 (2014): 398–403. http://dx.doi.org/10.1017/s0261444814000111.

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The English Language Institute (now the School of Linguistics and Applied Language Studies) at Victoria University of Wellington has a long history of corpus-based vocabulary research, especially after the arrival of the second director of the institute, H. V. George, and the appointment of Helen Barnard, whom George knew in India. George's successor, Graeme Kennedy, also saw corpus linguistics as a very fruitful and important area of applied language research.

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34

Retna, Kala S., Eric Chong, and Robert Y. Cavana. "Tutors and tutorials: students' perceptions in a New Zealand university." Journal of Higher Education Policy and Management 31, no. 3 (2009): 251–60. http://dx.doi.org/10.1080/13600800902974336.

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35

LaGrow, S. J. "University Training in New Zealand: An Experience in Distance Education." Journal of Visual Impairment & Blindness 83, no. 1 (1989): 81–82. http://dx.doi.org/10.1177/0145482x8908300129.

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This paper describes a graduate level training program for personnel in education and rehabilitation of blind and visually impaired people in New Zealand. Massey University diploma in Rehabilitation is a new program for those with practical experience and an existing degree or professional qualification in a related field. Candidates may take all of their work extramurally (i.e., by correspondence), except for those in mobility.

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36

Steele, Colin. "CAUL Seminar on University Library Reviews: Australia and New Zealand." Australian Academic & Research Libraries 26, no. 2 (1995): 137–38. http://dx.doi.org/10.1080/00048623.1995.10754925.

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37

Bairam, Erkin I. "Research productivity in New Zealand university economics departments, 1988–1995." New Zealand Economic Papers 30, no. 2 (1996): 229–41. http://dx.doi.org/10.1080/00779959609544259.

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38

Spicer, Barry, Wendell Dunn, and Geoff Whitcher. "Transforming Knowledge into Wealth in a New Zealand Research University." Industry and Higher Education 20, no. 4 (2006): 243–48. http://dx.doi.org/10.5367/000000006778175856.

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This paper describes how New Zealand's leading research university, the University of Auckland, dealt with the issue of transforming knowledge into wealth using a ‘whole of institution’ approach. The context of New Zealand's growth and innovation initiatives is outlined and the University of Auckland's engagement with and institutional response to these initiatives are discussed. The initiatives include the joint government–private-sector funding of a ‘partnership for excellence’ programme; programmes to create a culture of enterprise, innovation and entrepreneurship; the use of entrepreneurs-in-residence; the development of new boundary-spanning structures and organizations; the melding of new approaches with existing technology transfer structures; and the creation of new networks. Key lessons learned throughout the process are described.

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39

Cao, Zhaoyi, and Tim Maloney. "Decomposing ethnic differences in university academic achievement in New Zealand." Higher Education 75, no. 4 (2017): 565–87. http://dx.doi.org/10.1007/s10734-017-0157-6.

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40

Sutherland, Kathryn A., and Amanda Gilbert. "Academic aspirations amongst sessional tutors in a New Zealand University." Journal of University Teaching and Learning Practice 10, no. 3 (2013): 119–30. http://dx.doi.org/10.53761/1.10.3.7.

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In New Zealand, as in many other western societies, the higher education system has become an increasingly less secure place in which to work, and over 40 per cent of those teaching in New Zealand higher education are sessional staff of some kind. Our university in New Zealand has long relied on parttime paid tutors, many of whom are students themselves, to deliver part of the teaching in large courses. These tutors work with groups of students facilitating their learning in workshops, seminars, laboratories and a variety of other teaching environments. We have tracked the experiences of tutors over a significant period of time, and surveys of tutors’ experiences since 2007 reveal that the majority of respondents hold tight to the hope of a future academic career. They regard tutoring as good preparation for an academic career, and many report being even more committed to pursuing an academic career since beginning tutoring. How can we best support tutors to navigate their way into an academic career that might look somewhat different from the one they set out to pursue? This paper shares data and insights from our longitudinal research with tutors, and encourages those supporting sessional staff to think about how to enable tutors to take a scholarly approach to their teaching, regardless of the career path they eventually take.

