Productivity Commission Inquiry Final
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Transcript of Productivity Commission Inquiry Final
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LEARNERS AND LEADERS: A FOREWORD
EDUCATION, CREATING HEALTHY THINKING AND HEALTHY LEADERS
Iwas recentlydiagnosedwithbreast cancer andunderwent somefairlycomplexsurgery.Afterthesurgery,therewerecomplicationsincluding infection, pneumonia, and pulmonary embolism, whichresulted in me being off work and fully dependent on nurse andhomehelpcareforfivemonths.WhenIraisedmyconcernsaboutthesecomplicationswithoneofthe“lead”doctors,theysaidthatiftheyweretodoitagain,theywouldhavedonenothingdifferently.
Thisstatementhasdisturbedmeverydeeply.WhatIheardatthatmomentwasaspecialistclaimingthattheyhadnothingtolearnornothingthattheycouldhaveimproveduponandthatthisexperiencehadtaughtthemnothingaboutpatientcare.
ThisexperiencehasmademequestionwhatmakesagreatdoctororsurgeonandultimatelywhatmakesagreatNewZealander,agreathumanbeing?Andtoask,wheredowelearnhowtodothisortobecomethis?
I believe our health system is a barometer for our values as asociety...howwe“treat”ourmostvulnerableisadirectindicatorofhowwethink,feelandfunctionasasociety.
So,ismystoryanoutcomeofourcurrenteducationsystem?Ifso,whatismissing,whatwouldourdreameducationsystemlookandfeellike?
In my experience, if there is one thing that unites all the greatthinkers, leaders, humanitarians and creators of our world,regardless of gender, ethnicity, religious persuasion, etc… is theknowledge that we always must keep questioning and that wealwayshavemoretolearn.
I have come to deeply believe that a deep sense of curiosity, apersonal humility and the unwavering human quality to keep onimprovingmustbeattheheartofoureducationsystemifwearetocreate a truly civil society and one where all citizens truly takeresponsibilitynotonlyforthemselvesbutforthosearoundthem.
So, here is the opportunity, here is what “healthy thinking” from“healthyeducation”mightlooklike:
Asapatient,whatifIlearnthowto“lead”myownhealthstoryandexperience.ImagineifIknewhowtospeakupwhenIhadconcerns,if I asked questions when I have doubts, if I could challenge theprocesswhenIseethesystemfailnotonlymebutothersaroundme.
WhatifbeingagreathealthprofessionalmeantIwouldwelcomethisfrommypatientsandthatIfeelaresponsibilitytoquestion,tohavehumility,tolearntolistendeeply,andtochallengetheculturearoundmeifitisnotputtingthecareofpatientsatitsheart.
Andwhatifwrappedaroundthis,healthmanagerscreatedacultureofopenness,generosity,curiosityandlifelonglearningthatsupported,nurturedandrewardedthesevalues?
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Somehowwemustfindawaytoputtrustandcareattheheartofourpractiseandourleadership.Weallmustlearnhowtobemorecourageous.
SowheredidIlearnaboutleadership?Notatatertiaryinstitution,notatschoolbutthroughlifeexperienceandthroughorganisationslikeBe.Leadership,theSirPeterBlakeTrustandLeadershipNZ,throughleadingthinkersandwriterslikeMegWheatleyandPeterBlock.ThroughobservingpeoplelikeDameTarianaTuriawhoistheembodimentofstrength,courage,humilityandlove,andfinallythroughthedeep,unwaveringcaringIhaveexperiencedoverthelastfewmonthsfromfamilyandfriends.
MydreameducationsystemwouldnurtureandgrowourleadersofNewZealand,whethertheychoosetothenspecialiseinhealth,sport,design,business,politicsormedicine,withafoundationofcuriosity,generosityofspirit,compassion,joyandtrustinourabilitytoalwaysdobetter…Wethenjustmighthavethesocietythatwecanbetrulyproudofaskiwis.
Deepdownweallknowthis,becausethisismanaakitanga,thisiskaitiakitanga,wearehosts,wearetheguardiansnotonlyofthelandbutofoneanother,wearethecaretakerssoletus“learn”howtotakebettercareofoneanother.Thatismydreamforoureducationsystem.
MinnieBaragwanathChiefExecutive
Be.Accessible
LEARNERS AND LEADERS Aspartofengagingwiththecommunityaboutthefutureofhighereducation,weapproachedanumberoflearnersandleaderstosharewithustheirdreamsforoureducationsystem.Minnie’smovingandpersonalstatementisonewhichwethinkmakesanappropriateforeword.Wehaveincludedothersthroughoutoursubmission.
Itisimportanttonotethattheirstatementsstandontheirownandshouldnotbeinterpretedasawholesaleendorsementofeverythingsetoutinthisdocument.
ABOUT ED. COLLECTIVE Ed.Collectiveisasmallnot-for-profitwithbigdreamsforNewZealand’seducationsystem.WebelievethatNewZealandisrichintalentandthatgreatlearningexperiencesandstronglearnercommunitiessitattheheartofaprosperousfutureforthisgreatcountryofours.Webelievethatthevoicesoflearnersshouldbepartofshapingthatfutureandtheeducationsystemthatwillenableit.Ourworkincludesgatheringandsharingtheviewsoflearnersinthehopethat,together,wecanmakeeducationbetter.Waybetter.
LEARNERS AND LEADERS
“HOW we show up in life and to work, is going to be far more critical than WHAT (the
qualification)wehaveachieved.Ithinkapersonwithcreativeliteracy,theskillstonavigatean
increasinglycomplexsocietywithcompassionandsavviness,andwitha“borderless”attitude
(empathetic,inclusiveandgenuinelycuriousaboutothers),hasafarbetterchanceofsuccess.
The challenge for education is to provide the opportunities for learners todiscover this for
themselves!”
QiujingEasterbrook-Wong
Co-founderandCEO,BorderlessProductions
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EXECUTIVE SUMMARY
Tertiaryeducationplaysakeyroleinenablingourlearnersandyoungpeopletobeeverythingtheycanbe.This,inturn,powersoureconomy,reducesburdensontheStateandmakesthisgreatcountryofoursgenerallyabetterplacetolive.Yes,thesystemanditsinstitutionshaveservedusallwellforalongtime.
However,theworldhaschangedaroundus.Learnersacrossthecountryarefacingmountingdebt,increasedcostofliving,challenginghousingprospects,uncertainemploymentoutcomesandevenlesscertainemploymentfuturesinthefaceoftechnologicaladvancements.Thepaceofchangeisaccelerating–therecentemploymentofthefirstartificiallyintelligentlawyerbeingjustoneexampleofdisruptionthatmayaltertheemploymentlandscapeforaprofessionpreviouslyperceivedasuntouchablebytechnology.
TheProductivityCommission’sinquiryintonewmodelsoftertiaryeducationisnotbeforeitstime.Theproudhistoryofourinstitutions,theirstaffandtheirservicetothenationshouldnotstopusfromaskinghardquestionsaboutthefutureandwhetherwhatwasgreatinthepastisstillgreat,andwhetheritwillremainso.
Ed.CollectivebelievesthatatalentedandconnectedNewZealandisonecharacterisedbyoutstandinglearningexperiencesandstronglearnercommunities.Wealsobelievethatourcommunitiesoflearners(inalltheirdiversity)needtobeengagedinshapingthefutureofhighereducationinthiscountry.Alongwithotherscommittedtolearnervoice,wehavemadeastart.
Aspartofinformingoursubmission,wehavetestedsomeideasforchangebysurveyingnearly2000learnersandinterviewingstudentsandemployers.Thisworkwillcontinueasweseektogatherasmanyviewsaswecan.Theideaswehavetestedinclude:
§ Openingtertiaryinstitutionsyear-round;
§ Integratingaccreditationacrossinstitutions;
§ Recognisingdifferenttypesoflearning;
§ Professionalapprenticeships;and
§ Efficienciesandcollaborativeopportunities.
Wehavefoundlearnersandemployerseagertodiscussideasforchangeandrecommendfurtherworkisdoneonthis.
