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Journal articles on the topic 'University of New Zealand'

Author: Grafiati

Published: 4 June 2021

Last updated: 7 February 2022

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1

Owusu Bempah, Justice. "Interpreting Authentic Leadership: A Cross Cultural Comparison of A New Zealand University and Ghanaian University." Asia Pacific Management and Business Application 1, no. 3 (2013): 201–22. http://dx.doi.org/10.21776/ub.apmba.2012.001.03.4.

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2

Owusu Bempah, Justice. "Interpreting Authentic Leadership: A Cross Cultural Comparison of A New Zealand University and Ghanaian University." Asia Pacific Management and Business Application 1, no. 3 (2013): 201–22. http://dx.doi.org/10.21776/ub.apmba.2013.001.03.4.

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3

Rahimi, Muhammad, Lawrence Zhang, and Nasim Esfahani. "Advocating School-University Partnership for Responsive Teacher Education and Classroom-based Curricula: Evidence from Teachers’ Cognitions about Principles of Curriculum Design and Their Own Roles." Australian Journal of Teacher Education 41, no. 12 (2016): 84–96. http://dx.doi.org/10.14221/ajte.2016v41n12.6.

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4

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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5

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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6

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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7

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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8

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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9

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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10

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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11

Linzey, Kate. "Constructing Education: 1961-69." Architectural History Aotearoa 2 (October 3, 2005): 10–22. http://dx.doi.org/10.26686/aha.v2i0.6707.

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The 1960s were a time of great change and growth in New Zealand's tertiary eduction sector, and the university-based discipline of architecture was in no way exempt from this progress. In response to the Parry Report of 1959-1960, the New Zealand government passed the 1961 Universities Act, which dissolved the federated University of New Zealand. This Act opened the way for the independence of the four universities of Auckland, Victoria, Canterbury and Otago, and the two allied agricultural colleges of Massey and Lincoln. Under the federated university system, Auckland University College had been the centre of architectural training, and had delivered extramural course through colleges in the other centres. As the "disproportionate number" of extramural and part-time study had been criticisms levelled by the Parry Report, it was obvious that another School of Architecture would now be required, but where? Ever an argumentative association, members of the New Zealand Institute of Architects engaged in a lively debate on the choice, positing Victoria University in Wellington, and Canterbury University in Christchurch, as the major contenders. By the end of the decade university-based architectural training would expand at both Auckland and (the new) Wellington Schools, New Zealand's first PhD in Architecture would be conferred on Dr John Dickson, and many of the careers of architects and architectural academics who went on to construct the discipline as it is today, had begun.

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12

Butler, Petra. "Foreword: International Dispute Resolution - Demystifying the New Frontier." Victoria University of Wellington Law Review 43, no. 4 (2012): 651. http://dx.doi.org/10.26686/vuwlr.v43i4.5019.

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As a trading nation and one that has always looked to the wider world, New Zealand's international engagement is key to the country's wellbeing and prosperity. Despite this, it seems that there is a lack of awareness and understanding of issues with regards to international dispute resolution in New Zealand. This article serves as a foreword for this issue of the Victoria University of Wellington Law Review which introduces the inaugural New Zealand Law Foundation International Dispute Resolution lecture given by Lucy Reed of Freshfields Bruckhaus Deringer, as well as the following seminar on the same issues.

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13

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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14

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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15

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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16

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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17

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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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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19

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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20

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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21

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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22

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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23

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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24

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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25

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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26

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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27

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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28

Theodore, Reremoana, Megan Gollop, Karen Tustin, et al. "Māori University success: what helps and hinders qualification completion." AlterNative: An International Journal of Indigenous Peoples 13, no. 2 (2017): 122–30. http://dx.doi.org/10.1177/1177180117700799.

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Māori (Indigenous New Zealand) university graduates are role models for educational success and are critical for the social and economic wellbeing of Māori whānau (extended family) and communities. In this study, Māori graduates ( N = 626) from all eight New Zealand universities participated in the Graduate Longitudinal Study New Zealand between July and December 2011. They were asked to describe factors that they found helpful or challenging to the completion of their qualifications. Graduates described a range of external (e.g. family), institutional (e.g. academic support), and student or personal (e.g. persistence) factors. Describing the experiences of Māori graduates can provide a blueprint for future indigenous success by building an evidence base of the factors that may promote indigenous higher educational achievement in New Zealand and internationally.