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Kimball, Bruce A. "The Disastrous First Fund-Raising Campaign in Legal Education: The Harvard Law School Centennial, 1914–1920." Journal of the Gilded Age and Progressive Era 12, no. 4 (2013): 535–78. http://dx.doi.org/10.1017/s1537781413000352.

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Between 1915 and 1925, Harvard University conducted the first national public fund-raising campaign in higher education in the United States. At the same time, Harvard Law School attempted the first such effort in legal education. The law school organized its effort independently, in conjunction with its centennial in 1917. The university campaign succeeded magnificently by all accounts; the law school failed miserably. Though perfectly positioned for this new venture, Harvard Law School raised scarcely a quarter of its goal from merely 2 percent of its alumni. This essay presents the first account of this campaign and argues that its failure was rooted in longstanding cultural and professional objections that many of the school's alumni shared: law students and law schools neither need nor deserve benefactions, and such gifts worsen the overcrowding of the bar. Due to these objections, lethargy, apathy, and pessimism suffused the campaign. These factors weakened the leadership of the alumni association, the dean, and the president, leading to inept management, wasted time, and an unlikely strategy that was pursued ineffectively. All this doomed the campaign, particularly given the tragic interruptions of the dean's suicide and World War I, along with competition from the well-run campaigns for the University and for disaster relief due to the war.

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Salmond, John. "If Germany Came to New Zealand." Victoria University of Wellington Law Review 30, no. 2 (1999): 489. http://dx.doi.org/10.26686/vuwlr.v30i2.5980.

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This article is a report from the New Zealand Mail, 1 August 1906, which covered Professor John Salmond's inaugural address as the chair of law at Victoria College (now Victoria University of Wellington). Professor Salmond dealt with the subject of international law with regards to the conditions of modern warfare. He discusses important international treaties, the role of the civil population, and what would happen if war came to New Zealand. Professor Salmond concludes that a key player in resolving international disputes was arbitration, which he believed was full of hope and promise for the future.

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Garner, Benjamin R., Michael Gove, Cesar Ayala, and Ashraf Mady. "Exploring the gap between employers’ needs and undergraduate business curricula: A survey of alumni regarding core business curricula." Industry and Higher Education 33, no. 6 (2019): 439–47. http://dx.doi.org/10.1177/0950422219876498.

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This study examines alumni perceptions of the core curricula at the University of North Georgia’s College of Business to assess the gap between the skills employers need in new graduates and what the curricula offer. The research was conducted as part of the continuous improvement process for AACSB accreditation. The findings reveal that soft skills such as communication and problem-solving were highly rated as being useful, whereas the alumni rated calculus and international business skills as less important for daily job requirements. The study provides relevant information for colleges of business as they look to update their core curricula for business majors.

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Refnaldi, Refnaldi, and Muhammad Affandi Arianto. "The Voices of Alumni in Curriculum Development: A Step to Meet the Standards of the ASEAN University Network Quality Assurance (AUN-QA)." Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa 11, no. 2 (2017): 138. http://dx.doi.org/10.24036/ld.v11i2.8092.