WehavealsoaddressedmanyofthequestionssetoutbytheCommissionintheIssuesPaperfortheinquiry.Someofwhatwehavetosayandshareisquitecriticalofthestatusquo.Webelievethatalotofthesystemisdesignedforthesystem,ratherthanlearners.
Thisinquiryisanopportunityforthesystemtoembracethechangeanddisruptionoccurringineducationaroundtheworld.Itcaneitherchoosetobepartofthatchangeandhelpshapeit,orwatchithappen.Thatmaysoundalarmist,butthereareorganisationswithproudhistoriesofdominatingmarketsworldwidewhichnolongerexisttodaybecauseofafailuretoevolveandadapttomodernrealities.
Whilesomeofwhatiscontainedinthissubmissionmightcomeacrossasharsh,itissaidoutofrespectandadesiretoseeoureducationsystemhonourandcontinuethatproudlegacyofteaching,achievementandcontributiontosociety.Thewaythingsaregoing,thatisfarfromcertain.Itmaybethatchangingwhatisinplaceistoohardandthatsomethingnewwillneedtobeestablished.Eitherway,wethinkthisisausefulconversationtobehaving.
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CONTENTS
LEARNERS AND LEADERS: A FOREWORD ........................................................................................................................... 3
LearnersandLeaders.........................................................................................................................4
AboutEd.Collective...........................................................................................................................4
EXECUTIVE SUMMARY ........................................................................................................................................................ 6
INTRODUCTION ................................................................................................................................................................... 8
PURPOSE VS. INTENTION ................................................................................................................................................... 9
IDEAS FOR CHANGE .......................................................................................................................................................... 13
Open,FlexibleLearning....................................................................................................................13
OpenYear-Round.........................................................................................................................13
IntegratedAccreditation..............................................................................................................15
CreditWhereIt’sDue......................................................................................................................17
Pass-Outs.....................................................................................................................................17
RecognitionofPriorLearning......................................................................................................17
AlternativeAccrediTation............................................................................................................18
RecognitionofCurrentLearning..................................................................................................20
Intention-FocusedLearning.............................................................................................................20
ProfessionalApprenticeships.......................................................................................................21
Competencies..............................................................................................................................21
ASmarter,CollaborativeSystem.....................................................................................................22
SharingResources........................................................................................................................22
GlobalResources.........................................................................................................................22
INQUIRY QUESTIONS & ANSWERS .................................................................................................................................... 25
CLOSING STATEMENT ....................................................................................................................................................... 54
ACKNOWLEDGEMENTS ...................................................................................................................................................... 54
FURTHER INFORMATION .................................................................................................................................................. 54
BIBLIOGRAPHY ................................................................................................................................................................. 55
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INTRODUCTION
1. Ed.CollectivebelievesinatalentedandconnectedNewZealand,madepossiblethroughoutstandinglearningexperiencesandstronglearnercommunities.Webelievebuildingthatfutureshouldplacelearnersatthecentre,honourstudentvoiceinallitsdiversityandappreciatethatthepursuitofhigherlearningtodayismoredifficultthanithaseverbeenbefore.ItwilltakeasharedbeliefthataprosperoussocialandeconomicfutureforNewZealandwillbepoweredbyournation’stalent,andforallsystemstakeholderstoworkinconcertwitheachothertoachievethataim.
2. Whileourtertiaryeducationsystemhasaproudhistory,theworldhaschangedaroundus.Learnersarenotonlygrapplingwithfeesincreasingyearonyear,livingcostsalsocontinuetoclimb.Qualificationsarenotworthmorethantheywereyesterdayand,ifwageincreasesarenotinlinewiththerisingcostofstudying,thefinancialreturnwillcontinuetodropovertime.Itisunreasonabletoexpectlearnerstopaymoreandmoreforeffectivelylessandless.
3. Muchofthediscoursearoundhighereducationconcentratesonthecosts,whoshouldpayandhowmuch.Forsome,theansweristoallowthefreemarkettosetthefeesandthatlearnersshouldbearthefullcostoftheireducation.Forothers,theanswerisforGovernmenttopayforthelot.Othersstillthinktheanswerliessomewhereinthemiddle.However,thecostsaretheproductofthestructuresandoperatingmodelsthatareemployedacrossthesector.Weneedtoaskourselvessomechallengingquestionsaboutwhatwecoulddodifferently.Thisinquiryintonewmodelsoftertiaryeducationisagreatstart.
4. Oursubmissionbeginswiththepurpose(s)ofthetertiaryeducationsystemandnotesadistinctionbetweensystemicpurposeandlearnerintention.Wethendiscussspecificideasforchangethatwebelievewouldmakeadifferencetothelearningexperienceandlearnercommunities.Finally,wehaveansweredanumberofthequestionssetoutintheinquiry’sIssuesPaper.
5. Aspartofinformingthissubmission,Ed.Collectivehassurveyed(inpersonandonline)nearly2000learnersatvariousstagesoftheirjourney–someareatschoolandplanningtostudynextyear,othersareinthemidstofearningtheirqualifications,whileothershavegraduated.Wehavealsointerviewedlearnersandemployers.ThisispartofanongoingeffortbyEd.Collectivetogatherandsharetheviewsoflearners.Thisworkwillcontinue.Wherewehavelearners’viewsonatopic,wehaveincludeditinthetextunderaheadingWhatdolearnersthink?.OurinterpretationofthoseviewshasbeenclearlysetoutunderaseparateheadingOurcomment.Weappreciatethatourswillnotbetheonlypossibleversionandunderstandthatthereadermaydrawdifferentconclusions.
6. Wehavealsobeenfortunatethatallsortsofleadershavebeenwillingtosharewithustheirhopesandaspirationsforthefutureoftertiaryeducation.Whattheyhavesaidcanbefoundthroughoutthisdocument.Theirstatementsshouldbereadasstandalonepersonalexpressionsandshouldnotimplytheirwholesaleendorsementfromthemofeverythingcontainedinthisdocument.
7. NewZealandisacountryrichwithtalent.Anextraordinaryfutureawaitsourpeople,familiesandcommunitiesifwecansupportourlearnerstobeeverythingtheywanttobe.Ed.Collectivebelievesthat,together,wecanallmakeeducationbetter.Waybetter.Wearepleased,therefore,toprovideoursubmissiontothisinquiryandlookforwardtothediscussionsahead.
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PURPOSE VS. INTENTION
8. TheProductivityCommission’sIssuesPaperpresentedanumberofdifferentperspectivesonthepurposeoftertiaryeducation.TheviewsofTreasury,theTertiaryEducationUnion(TEU)andTeWānangaoRaukawawereprovided,aswasadescriptionofhowthepurposeisindirectlyframedintheEducationAct1989.
9. Itwouldhavebeenusefultoincludeaquestionintheinquiryaboutwhatsubmittersbelievearethefunctionsoftertiaryeducationandtheirrelativeprioritynowandintothefuture.Theworldhaschangedsignificantlyovertheyearsandwhatpeoplebelieveislikelytohaveevolved.Itwouldalsohavebeenusefulforthequestionofpurposetohavecomefirst,toframetherestoftheinquiry.
10. Thatsaid,ratherthanweighinontertiaryeducation’spurposefromasystemperspective,wehaveinsteadfoundithelpfultothinkofthingsinthecontextofalearner’sintention.Wecouldendlesslydebatethesocietalandeconomicpurposesoftertiaryeducationandwhichfunctionsaremoreimportant.Whatlearnerswantoutoftertiaryeducation–howtheyseeitservingthem–isapersonal,individualmatter.ItisnotforGovernmentoritsagencies;thesystemoritsinstitutions;orindeedorganisationslikeourstodictatealearner’sreason-why.It’stheirs.Itbelongstothemalone.
11. Thatsaid,clearlyaresonancewithoralignmentofsystemicpurposeandindividualintentioniscrucialtoasuccessfulexchangebetweenthelearnerandsystem.Thedifficultyisthatlearnersaresorarelyaskedthequestion.Wethinkthisshouldchange.Havingthisinformationforeachoftheirlearnerswouldmeaninstitutionswouldbebetterinformedand,therefore,betterabletoprovidethemwithrelevantguidanceandsupport.Itcouldalsoinformfuturemeasuresofinstitutionalperformance.
Whatdolearnersthink?