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29

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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30

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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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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32

Wright, Peter. "Book Review: Richard Scragg New Zealand’s Legal System." Victoria University of Wellington Law Review 36, no. 1 (2005): 159. http://dx.doi.org/10.26686/vuwlr.v36i1.5594.

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This article is a book review of Richard Scragg New Zealand's Legal System (Oxford University Press, Melbourne, 2005) (146 pages) NZ$49.95. The book is a new guide to the principles of the legal system which introduces core legal concepts to law students. Even though the book does not have the depth and details of McDowell and Webb's "The New Zealand Legal System", Wright recommends the book as an accessible study guide for law students in their first year.

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33

Thomsen, Patrick Saulmatino, Litia Tuiburelevu, Moeata Keil, et al. "Practising Pacific pedagogies during New Zealand's level four lockdown: Pacific early career academics and COVID-19." Waikato Journal of Education 26 (July 5, 2021): 149–61. http://dx.doi.org/10.15663/wje.v26i1.754.

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During New Zealand’s unprecedented level-four lockdown, opportunities to practise Pacific pedagogies in New Zealand universities required creative and innovative solutions from Pacific academics. This paper brings together the experiences of teaching during this lockdown from a cross-section of Pacific Early Career Academics (PECA) across a wide range of disciplines and schools at New Zealand’s largest university. This paper argues that despite the challenges, PECA found ways to adapt Pacific pedagogical concepts through online delivery methods; however, their ability to effectively do this was severely influenced by existing socio-economic inequities that disproportionately impacted Pacific students. PECA continued to nurture the vā/wā with students in innovative ways, but they still encountered major challenges that will require more careful consideration of equity issues by New Zealand universities moving forward.

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34

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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35

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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Sturny, Arno. "Raising the bar: a story of bean-to-bar chocolate production in New Zealand." Hospitality Insights 3, no. 2 (2019): 11–12. http://dx.doi.org/10.24135/hi.v3i2.62.

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Chocolate is considered one of the most gratifying confections there is, and this holds as true in New Zealand as elsewhere in the world. Evidence of this high interest in chocolate in New Zealand is demonstrated in the arrival of small artisanal bean-to-bar chocolate makers in the early 2000s; the voting of Whittaker’s as New Zealand’s single most trusted brand for eight years running (Reader’s Digest New Zealand’s Most Trusted Brand) [1]; the reporting on the economic, social and cultural impacts of the closure of the Cadbury chocolate factory in Dunedin [2]; and the opening of the first fair trade chocolate factory, Sweet Justice Chocolate Factory, in Christchurch by Trade Aid New Zealand [3]. These examples also demonstrate a clear transformation within New Zealand’s commercial chocolate production, reflecting worldwide changes in multinational confectionery companies but also the emergence of artisanal production that directly addresses issues of sustainability and transparency [4, 5]. While broader culinary traditions in New Zealand have been well-documented, the food history of chocolate production has not yet been explored. Consequently, this study explored the history of chocolate production in New Zealand, with a specific focus on bean-to-bar products [6]. The study, based on a narrative history and interviews with current bean-to-bar chocolate makers in New Zealand, traced the history of bean-to-bar chocolate production in New Zealand. This process allowed for a multi-faceted reconstruction and interpretation of historical data to help understand various transformations within New Zealand’s chocolate industry, an industry long dominated by multinational companies such as Cadbury and Nestlé. This domination by overseas companies has recently been challenged by the emergence of small artisanal bean-to-bar chocolate makers and the rise of local chocolate company, Whittaker’s. Among the key findings was evidence of the maturing of the local chocolate industry to the point where it is clear that New Zealand-made chocolate is now widely viewed and trusted by local consumers as a high-quality product. This trust extends to both the current strong player in the market, Whittaker’s, and equally to smaller artisanal bean-to-bar chocolate makers, a confidence in product comparable to the New Zealand craft beer industry and the more well-established wine industry. The research also finds that the emergence of more artisanal bean-to-bar chocolate makers, and their focus on more transparency around the production of chocolate, reflects similar trends overseas. The findings highlight the fragile structure surrounding growth and sustainability in the chocolate production industry, with the view that closer ties should be formed with New Zealand’s Pacific cacao-growing neighbours. The findings point to the need for additional research around the history of food in New Zealand, an area of study often undervalued in academia [7]. The findings of the research are timely as they highlight opportunities for the industry to place current worldwide sustainability concerns in perspective with a view to the future – a future that New Zealand chocolate manufacturers cannot avoid. The historical archival data captured together with the contemporary voices of New Zealand’s new generation of chocolate makers combine to tell a story of creativity and competition. The original research this article is based on can be accessed here: https://openrepository.aut.ac.nz/bitstream/handle/10292/12970/SturnyA.pdf?sequence=3&isAllowed=y Corresponding author Arno Sturny can be contacted at: arno.sturny@aut.ac.nz References (1) Trusted Brands New Zealand 2019. Most Trusted. http://www.trustedbrands.co.nz/default.asp#mostTrusted (accessed Jun 1, 2019). (2) Cadbury’s Dunedin Factory Faces Closure, 350 Jobs on the Line. The New Zealand Herald, Feb 16, 2017. https://www.nzherald.co.nz/business/news/article.cfm?c_id=3&objectid=11801779 (accessed Jun 2, 2019). (3) Trade Aid. The Sweet Justice Chocolate Factory. https://www.tradeaid.org.nz/trade/the-sweet-justice-chocolate-factory/ (accessed Mar 24, 2019). (4) Fountain, A.; Huetz-Adams, F. 2018 Cocoa Barometer; 2018. http://www.cocoabarometer.org/cocoa_barometer/Download_files/2018%20Cocoa%20Barometer%20180420.pdf (accessed Oct 13, 2018). (5) Squicciarini, M. P.; Swinnen, J. F. M. The Economics of Chocolate; Oxford University Press: Oxford, U.K., 2016. (6) Sturny, A. Raising the Bar: A Story of Bean-to-Bar Chocolate Production in New Zealand; Master’s Thesis, Auckland University of Technology, New Zealand, 2018. https://openrepository.aut.ac.nz/bitstream/handle/10292/12970/SturnyA.pdf?sequence=3&isAllowed=y (accessed Nov 25, 2019). (7) Belasco, W. G. Food Matters: Perspectives on an Emerging Field. In Food Nations: Selling Taste in Consumer Societies; Belasco, W., Scranton, P., Eds.; Taylor & Francis: London, 2002, pp 1–22. https://www.researchgate.net/publication/239586863 (accessed Jun 15, 2019).