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One of some important things that the curriculum has or the primary objective of the curriculum itself is to meet the learning outcomes and target for the current needs and necessity. By designing the new curriculum and match it to the international standard of curriculum based on the Asean University Network Quality Assurance (AUN-QA), it expected that the needs of the students are achieved. However, the change of a curriculum cannot be carried out without the roles of Alumni as one of stakeholders. This article aimed to discuss the opinions and suggestions to the curriculum change from the alumni of English Department Faculty of Languages and Arts Universitas Negeri Padang as the Community who had experiences in seeking and staying for jobs both education and non education field. Under the guidance of need analysis theory, the questionnaires of needs of students were delivered to the several representatives of alumni. The findings showed that based on the some who had worked in education fields, from the four aspects of competence, the knowledge and skills of how to diagnose the students’ characteristics is needed and they have to have the skill in ICT, the knowledge about the trends in language teaching, and the attitude of how to use the language in a good way in social life is also needed. Then, for the personal competence, most of them agreed that the aspect of religion have to be had by the college students. From the other ones who work on the non-education fields, they suggested that the knowledge of how to report and analyze data is needed.Key words: Curriculum Development, Needs of Students, PERNYATAAN DARI ALUMNI DALAM PENGEMBANGAN KURIKULUM: SEBUAH TAHAPAN MENCAPAI STANDAR-STANDAR YANG DITETAPKAN OLEH ASEAN UNIVERSITY NETWORK QUALITY ASSURANCE (AUN-QA)AbstrakMencapai kurikulum yang baik dan mengaitkannya dengan kebutuhan mahasiswa adalah suatu keharusan. Salah satu dari beberapa hal penting yang dimiliki kurikulum atau tujuan utama kurikulum itu sendiri adalah untuk mencapai hasil pembelajaran dan target kebutuhan saat ini. Dengan merancang kurikulum baru dan mencocokkannya dengan standar kurikulum internasional berdasarkan Jaminan Mutu Jaringan Asean (AUN-QA), diharapkan kebutuhan siswa tercapai. Namun, perubahan kurikulum tidak bisa dilakukan tanpa peran Alumni sebagai salah satu pemegang peranan penting. Artikel ini bertujuan untuk membahas pendapat dan saran terhadap perubahan kurikulum dari alumni Jurusan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Padang sebagai Komunitas yang memiliki pengalaman dalam mencari pekerjaan baik di bidang pendidikan maupun non pendidikan. Berdasarkan teori analisis kebutuhan, kuesioner kebutuhan siswa disampaikan ke beberapa perwakilan alumni. Temuan menunjukkan bahwa beberapa orang yang pernah bekerja di bidang pendidikan, dari empat aspek kompetensi, pengetahuan dan keterampilan bagaimana mendiagnosis karakteristik siswa sangat dibutuhkan dan mereka harus memiliki keterampilan di bidang TIK (Kompetensi Pedagogik). Selain itu, pengetahuan tentang trend pengajaran bahasa juga dibutuhkan (Professional Competence). Apalagi sikap bagaimana menggunakan bahasa dengan cara yang baik dalam kehidupan sosial juga dibutuhkan (Social Competence). Kemudian, untuk kompetensi personal, kebanyakan dari mereka sepakat bahwa aspek agama harus dimiliki oleh mahasiswa. Dari para alumni yang bekerja di bidang non-pendidikan, mereka menyarankan agar pengetahuan tentang bagaimana melaporkan dan menganalisa data sangat dibutuhkan.Kata kunci: Pengembangan Kurikulum, Kebutuhan Mahasiswa

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Rey-Garcia, Marta, and Vanessa Mato-Santiso. "Enhancing the effects of university education for sustainable development on social sustainability: the role of social capital and real-world learning." International Journal of Sustainability in Higher Education 21, no. 7 (2020): 1451–76. http://dx.doi.org/10.1108/ijshe-02-2020-0063.

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Purpose The purpose of this paper is to understand the roles that social capital and real-world learning may play in enhancing the effects of university education for sustainable development (ESD) on social sustainability. Design/methodology/approach A conceptual framework that identifies the plausible effects of university ESD on social sustainability along three outcome dimensions (think-act-leverage), broadening desirable program learning outcomes and proposing enabling roles for social capital and real-world learning, is substantiated and validated through qualitative insights from a focus group. The framework serves to structure a survey to alumni of a postgraduate program in sustainability (2011–2018). Hierarchical clustering analysis is used to identify differences in perceived, sustainability-related effects of the program on direct beneficiaries and their relationship with stakeholders in their communities. Findings Implementation of real-world learning in partnership with organizations in the community that actively involves alumni not only extends desirable effects beyond individual program learning outcomes and outside the academia but may also renew them over time. Practical implications University administrators should foster the creation of new social capital of students and alumni and their commitment with service learning and other credit-bearing opportunities as actionable enablers to enhance the social sustainability effects of university ESD. Originality/value The paper contributes to a dual theoretical and empirical void related to the effects of university ESD on the social dimension of sustainability through the proposal of a conceptual framework and quantitative assessment of the dynamic effects of university ESD at the local level.