12. Aspartofrespondingtothissubmission,weaskedlearnersandintendinglearnerswhattheirreasonswerefordecidingtostudy.Weaskedintwoways.
13. Thefirstallowedthemtorateasetofreasons(inadditiontospecifyingtheirown),indicatingagainsteachalevelofimportancewithaweightingattachedtoit(‘Veryimportant’,‘Somewhatimportant’,‘Don’tknow’and‘Notatallimportant’).
14. Wereceived813responses.Basedonweightedaverages,theorderofreasonswere:
1. Iaminterestedinmysubjectandjustwanttolearn(1.71)2. Ithinkaqualificationwillhelpmegetabetterjob(1.59)3. IamgoodatmysubjectandthinkIcandowell(1.35)4. ThejobIwantrequiresmetohaveaqualification(1.27)5. Myfamilywantsmetostudy(0.43)6. MyfriendsarestudyingandIwanttostudywiththem(-0.37)
SURVEY QUESTION
Peoplemakechoicesforanumberofreasons.Whatwerethereasonsyoudecidedtostudy?Please
ratehowimportantthefollowingreasonsweretoyou.
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15. Thesecondquestionaskedthemtospecifythemostimportantofthesereasons.
16. Wereceived767responsestothisquestion.Themaindifferencebetweenthetwosetsofresponsesisthat“ThejobIwantrequiresmetohaveaqualification”and“IamgoodatmysubjectandthinkIcandowell”swappedplacesintheorderofimportance(3rdand4th).
17. Theresponses“Iaminterestedinmysubjectandjustwanttolearn”(33%)and“Ithinkaqualificationwillhelpmegetabetterjob”(32%)werethemostpopularresponses.
OurComment
18. Bothquestions,askedofabroadgroupoflearners,confirmthatmanylearnerswanttofollowtheirinterestsand‘just’learn–oftendiscussedas“learningfortheloveoflearning”orsimilar.Bothintermsofweightedimportancefromthefirstquestionanditsproportioninthesecond,thisreasoncameoutontop,ifonlyjust.
19. However,itisimportanttonotethat50%oflearnersidentifiedwork-relatedreasonsasthemostimportantreasonforpursuingstudy–eithertheythinkaqualificationwillhelpthemtogetabetterjob(32%)orthatthejobtheywantrequiresaqualification(18%).Thereasonweprovidedthesetwopossibleresponseswastoenableustodistinguishbetweenthosewhoareheadingintotertiarybelievingitwillhelpthemgetahead,andthosewhosecareeraspirationsrequireaqualification(e.g.doctors,nurses,lawyersetc.).
20. Thefactthatsuchalargeproportionoflearnershavecareer-focusedreasonsisofnosurprise.Tertiaryinstitutionshaveknownthisforyears,withalotoftheirmarketingpromisesanchoredaroundtheideathattheirdegreesgettheirlearnersbetterjobsandfulfillingcareers.
21. Thedifficultyisthatdespitethemillionsspentonmakingthosebrandpromises,thebillionsofdollarsofpublicassetsdeployedtohighereducation,morebillionsinvestedbylearnersandthetaxpayeronthedelivery,wehaveverylittlereliableorusefulinformationonwhether(ortowhatextent)thosepromisesarebeingdelivered.
Recommendation
22. Webelievethatthelearner’sintentionshouldinformhowtertiaryinstitutionsteachandsupportthemandthatthosewhoarestudyingfortheloveofitwillneedtobesupporteddifferentlyfromthosewhowantacareeroutcome,whethergeneralorspecific.
23. Werecommendthatinstitutionsbeginaskinglearnerswhattheywantoutoftheirstudiesaspartoftheenrolmentprocess.
SURVEY QUESTION
Whichwasthemostimportantreasontostudy?
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IDEAS FOR CHANGE
24. Thisinquiryanditsrecommendationshavethepotentialtohavefar-reachingimpactsonNewZealand’stalentdevelopmentlongintothefuture.Wecouldnotmisstheopportunitytotestsomeideasforchangewithlearners.Thissectioncoversthoseideasandprovidestheresponsesfromthelearnercommunity,wherewehavethem.Wearenotclaimingtobethefirstortheonlygrouptohaveideaslikethosecontainedinthissubmission–indeed,wehavebeenpleasedwithhowmanypeopleandorganisationsshareourbeliefintheirpotentialtochangethelearningexperience.However,wearetakingapurposefulapproachtogatheringtheviewsoflearnersandwehopethatcontributiontothediscussionwillbewelcomed.
25. Theideasthemselvesrangefromthecommon-sensetothosethatarelikelytobemorechallengingforthesystemanditsinstitutions.
OPEN, FLEXIBLE LEARNING 26. Inaworldofincreasingopenness,immediacyandflexibility,thereismuchaboutthetertiary
educationsystemthatremainsclosed,slowandfixed.Theimplicationsofsmallchangestothewayinstitutionsoperatecouldhaveprofoundimpactsonlearners’lives.
27. Itisimportantthat,inasystemassmallasours,weexploiteveryopportunitytomaximisetheinvestmentlearnersandthetaxpayermakeeachyear.Twoideaswehavetoachievethisare:
§ Openpublictertiaryinstitutionsatfull-noise,year-round;and
§ Fullrecognitionoflearners’achievementsacrossthesystem’sinstitutions.
OPEN YEAR-ROUND
28. Traditionally,tertiaryinstitutionsteachinacomprehensivewayforaround22-24weeksperyear.Another4-6weeksisallocatedtostudybreaksandexaminations.AsmallselectionofcoursesisavailableoverSummerSchool,incaseswhereitisoffered.Theresultisthat(notcountingSummerSchool),ineachhalfoftheyear,only11-12weeksisspentteaching.
29. Whatiftertiaryinstitutionswereopenatfull-noise,allyear-round?Forexample,running3fulltrimesterseachyear,amountingto33-36weeksofteaching–theremaining3-4monthsoftheyearbeingspentonstudybreaks,examsandholidays?Whatmightthebenefitsofthatbetolearners?Learnerscould:
§ Completea3-yeardegreein2years;
§ Study3daysaweekandwork2daysaweekandstillcompletein3years(whichshouldbehelpfultothosewhoarevulnerablefinancially);
§ Takeatrimesteroffforworkexperienceopportunitiesthroughouttheyear,ratherthanjustoversummer;and
§ Takeatrimesteroffeachyearwheneveritsuitedthemforaholiday,andstillcompletein3years.
30. Furthermore,itwouldmean:
§ Noteveryonewouldbehittingthegraduateandholidayjobmarketsatthesametime;
§ Noteveryonewouldbeseekingandleavingaccommodationatthesametime;and
§ Thepublicwouldreceiveimprovedvalueoutofthebillionsofdollarsofpublicassetsthatsitun-orunder-usedfor50%oftheyear.
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31. Thislastpointisimportantfromasystemperspective.Theproperty,plantandequipmentacrossuniversities,polytechnicsandwānangaisvaluedatover$8.5B1.Whenthisinvestmentisconsideredalongsidethefactthatcomprehensiveteachingonlyoccursfor22-24weeksperyear,webelievethereisroomforimprovedreturnthroughincreasedutilisation.
Whatdolearnersthink?
32. Aspartofexploringtheappetiteoflearnersforthischange,weincludedacoupleofquestionsinsurveysthisyear.
33. Wereceived1369responsestothequestionabove,with77%ofrespondentsbeing‘Veryinterested’(41%)or‘Somewhatinterested’(36%).
34. Inprevioussurveysin2014and2015,weasked600BayofPlentyschool-agedlearnersthesamequestionwith‘Yes’or‘No’asthepossibleresponses.60%responded‘Yes’.
35. Beyondthepotentialforincreasedspeedofcompletion,oneofthebenefitsidentifiedistheabilitytostudypart-timeandstillcompleteinthreeyears.Weaskedlearnersthefollowingquestion.
36. From1371responses,74%responded‘Yes’,11%responded‘No’andtheremaining15%were‘Notsure’.
OurComment
37. Clearly,thereisanappetitefromlearnersforthekindofflexibilityandspeedthatwouldcomewithtertiaryinstitutionsbeingopenyear-roundforcomprehensiveteaching.Therewouldstillbe25%-30%oftheyear‘free’forexams,holidaysandrotationformaintenancepurposes.