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37

MEYERHOFF, MIRIAM. "Linguistic change, sociohistorical context, and theory-building in variationist linguistics: new-dialect formation in New Zealand." English Language and Linguistics 10, no. 1 (2006): 173–94. http://dx.doi.org/10.1017/s1360674306001833.

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Elizabeth Gordon, Lyle Campbell, Jennifer Hay, Margaret Maclagan, Andrea Sudbury, and Peter Trudgill, 2004. New Zealand English: its origins and evolution. Cambridge: Cambridge University Press. ISBN 0 521 64292 2. Hb £55.00, US$85.00.Peter Trudgill, 2004. New-dialect formation: the inevitability of colonial Englishes. Edinburgh: Edinburgh University Press/Georgetown: Georgetown University Press. ISBN 0 7486 1876 7. Hb £45.00.

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38

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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39

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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40

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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41

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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42

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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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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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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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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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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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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Suckling, David Maxwell. "New Zealand Plant Protection Medal 2017." New Zealand Plant Protection 71 (July 26, 2018): 358–59. http://dx.doi.org/10.30843/nzpp.2018.71.223.

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This medal is awarded by the New Zealand Plant Protection Society to honour those who have made exceptional contributions to plant protection in New Zealand in the widest sense. The medal is awarded for outstanding services to plant protection, whether through research, education, implementation or leadership. In 2017, the New Zealand Plant Protection Medal was awarded Prof David Maxwell (Max) Suckling. In his 35+ years of research, Max has been pivotal in bringing odour-based technologies to New Zealand. In particular, his research on insect pheromones has enabled integrated pest management to be realised in this country. As a result, New Zealand plant-based industries can access premium overseas markets due to the low pest prevalence and low pesticide residue on primary produce. It has also reduced grower exposure to pesticides. The acknowledgement of his broad knowledge of risks and benefits that new organisms and substances can pose to New Zealand has been exemplified by his position of Chair of the Environmental Risk Management Authority Hazardous Substances and New Organisms Committee where he presided over decisions from determining which organisms are new to New Zealand through to whether the benefits of the release of new organisms outweighed the risks. His unique knowledge and ability to make sound judgements based on the evidence presented also led to two invitations back to the Environmental Protection Authority after he had finished as a special member on the Committee so that New Zealand could safely continue to assess the use of biological control agents. Since 2004, in his role as Science Group Leader of the Biosecurity group at The New Zealand Institute for Plant and Food Research Ltd (PFR), Max has been instrumental in developing tools to improve detection sensitivity and socially acceptable eradication options for new pests that threaten New Zealand, such as the Queensland fruit fly and the painted apple moth. Max has been a member of the New Zealand Plant Protection Society for many years and served as President from 1999 to 2001. He was nominated for the Medal because of the passion he has displayed towards developing and making available socially acceptable pest eradication and management tools in New Zealand. The work that he and the chemical ecology team he has built and led, has had a large impact in many sectors from horticulture to biosecurity. This use of socially acceptable tools for the productive sectors naturally led to Max’s involvement in the pest surveillance and eradication space. He led the Eradication and Response Theme in the Better Border Biosecurity collaboration for over ten