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Theodore, Reremoana, Mele Taumoepeau, Karen Tustin, et al. "Pacific university graduates in New Zealand: what helps and hinders completion." AlterNative: An International Journal of Indigenous Peoples 14, no. 2 (2018): 138–46. http://dx.doi.org/10.1177/1177180118764126.

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Increasing the numbers of Pacific Island students who graduate from New Zealand universities is important for the students’ futures, their families, communities and society in general. In this study, Pacific graduates ( N = 365) who are participants in the Graduate Longitudinal Study New Zealand were asked to describe what factors helped or hindered their qualification completion. Graduates from all eight New Zealand universities were surveyed between July and December 2011. Pacific graduates identified external (e.g. family), institutional (e.g. university staff) and student or personal (e.g. motivation) factors that both helped and hindered the successful completion of their studies. Understanding the hindrance factors faced by Pacific students and the factors that have contributed to their educational success can help to inform policy and practice to achieve national priorities of equity and successful outcomes for Pacific learners.

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McLay, Geoff. "Toward a History of New Zealand Legal Education." Victoria University of Wellington Law Review 30, no. 2 (1999): 333. http://dx.doi.org/10.26686/vuwlr.v30i2.5987.

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This article briefly discusses the history of New Zealand Legal Education, with a focus on Victoria University of Wellington. The first part of this paper introduces the American and English models of legal education, discussing the different tensions and contexts of each jurisdiction. The second part of the paper introduces the history of legal education in New Zealand. The author discusses New Zealand's departure from the English model (where a degree was not necessary to practise), academics' tradition of writing textbooks in New Zealand, and the influence of the American legal education system. The third part of the paper discusses the impact of Professor John Salmond and Sir Robert Stout at Victoria University of Wellington.

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Farida, Farida, Edy Suryadi, and Samsuddin Samsuddin. "Pengembangan Kewirausahaan di Universitas Muhammadiyah Pontianak." PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat 5, no. 3 (2020): 217–23. http://dx.doi.org/10.33084/pengabdianmu.v5i2.1021.

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Entrepreneurship Development Program (PPK) at Muhammadiyah Pontianak University is a program with a mission to produce new entrepreneurs, through an integrated program involving students managing PPK and resource persons. PPK Muhammadiyah University Pontianak activities include: management training, business skills with the Start and Improve Your Business (SIYB) method consisting of Generate Business Idea (GBI), Start Your Business (SYB) and modules Improve Your Business (IYB) covering Marketing, Financial Planning, Bookkeeping, Purchasing, Stock Control and Financing in the context of empowering the potential of entrepreneurship for students. Students who have started entrepreneurship, Student Entrepreneurship Student Creativity Program (PKMK), alumni who are interested in or are just starting a business can perfect their previous entrepreneurial activities, to increase its business. Manager of PPK Muhamamdiyah University Pontianak will explore the types of tenant business commodities according to their talents and interests. The PPK program service unit at the Muhammadiyah University of Pontianak each year will produce at least five new science-based independent entrepreneurs per year who are ready to move in the community. The recruitment of PPK tenants is carried out through synergy with the Muhamamdiyah University Student Affairs in Pontianak to recruit students who get PKMK or other PKM, students and alumni who are pioneering businesses

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Butler, Petra. "Foreword: International Dispute Resolution in New Zealand." Victoria University of Wellington Law Review 46, no. 4 (2015): 1175. http://dx.doi.org/10.26686/vuwlr.v46i4.4887.

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This article is the foreword to this issue of the Victoria University of Wellington Law Review ('VUWLR') containing the New Zealand Law Foundation Dispute Resolution Fellowship Lectures from 2013 to 2015. International dispute resolution is central to New Zealand's future as a trading nation that has always looked to the wider world, and the yearly international dispute resolution week is now an established part of the yearly legal calendar. This issue of the VUWLR contains innovative and insightful discussions into the world of international arbitration.

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Bairam, Erkin I. "Corrigendum: Research productivity in New Zealand university economics departments, 1988–1995[New Zealand economic papers, 30(2), 1996, 229–241]." New Zealand Economic Papers 31, no. 1 (1997): 133–34. http://dx.doi.org/10.1080/00779959709544270.

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