38. Itshouldbenotedthatinstitutionsalreadyoperateinthisway(orsimilar)foraselectionofprogrammes.Thereistalkfromsomethattheyintendtodomore,whichisfantastic.Weshoulddoitforthemall.
39. Whileimplementationofthisideaacrosstheboardwouldrepresentasubstantialdeparturefromcurrentpractice,itreallyisjustproposingwedomoreofthesame–justmoreefficientlyandinawaythatprovidesmoreflexibilitytothelearner.Asafirststep,though,andonethatwoulddeliversubstantialbenefittolearners,webelieveitwouldbeagreatstart.
Recommendation
40. Werecommendthat:
1. Anyfundingregulatorybarrierstoyear-roundcomprehensiveteachingberemoved;and1ThisfigureisbasedoninformationcontainedinthemostrecentpubliclyavailableAnnualReportsof16tertiaryinstitutionsacrossNewZealand.
SURVEY QUESTION
Howinterestedwouldyoubeinshorteningthelengthofyourstudy(e.g.completea3-yeardegree
in2years)bystudyingoverthesummer?
SURVEY QUESTION
Would you like the option to studypart-time and havemore time towork if you coulddo so
withouthavingtostudyanylonger(e.g.youcouldstillcompleteadegreein3years)?
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2. Anyregulationsthatmightinhibitstudents’abilitytoenrolyear-round(e.g.loansandallowanceregulations)orworkpart-timewhilestudyingpart-timeshouldalsobemodifiedtoaccommodatethem.
INTEGRATED ACCREDITATION
41. Atthemoment,eachinstitutionsetsouttheregulationsforawardingqualifications,includinghowmany(orhowfew)creditscanbegrantedforstudycompletedatotherNewZealandinstitutions.Theregulationsandproceduresarecomplex,withsomesetattheinstitutionlevelandthosesetforindividualprogrammes.Thepracticalrealityisthatlearnersmovingbetweeninstitutionsarerarelyabletodosowithoutsufferinganacademicpenaltyofsomekind,andhavingtocomplete‘additional’credits.
42. Itisunderstandablethateachinstitutionwouldwishtoprotectits‘brand’(andindeedtherevenue)associatedwithlearnerspursuingaparticularpathofstudyandbeingawardedoneof‘their’degrees.However,acoupleoffundamentalssuggestthatmovinginstitutionsshouldbeeasierandcheaperthanitiscurrently–particularlyintheuniversitysubsector.
1. Universitieshavetheirprogrammesapprovedbythesamebody(CUAP),comprisedofrepresentativesfromalluniversities.
2. Programmesareauditedbythesamequalitybody(AQA),establishedbytheNewZealandVice-Chancellors’Committee/UniversitiesNewZealand.
43. If,ineffect,ouruniversitiessignoffonthequalityofeachother’sprogrammesandcourses,thereisnoquality-basedreasonwhytheyshouldnotgiveequalrecognitiontotheachievementsofeachother’slearners.
44. Learnersmoveinstitutionsforarangeofreasons–oftenunrelatedtostudy.Theprinciplethesystemshouldadoptistomakethingsassimpleandasaffordableaspossibleforlearnertomoveforwardandcompletewhattheystarted.
45. Forexample,ifalearnercommencesadegreeattheUniversityofCanterburybut,duetofamilyreasonshastorelocatetoAuckland,theinstitutionsshouldmakethetransitionaspainlessaspossible.Insuchacase,havingtheaddedpressureofhavingtotakeonmoredebtandspendmoretimetocompletetherequirementsofthesamedegreeatauniversityinAucklandwouldmakethingsthatmuchharder.Giventheinstitutions’roleinvalidatingthequalityofeachother’sdegrees,italsoseemsunnecessaryandunfair.
46. Greaterintegrationacrossourinstitutionscouldalsopromotegreatermobilitymoregenerally,allowingourlearnersandyoungpeopletoseeandexperiencemoreofthecountry.Forexample,whatifstudentscouldcompletetheirfirstyearatanAucklanduniversity,theirsecondatVictoriaUniversityinWellingtonandtheirfinalyearatCanterbury?
LEARNERS AND LEADERS
“IfIcouldchangeonethingabouttertiaryeducationinNZ,it’sthatweraisetheaspirationsof
allNZerstobelievethisisanachievablepathwayopentothem.Therealprizeisnotjustthe
qualification at the end of study, but as a country to raise a generation of strong learners,
thinkersand‘adaptors’capableandreadytonegotiatethecomplexandfast-pacedfuturethat
liesaheadforusall.”
ShelleyCampbell
CEO,SirPeterBlakeTrust
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47. Weinitiallythoughtthisarrangementmightbeparticularlyappealingtointernationallearnersandmuchlesssotodomesticones,butwedecidedtoaskanumberoflearnerstheirthoughtsonthis–irrespectiveoftheirdomesticorinternationalstatus.Wediscusstheresultsbelow.
Whatdolearnersthink?
48. Weaskedtwoquestionsinrecentsurveysthatrelatetobetterintegrationofaccreditationacrossinstitutions:Thefirstrelatestoacademicpenalty.
49. From1371responses,71%answered‘Yes’,12%responded‘No’andtheremaining17%were‘Notsure’.
50. Thesecondquestionrelatedtomobilitywhilestudying.
51. Wereceived745responsestothisquestion.Theresultswere:
§ Veryinterested(23%)
§ Somewhatinterested(33%)
§ Don’tknow(13%)
§ Notatallinterested(31%)
OurComment
52. Theviewsoflearnersonwhetherornotstudentsshouldbeabletomoveinstitutionswithoutacademicpenaltyisfairlyclear,althoughperhapsnotentirelysurprising.However,33%oflearnerswhostartadegreehavestillnotfinishediteightyearslater(MinistryofEducation,2014).Doingmoretomakethingseasierforthosewhomovecannotbeabadthing.
53. Weweresurprisedatthelevelofinterestincompletingaqualificationindifferentpartsofthecountry,giventhatthemajorityofrespondentswereborninNewZealand(69%).Ifitisapopularideawiththeinternationalstudentmarket,itcouldmakeNewZealandamoreattractivelearningdestination.
Recommendation
54. Webelievethatinstitutionsshouldbesupportedtoaligntheiracademicregulationsfordegreesandmajorstheyshareincommonwitheachother,approachingthechallengewiththeguidingprincipleofmakingitaseasyaspossibleforlearnerstomovebetweeninstitutions.
55. Furthermore,itshouldbepossibleforstudentstospreadtheirstudyloadacrossinstitutionsconcurrently.Forexample,studentsshouldbeabletoenrolinaBachelorofCommerceattheUniversityofAucklandandelecttouseaselectionofcoursesfromAucklandUniversityofTechnologytowardscompletionoftheirdegree.Thisparticularexamplewouldfurtherpromote
SURVEY QUESTION
Doyouthinkstudentsshouldbeabletomoveinstitutionswithoutacademicpenalty?
SURVEY QUESTION
Howinterestedwouldyoubeincompletingyourstudiesindifferentpartsofthecountry?(justfor
example,1yearinAuckland,1yearinWellingtonand1yearinChristchurchorwhereveryoulike).
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theideaofa‘learningprecinct’acrossthetwouniversities.However,thesecondinstitutioncouldjustaseasilybeaMasseyAlbanyoranextramuralpaper.
56. Systemsforstudentloansandallowancesmaywellneedtobemodifiedtoaccommodatethiskindofapproachtostudy.
57. Therefore,werecommendthat:
1. Thesystemmovetoamodelofaccreditationthatisascommonaspossibleandthatenablesseamlessmobilitybetweeninstitutions.
2. Thestudentloansandallowancessystemsupportsstudentswhowanttospreadtheirstudyacrossmultipleinstitutions.
3. Markettestingiscarriedoutwithprospectiveinternationalstudentsregardingtheabilitytocombinestudywithtravelandcompletetheirqualificationsacrossdifferentinstitutions.