years, co-ordinating research among Crown Research Institutes to achieve their goals and the goals of New Zealand’s biosecurity practitioners. He has gone beyond odour-based technologies and branched into sound, vision and sterile-insect technologies for managing pests, sticking with the social acceptance theme. Max is an innovative thinker, testing novel approaches for pest management, and can bring quite separate groups together to achieve a goal. For example, he combined an irradiator used to sterilise medical equipment and insect rearing to achieve a boutique insect-sterilisation programme against the painted apple moth. By pushing the envelope, he is seen as a world leader in his field of using socially acceptable tools, with numerous invitations as a keynote speaker at international meetings, which has allowed him to return to New Zealand with some of the latest scientific ideas. He has served on working groups of the sterile-insect technique for the joint division of the Food and Agriculture Organization/International Atomic Energy Agency. He was recently made a professor when he was made a joint appointment at PFR and the University of Auckland, and has supervised and co-supervised a number of PhD and MSc students. His outstanding collaboration and mentoring skills enable him to work across diï¬€erent fields, secure new knowledge and tools for novel pest-management approaches, bring together people from diï¬€erent organisations, and mentor ‘thinking-out-of-the-square’ scientists for the future. His desire to protect New Zealand’s flora, fauna and people, make him a worthy recipient of the New Zealand Plant Protection Medal.  NZPP Medal recipients for the previous five years: 2016: Rob Beresford 2015: Gary Barker 2014: - 2013: Andrew Hodson 2012: Margaret Dick

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Kleinsasser, Robert C. "Australia and New Zealand applied linguistics (ANZAL)." AILA Review 17 (December 31, 2004): 31–56. http://dx.doi.org/10.1075/aila.17.06kle.

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This paper reviews some emerging trends in applied linguistics in both Australia and New Zealand. It sketches the current scene of (selected) postgraduate applied linguistics programs in higher education and considers how various university programs define applied linguistics through the classes (titles) they have postgraduate students complete to be awarded a degree. Evidence of program requirements and topics reveal not only what applied linguistics generally entails, but offers insights into how applied linguistics is defined and practiced. Additionally, some of the salient research topics (titles) being published in the journals from the two countries’ applied linguistics associations are sketched.

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Shore, Cris. "The reform of New Zealand's university system: 'after neoliberalism'." Learning and Teaching 3, no. 1 (2010): 1–31. http://dx.doi.org/10.3167/latiss.2010.030102.

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This article explores the legacy of three decades of neoliberal reforms on New Zealand's university system. By tracing the different government policies during this period, it seeks to contribute to wider debates about the trajectory of contemporary universities in an age of globalisation. Since Lyotard's influential report on The Postmodern Condition (1994), critics have frequently claimed that commercialisation and managerialism have undermined and supplanted the social mission of the university as governments throughout the developed world have sought to transform the university 'from an ideological arm of the state into a bureaucratically organised and relatively autonomous consumer-oriented corporation' (Readings 1996: 457). Against this I argue that the new model of the entrepreneurial and corporate university has not so much replaced the traditional functions and meaning of the university as added a new layer of complexity to the university's already diverse and multifaceted roles in society. Drawing on an ethnography of one university and personal observations, I explore the effects of that reform process on the culture and character of the university and, more specifically, its impact on academic identities and the everyday practices of academics and students. As in other OECD countries, New Zealand's universities are now required to deliver a bewildering plethora of government priorities and strategic economic and social objectives whilst simultaneously carrying out their traditional roles in teaching, research and scholarship. The challenge for the modern university, as reflected in the case of New Zealand, is how to negotiate these diverse and often contradictory missions.

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