58. Weappreciatethatlargeinstitutionscantakeyearstoshiftpracticeandachievinggreaterintegrationacrossqualificationscouldtakeyears.Inthemeantime(andperhapsasasolutionmoregenerally),Governmentcouldstartawardingqualificationstopeoplewhohavemetrequirementssetatasystemlevel.
59. Forexample,wherealearnerhasachieved120pointsateachoflevels5,6and7,theNZQAcouldawardthemadegree.Clearly,thiswouldnotbeworkableinallcasesorallqualifications,butshouldbefairlystraight-forwardforaproportionofstudypathways.Itisworthlookingat.
60. Thisapproachwouldenablemovementonachievinggreaterintegrationacrossinstitutionsinashortertimeframethatmightotherwisebethecase.
61. Basedonthis,wealsorecommend:
4. TheNZQAinvestigatethefeasibilityoftheorganisationawardingdegrees,diplomasandcertificatesinamodelwherelearnerswouldsubmittheirtranscriptsforconsiderationagainstspecifiedcriteria(orsimilar).
CREDIT WHERE IT’S DUE 62. Thecostofhighereducationforthosepayingforit–thelearnersandthetaxpayer–continuesto
climb.Weshouldbelookingforeveryopportunitytogivelearnerscreditwhereit’sdue,ratherthanlookingforreasonswhytheyneedtostudyforlonger.Threeideasthatwehavecollectedfromothersinourdiscussionsinclude:
§ Givingstudentstheopportunitytobeassessedbeforecommencingacourseand,iftheymeettherequiredstandard,awardingthemthecredit;
§ ProvidingmoreopportunitiesforRecognitionofPriorLearning;and
§ Ensuringthatasfewlearnersaspossibleleaveaninstitutionwithoutsomekindofqualification.
PASS-OUTS
63. A‘Pass-Out’wouldenablelearnersabouttoembarkonadegreetositatestorbeassessedagainstthestandardsforfirst-yearsubjects.Forthosesubjectsthattheypass,theycanbegintheirstudiesat2ndyear.Studentswouldpayafeetocoverthecostsoftheassessment.Thiscouldreducethetimeandmoneystudentshavetospendcompletingtheirqualification.
RECOGNITION OF PRIOR LEARNING
64. Inthiscontext,wearereferringtoRecognitionofPrior(non-formal)Learning–i.e.notrecognitionofformallearningachievements,whichwehaveaddressedunder‘IntegratedAccreditation’above.
18
65. Itisunderstoodthatlearningdoesnotjustoccurinalecturetheatreorintheclassroom.Peoplelearnatremendousamountinthecourseoftheircareersandvolunteeringintheircommunities.Webelievethatthesystemneedstodomoretoenablepeopletogainaccreditationfortheirknowledgeandmasteryofskillsgainedthroughtheirlifeexperience.
66. Wearetoldthatthefutureisgoingtoseemoreandmorepeopleneedingtoretrainasindustriesshiftandevolveinresponsetotechnologicaladvancementsandotherfactors.Inthiscontext,thesystemwouldbenefitfromanimprovedability/willingness/processestoassesslearners’knowledgeandskills–andthenprovideappropriatecredittowardsaqualification.
67. Tertiaryinstitutionsalreadyproviderecognitionofnon-formalpriorlearningandsoclearlywearenotrecommendingitsintroduction.However,itisoftencomplicated,comeswithlimitationsandtherearefewincentivesforinstitutionstoprovidetherecognition–todosomeansthatthelearnerisrequiredtoenrolinandpayforfewercourses.Anecdotally,learnershavesaidthingsoftheprocesslike“itwouldactuallyhavebeeneasierjusttodothecourse”.
68. Inordertoshiftthis,thereareacoupleofpossibilitiesworththinkingabout–changetheincentivesforinstitutionstoprovideRPLtolearnersorenableindependentorganisationstocarryouttheassessmentsandrequireinstitutionstorecognisethem.
ALTERNATIVE ACCREDITATION
69. ThesubjectofRecognitionofPriorLearningandtherationaleforimprovinghowitisawardedoverlapswithanotherideagainingincreasingattention-alternativeaccreditation.
70. Localtertiaryinstitutionsusedtobetheonlyaccessiblerespositoryofknowledge.Thisisnolongerthecase.Thebestmindsandinstitutionsintheworldaremakingtheircontentavailableonlineatlowornocost.Insomecases,accreditationisofferedforafee.Inothers,theysimplyprovidealearningopportunityforthosewhoareinterested.
71. Beyondcontentproducedbytertiaryinstitutionsaroundtheglobe,thereareYoutubelessonsonabroadrangeofsubjects–createdbypeoplewhoaredoingitfortheloveofteachingandconsumedbypeoplewholovelearning.
72. Whatifthesystemwereabletoassesspeoplewhohadbeenthroughalearningexperience–perhapscreatedbyHarvardorStanford,perhapsbyanindustryexpert–andprovidethemwithaccreditationfortheirknowledgeandmasteryofthecontent/subject?Howtodothisinarobustwayisanunansweredquestion,butnotaninsurmountablechallenge.Thesystemanditsinstitutionshaveanopportunitytoleadandshapehowthiscouldwork.
LEARNERS AND LEADERS
“Tertiary education should provide a platform for learners to pursue subjects that they are
passionateaboutashappinesstendstobreedsuccess.Whileengagingthemintheirlearning,it
shouldalsodevelopthemwithaninquisitivemindforextendingtheirperspectivebeyondthe
unacceptablenorms.A foundationforfuturechange-makers, leaders,anddisruptors tohelp
solvetheglobalissuesandleadtoabetterworldforfuturegenerations.”
TristanPang
AcademicProdigy,Producer,Broadcaster
19
Whatdolearnersthink?
73. WeaskedthefollowingquestionsoflearnersthatrelatetoRecognitionofPriorLearningandalternativeaccreditation.
74. Wereceived743responsesforeach.
§ Yes–83%
§ No–4%
§ Notsure–13%
§ Yes–73%
§ No–10%
§ Notsure–17%
§ Yes–57%
§ No–15%
§ Notsure–28%
OurComment
75. Workplace-basedlearningandaccreditationappearstohavethestrongestsupportamongthethreequestions–perhapsbecauseitismostfamiliarormostreadilyimagined.However,theabilitytoassessmoreworkorvolunteerexperienceforlearningcreditalsoappearswellsupportedbylearners.
76. Althoughstillcommandingamajorityinsupport,surveyrespondentsweremuchlesssureofthethirdquestionregardingassessingalearner’sknowledgeandmasteryofcontentproducedbyanotherprovideronline.Withnearly30%notsure,itseemsthatmoreclarityabouthowsuchasystemcouldworkwouldbeneededinordertoobtainaclearerpictureofwhatlearnersthinkaboutit.Wewilllooktoinvestigatethisfurther.
SURVEY QUESTION
Ifyoucouldlearnandbeaccreditedforyourskillsthroughworkinginyourchosenindustry,would
you?
SURVEY QUESTION
Doyouthinkmoreworkorvolunteerexperienceshouldbeabletobeassessedforlearningcredit?
SURVEY QUESTION
Thereareagrowingnumberoffreeandlow-costcoursesbeingmadeavailableonlinebyhigh-
qualityprovidersaroundtheworld.Ifyoucoulddothecourseandsitatestandgetagradelocally
forasmallfee,wouldyouwantto?
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Recommendation
77. Thecombinationoftheincreasingpaceofindustrychange,theexpectedneedforpeopletoretraininthefuture,apparentshiftsinemployers’attitudesandthefactthatcostoflivingpressuresaremakingfull-timestudymoredifficultmeanthatthesystemshouldbedoingeverythingitcantorecognisetheskillsandknowledgepeopleacquireoutsidetheclassroom–inwork,volunteeringorinalternativelearningexperiences.
78. Webelievethatthesystemshouldconsiderwhatroleitshouldhave(ifany)intheestablishmentanddevelopmentofalternativeaccreditation/micro-credentialsinNewZealand.Institutionswithimmaculateinternationalreputationsaresteppingintothisspace.Whiledetractorswillpointouttheimperfectionsinthisarea,therearechallengeswiththetraditionalapproachtooandtheissuesarelikelytobecomemoremarkedwithtime.
79. Werecommendthat:
1. TheRecognitionofPriorLearningpoliciesandpracticesoftertiaryinstitutionsacrossthesystembereviewedwithaviewtosupportinglearnerstogettherecognitionwhereithasbeenearnt.
2. Governmentconsiderwhetherthesettingsadequatelyincentivise(oratleastdonotundulydiscincentivise)institutionsfromgrantingRecognitionofPriorLearning.
3. Governmentlookatanalternativeaccreditationframeworkthatlooksatwhatthelearnerknowsandwhattheycando–irrespectiveofhow/wheretheycametolearnit.
4. Thesystemlookatthefeasibilityofindependentorganisationsprovidingaccreditationinthisway,withassuredrecognitionfromtertiaryinstitutions.
RECOGNITION OF CURRENT LEARNING
80. Intheory,thisshouldbeaneasyone.Around33%oflearnerswhostartadegreedonotfinishitwithineightyears–read:theydropout(althoughnotnecessarilyfor‘bad’reasons).Approximately52%ofdiplomastudentsdonotcomplete(MinistryofEducation,2014).Asmuchaspossible,weshouldensurethatlearnersleavewithsomething.Webelievethatallmulti-yearqualificationsshouldbeabletobedisaggregatedintosub-qualifications.
81. Forexample,adegree-levelqualificationcouldbecomprisedofaCertificateandDiplomaqualification.Thatway,ifastudentleavesaftertheirfirstyear,theycanbeawardedaCertificate-or,aftertwoyears,theirDiploma.
82. Thisideaisnotnew(indeed,ithasbeenaroundforages)andtherearemanyqualificationsacrossthecountrythatalreadyhavethisarrangement,oftendescribedas‘early-exit’qualifications.
83. Wejustthinkthattheabsenceofthesesub-qualificationsshouldbetheexception,ratherthantherule.
INTENTION-FOCUSED LEARNING 84. Asdiscussedabove,asignificantproportionoflearnersareengagingintertiaryeducationwith
theintentionofachievinganemploymentoutcome.Theybelievethatthequalificationstheyarestudyingwillgetthemabetterjoborthejobtheywantrequiresthemtohaveaparticularqualification.
85. Wewouldliketwoideastobeexploredaspartoftheinquirythatwouldsupporttheselearners:
1. Expanduseoftheapprenticeshipmodelbeyondthetradesandintosomeprofessions;and2. Domoretodevelopthecompetenciessoughtbyemployers.
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PROFESSIONAL APPRENTICESHIPS
86. Traditionally,theapprenticeshipmodelhasbeen(andcontinuestobe)successfullyemployedinthetrades.Whatifweappliedthisteachingandlearningmodelforsomeoffice-basedprofessions?
87. Forexample,insteadofcompletinga3-yeardegreeinMarketinginpreparationforanentry-levelmarketingrole,whatifalearnercouldworkinafirmwhilecompletinganalliedprogrammeofstudyoverashorteramountoftime?Orperhapssomeonewantstobecomeacomputerprogrammerand,followingashortcourseinprogramming,learnsonthejobwhilecontinuingacompanioncourseofstudy?Couldthesystem,inpartnershipwithindustry,supportlearnerstoacquirerelevantskillsalongwithworkplaceexperienceand,ultimatelymakethemmoreemployable?Couldwedoitmoreaffordablyforlearnersandthesystemwhiledevelopingtalentindemandbyouremployersmorequickly?
88. Afterinterviewinganumberofemployersandhavingreceivedunsolicitedfeedbackfromothers,thereareareaswhereourgraduatesarefallingshortofemployerexpectations.Thisisnotbecausetheyhavenotinvestedenoughmoneyorspentenoughtimeintheirlearningendeavours.Inthosecases,wearejustplaindoingitwrong.Giventhefinancialandlifesignificanceofstudyingtoday,weshouldnotsitbackandacceptthatthisisjusthowitis.
89. Wherethelearner’sintentionistoachieveanemploymentoutcome,weshouldbelookingforeverypracticalopportunitytointegratelearningwiththeworkplace.
Whatdolearnersthink?
90. Weaskedlearnersthefollowingquestionandreceived743responses:
§ Yes–83%
§ No–4%
§ Notsure–13%
Recommendation
91. Wecouldusethemoneypresentlyallocatedbywaysoffees,fundingandloansinconjunctionwithemployercontributionstocreatework-basedlearningexperienceswhicharerelevant,credibleandliveable.Thisisnottoreplacethetraditionalapproach,butasanextensionoftheoptionsavailabletolearners.
92. Atthemoment,astudentstudyingtowardsadegreepaysaround$6000instudentfeesandGovernmentputsinanother$6000orso.Addtothatthelivingcostsloanofaround$7000andthetotalcosttothetaxpayerandlearnercomestoapproximately$20,000.Ifemployersweretomakeacontribution,perhapsthetotalcouldbeallocatedacrossmonitoringoflearningoutcomes,supportfortheemployerandaliveableincomeforthelearner?
COMPETENCIES
93. Employershavenotedforsometimethatgraduatesarefallingshortoftheirexpectations–notjustintermsofcontentoftheirlearningbutalsothe‘softskills’andabilitytoadapttoaprofessionalworkplace(CommitteeforAuckland,2012).Again,noteveryonehasanemploymentoutcomeinmindwhentheyembarkonaparticularcourseofstudy.However,forthosewhodo,
SURVEY QUESTION
Ifyoucouldlearnandbeaccreditedforyourskillsthroughworkinginyourchosenindustry,would
you?
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thesystemanditsinstitutionsshouldbedoingmoretoensurethatlearnersarereadytomakethetransitiontowork.
A SMARTER, COLLABORATIVE SYSTEM 94. Asdiscussedearlier,therearebillionsofdollarsofpublicassetsthatarereallyonlyfullyutilised
for22-24weeksperyear.Therearethosewhowouldarguethatusageisnotoptimisedeventhen.
95. However,beyondtheobviousthingslikebuildingsandlearning-relatedtechnology,thereareotherresourcesacrossthesystemthatcouldbesharedtodeliverefficienciesandcost-savingstolearnersandthetaxpayer.Furthermore,thereareinternationalresourcesproducedbysomeofthebestmindsandinstitutionsaroundtheworldthatcouldbeputtogoodusebyinstitutionshereinNewZealand.
SHARING RESOURCES
96. Atthemoment,tertiaryinstitutionsemployarangeofstaffanduseavarietyofICTsystemstosupporttheircorporatefunctions–ICT,HR,Finance,Estates,Security,andsoon.Inanefforttocurbtherisingcostsoftertiaryeducationtolearners,thereisanopportunityforinstitutionstoexplorewhatefficienciesmightbeachievedthroughgreatercollaborationintheseareas.
97. Essentially,theideaisthatmultipleinstitutionscouldusecommoninformationsystemsandsharestaffwhosupportnon-learningfunctions.
GLOBAL RESOURCES
98. Earlier,wediscussedalternativeaccreditationmethodsthatwouldenablelearnerstotakeacoursefromaglobalprovideronlineandreceivedomesticaccreditationfortheknowledgeandskillstheyacquired.
99. Whatiflocalprovidersweretousecontentproducedbyhigh-qualityprovidersfromaroundtheworld(insteadofreproducingsimilarcontenthere)withaviewtoreducingcoststothelearner?Forexample,acourseproducedbyHarvardorMITwithvideolecturesandonlinematerials.AlthoughthiswouldnotnecessarilyworkforcontentthatneedstobeheavilycontextualisedorrelatedtotheuniquefactorsaboutNewZealand,itisworthexploringformoreuniversalsubjects.Further,itispossiblethatinternationalcontentcouldbeusedasthebasisoflearningandthenlocalstafffocusonprovidingtheNewZealand-specificinformation.
Whatdolearnersthink?
100. Theseareasweretrickiertoexplorewithlearnersgivenconstraintswehadatthetime.Insteadoflookingforresponsesonwhichtobasespecificrecommendationsforchange,wedecidedtotestthemoodorappetiteforthekindsofchangewehadinmindtoseewhetheritisworthfurtherinvestigation.Wecouldhavefocusgroupsandotherexploratoryexercisesdevotedtotheseareasallontheirown.
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101. Weaskedthefollowingquestionandreceived743responses.
102. Theresultswere:
Idea GoodIdea NotSure BadIdea
Institutionscould
shareresources(e.g.
staff,ITsystems,
facilities)
53% 34% 14%
Usetechnology(e.g.
videolectures)
63% 22% 15%
Uselecturesand
coursematerials
producedbyother
institutions
55% 34% 11%
OurComment
103. Asstated,ourgoalwastogetaroughideaoflearners’viewsandgetanindicationofwhetheritwouldbeworthwhileconductingamoredetailedinvestigationofwhatideasforcostreductionslearnersthinkwouldworkwell.
104. Onbalance,acomparativelysmallproportionrespondedthatthesewerebadideasforreducingcosts.Wethinkfurtherinvestigationoflearners’viewswouldbehelpful,withaviewtoco-designingwithlearnersmoreefficientwaysofoperatingwhilemaintainingthequalityofthelearningexperience.
LEARNERS AND LEADERS
“Highereducationwillalwaysplayanimportantroleinoursociety.Whatitlookslikeandwhat
it focusesonwill change. Weneedour tertiary sector tobeadaptive, and respondto 21st
century learners’ needs andways of learning. Rather than competing against theworld in
traditionalways,Ihopethatourtertiarysectorhelpsfosteracommunityofcurious,passionate
andbrave thinkerswho can think critically,workwell in teams, are connectedwith global
trendsandactlocallytocreateabetterNewZealand–thatiswhatIhopethetertiarysector
willfoster.”
ShayWright
Co-founder,TeWhareHukahuka
SURVEY QUESTION
Course fees are often a source of complaint. Of the following ways that institutions could
potentiallyreducecosts,whichonesdoyouthinkaregoodideasandwhichonesdoyouthinkare
badideas?Youcanalsogiveusyourownideas.
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INQUIRY QUESTIONS & ANSWERS
105. WearehappytoprovideourresponsestoquestionsposedbytheCommissionintheIssuesPaper.Thequestionswerethought-provokingandwebelievetheinquiryprocessandsubsequentrecommendationshaverealpotentialtocatalysemeaningfulchangeforlearners.
106. Thatsaid,wenoteourdisappointmentthatmorequestionswerenotdraftedwithlearnersinmindaspotentialrespondents.Weappreciatethatthereareabroadrangeofstakeholdersinthetertiaryeducationsector.However,wewouldarguethatthemostimportantstakeholdersarethelearners,arguablyfollowedbyemployers.Thequestionsthatframethisinquiryeffectivelyexcludethesegroupsfrommeaningfullyparticipatingintheprocess.Meanwhile,thesystem’stertiaryinstitutionsandgovernmentagenciesareveryeffectivelyincluded.Thisimbalancestrikesusunfair,givenwhoisshoulderingmuchoftheburdenforhighereducationandwhomightbedescribedasthebeneficiariesofit.Theresultisaclosedsystemspeakingtoitself.
107. Hereareourresponsestotheinquiry’squestions.Wherewehaverelevantviewscollectedfromlearnersoremployers,wehaveincludedthem.
Q1. Whataretheadvantagesanddisadvantagesofadministeringmultipletypesofpost-compulsory
educationasasinglesystem?
108. Theadvantagesofasinglesystemaccruetothesystemanditsinstitutions.Intermsofefficiency,relativesimplicityofthepolicyandregulatoryframeworksandintheadministrationoffunding,thesystemcanbesaidtoberelativelystraight-forward.
109. Thedisadvantagesofasinglesystemtendtoimpactonlearners.Thereasonisthatthetrade-offforsystemsimplicityisthatweareleftwithalackofflexibilityinasystemthatcannotadaptorinnovatequickly.
110. Forexample,afundingsystemthatworkswithfundamentalreferencetolearninghoursisgroundedinanumberofunhelpfulassumptions.Theseinclude:
§ Alllearnerslearnatthesamepace;
§ Learninghoursrequirethesameamountofresourceforeachoccurrence;and
§ Learningoccursinthesamewayitalwayshas.
111. Italsoincentivisesthecontinuationofcharacteristicsofthetertiaryoperatingmodelthathinderinnovation,including:
§ Learningisscheduledinawaythatisconvenientfortheinstitution,ratherthanthelearner;and
§ Institutionsareincentivisedtocreatealearningprogrammeofaparticularduration,ratherthanadesiredlearningoutcome.
112. Asareal-lifeanecdote,anumberoftechnologycompanieshaveremarkedthatuniversitycomputersciencegraduatesarenotreallyemployableascomputerprogrammersbecausetheyhavebeentaughtusingobsoletetechnology.
113. Oneputitbluntly,“wewouldhiresomeoneoutofEnspiral’sDevAcademybeforewetookaunigrad”.Enspiral’sDevAcademyisacoursethatrunsfor18weeksandcoststhelearneraround$10,000.Internationally,companieshavealsobeenabletotakepeoplefrom‘zero’toemployablecomputerprogrammersin6months.Why,then,dowesendthemessagethataspirantcomputerprogrammersneedtospendafull3yearsgettingacomputersciencedegree?Worsestill,wearenowencouragingthemtospendevenlongerandtakeonevenmoredebtstudyingingraduateICTschools.Onereasonisthatthesystemissetupinsuchawaythat
26
institutionsareincentivisedtomakethelearninglastaslongaspossible.Thejustificationisthatthelongertheystudy,themorepreparedtheyareforwork.Isthatreallytrue?
114. Whatfundinginstitutionsbasedondurationoflearningdoesnotdoiscreatealearningcontextthatisgearedtowardsefficiencyandorientedtowardsthelearner’sgoals–forexample,obtainingemploymentintheirchosenindustryasquicklyaspossible.
115. Infact,manyofthesystemmeasuresintendedtodriveimprovedperformance(suchasqualificationcompletions)actuallycreatedisincentivesforinstitutionstosupporttheirlearnersintoemploymentorbusinesspriortograduationandnoincentivesforthemtosupporttheirlearnersintoworkorbusinessoncetheyhavefinishedstudying.
Q2. Doprospectivestudentshavegoodenoughinformationtoenablethemtomakeinformed
choicesaboutprovidersandcourses?Whatadditionalinformationshouldbeprovided?Who
shouldprovideit?
116. Thechallengeforpolicymakers,educationalistsandemployersistoensuretheinformationavailabletolearnersenablesthemtoreachtheirfullcareerpotentialandtherebycontributefullytosociety(Basham,2011).
117. Ourexperiencewithlearnersisthataproportiondonothaveenoughqualityinformationtoenablethemtomakeinformedchoicesaboutprovidersandcourses.Further,theinformationthatisavailableislargelyproducedbytheinstitutionsandsotheymustfindtheirownwaythroughthevariousmarketingpromisesandattempttomakeadecision–withtensofthousandsofdollarsandyearsoftheirlivesatstake–manyofthemfreshoutofschool.
118. Asmentionedearlier,wehavespentsometimesurveyingpeoplewhowereeitherconsideringhighereducation,wereinenrolled,hadwithdrawnorhadgraduated.Weaskedthisquestion:
119. Wereceived697responses,whichwere:
§ Extremelyeasy(20%)
§ Somewhateasy(53%)
§ Somewhatdifficult(25%)
§ Extremelydifficult(2%)
SURVEY QUESTION
Inmaking your choiceaboutwhat to study andwhere,howeasyordifficultwas it to find the
informationyouneeded?
LEARNERS AND LEADERS
“Mydreamisthrougheffectiveuseoftechnology,highereducationbecomesmoreaccessibleto
allkiwisandwillnolongerbeboundbytheconstraintsoftime,geographyorcost.Wewillalso
embrace the concept of lifelong learning supporting multiple career changes, meaning we’re
continuinghighereducationwellbeyondour20s,wheremostofusendoureducationnow.”
VicCrone
AucklandMayoralCandidate
27
120. Althoughthelargerproportionfoundittobeeitherextremelyorsomewhateasy,themostpopularsourcesofinformationaretheinstitutionsthemselves.Weaskedthefollowingquestion:
121. Inorderofpopularity,theresultsfrom700responseswere:
§ Iresearchedoptionsonorganisations’websites(61%)
§ Ispoketostaffateducationorganisations/attendedopendays(44%)
§ Igotadvicefrommyfamily(38%)
§ IspoketosomeonewhoworksintheindustryIwanttoworkin(36%)
§ Igotadvicefromacareersadvisor(33%)
§ Igotadvicefrommyfriends(28%)
§ Other(9%)
122. Weweresurprisedthatcareersadvisorscamesofardownthelist.Whiletheproportionincreasedforthoseaged20andunder,speakingtocareersadvisorswasstill4th-mostpopular,swappingplaceswithspeakingtosomeonewhoworksintheindustry.
123. Thiswasacuriousresultbecausewealsoasked:
124. Wereceived818responses,75%ofwhichwere‘Yes’.Fromthisitwouldseemthateventhosewhodescribedfindingthedecisionmoreeasythandifficultwouldappreciatesupportintheirdecision-making.
125. Webelievethemostimportantadditionalinformationthatshouldbeprovidedtolearnersisunbiasedcomparativedatawithwhichlearnersareabletomakeinformedchoicesaboutprovidersandcourses,notjustamonguniversities,butencompassingallhighereducationpathways.Suchdataneedstobeprovidedbyanindependentpartythatisaccountabletolearnersandtoalesserextentindustryandbroadersociety.Thisisbecauseitmustnotbeinfluencedtowardsparticularacademicpathwaysorinstitutionsbecauseofitsfundingorotherdependencies.Itappearsthereisademandforthiskindofservice.Forsomereason,useofcareersadvisorsdoesnotappeartolineupwiththisfinding.Otherthananecdotalfeedbackfromlearnersandemployers,wedonotyetunderstandforsurewhythatis.
126. Whiledifferentinitsscope,consistentwiththethemeofindependence,aGreenPaperproducedintheUKlatelastyearhasproposedtheestablishmentofan‘OfficeforStudents’withastatutoryduty“topromotetheinterestsofstudentstoensurethattheOfSconsidersissuesprimarilyfromthepointofviewofstudents,notproviders”(DepartmentforBusiness,InnovationandSkills,2015).TheestablishmentofsomethingsimilarinNewZealandisanoptionthatshouldbeexplored.Provisionofindependentcareeradvicecouldbeworkedintothemix.
SURVEY QUESTION
If therewasan independent service tohelpyoumake adecisiononwhat to studyandwhere,
wouldyouuseit?
SURVEY QUESTION
Inmakingyourchoice,wheredidyougetyourinformation?Tickallthatapply.
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127. Ed.Collectivealsointerviewedvariousemployersabouttheirexperienceofeducationandemployabilityofgraduates.
128. Athemeinemployers’experiencesisthattheschoolcareersadvisorsareoutoftouchandhavenorealunderstandingofwithwhatisneededbyindustry.Thismaybeharshcriticismandweappreciatethattherewillbeotherviewsonthis,butthisissimplywhattheysaidandunpackingthereasonswhywouldbeaworthwhileexercise.
“Careersadvisorshavenorealexperienceofwhathappensinthefast-pacedrecruitment
market”-Employer
129. Informationneedstobringtogetherthevariousofferingsfromtertiaryproviders–privateandpublic–alongwiththepreferencesofindustryinawaywhichisbothunbiasedandfair.Aservicethatasks“Whodoyouwanttobeandwhatdoyouwanttodowithyourlife?”andthatprovidesadviceontheknowledge,skills,experiencesandconnectionsthatwillhelpmakethathappen.Thismeansthebestwayofprovidingthisinformationwouldbethroughanindependentorganisationwithaccountabilityprimarilytolearners,perhapsanOfficeforStudents,orsimilar.
Q3. IsthebusinessmodelofuniversitiespublishedbyUniversitiesNewZealandagood
characterization?Arethereaspectsofthebusinessmodelofuniversitiesthatitdoesnot
explain?
130. ThebusinessmodelpublishedbyUniversitiesNewZealandisagoodcharacterizationofhowthingsare,includingtheconspicuousabsenceofanyrealemphasisonlearners,theirexperienceorachievementofthelifegoalstheireducationisintendedtosupport.Farmoreemphasisisplacedonsecuringthegoodopinionoftherestoftheacademy,ratherthantheirownlearners.Indeed,asmentionedintheIssuesPaper,studentsatisfactionisalmostdismissivelyviewedasproblematictomeasureandyettheirstudentsaretheoneswithfirst-handexperienceoftheinstitutions.
131. Wewouldarguethattheentirebusinessmodelshouldplacethelearningexperienceandlearnercommunitiesatitscentre.
Q4. WhatisthebusinessmodelofITPs?DothebusinessmodelsofITPsvarysignificantly?Inwhat
ways?
Q5. Whatarethebusinessmodelsofthethreewananga?
Q6. DothebusinessmodelsofPTEshavecommoncharacteristics?
Q7. Whataretheimplicationsofeconomiesofscaleinteaching(andthegovernmentfundingof
studentnumbers)forthedeliveryoftertiaryeducationindifferenttypesofprovidersandfor
differenttypesofcoursesandsubjects?
Q8. Howdoescompetitionforstudentenrolmentsinfluenceproviderbehavior?Overwhat
attributestoproviderscompete?DoNewZealandproviderscompetewithoneanothermore
orlessthaninothercountries?
132. Firstofall,itisimportanttoputtheconceptoftertiarycompetitioninitspropercontextandclarifywhattheyarecompetingfor–notjustintermsofattributesbuttheirreasonforcompeting.Institutionsaremotivatedtogrow.Morestudents,morefunding,morebuildings–moreofeverything.Intheabsenceofprofitsandlosses(atleastinthepublicsystem),thesizeof
29
aninstitutionhasbecomeaproxyforitssuccess.Alargerinstitutionis,bydefinition,moresuccessfulthanasmallerone.Thesameistrueofthevariousdepartmentswithintheinstitutions.Thisdefinitionofsuccessisproblematicanddrivesdecision-makingthatisnotalwaysinthebestinterestsofthelearner.
133. Oneoftheeffectsofthe‘bums-on-seats’modeloftertiaryfundingwasthatitencouragedmoreofacommercialsetofbehavioursfromtertiaryinstitutions.Institutionssoughttodifferentiatethemselvesand,intheory,hadtoprovethemselvestothemarketinordertoattractenrolmentsandsurvive/thrive.
134. However,themodelalsofosteredanumberofotherlessdesirablebehaviours.Therewasaproliferationofcoursesofdubiousqualityandwesawtheriseofinducementsforenrolments.Forexample,theCPITinitiativeCoolITinvolvedhandingoutfuelvoucherstopeoplewho‘enrolled’inacomputingskillscoursedeliveredviaCD-rom.Foreachenrolment,theinstitutionreceivedhundredsofdollars.Ultimately,theywererequiredtopaybackalargesumofmoney.Theywerenotalone–anumberofsimilarschemeswereevidentintheearly2000s.Fromacommercialperspective,theycouldbeviewedasverysensible–evenclever–buttherewasnomeasureforqualityoflearningoroutcomes.
135. Further,institutionsspreadfromtheir‘home’basesandstartedopeningcampuses/operationsindifferentcitiesbothdomesticallyandoverseas–allwiththeintentionofcompetingwithotherprovidersinthesystemandattractingmorestudents.Wehavetoaskhardquestionsaboutthetime,energyandfinancialinvestmentthatgoesintothisdomesticandinternationalspreadofinstitutions.Inthecaseofdomesticspread,whyaren’ttheypartneringwithotherinstitutionsinaparticularlocation?Inthecaseofinternationalspread,whatarethebenefitstotheNewZealandlearnercommunities?
136. ThecappingofEFTSandthenewperformancemonitoringframeworkbroughtintoeffectin2008wasintendedtodiminishthelevelofcompetitionbetweeninstitutions,toencouragethemtofocusontheircorecompetenciesandtherebyreduceduplicationandtofostercollaboration.Eightyearson,asidefromsomesurface-levelpartnerships(oftenmotivatedbyfundingfromgovernmentconditionaloncollaboration),thecompetitionbetweenthesystem’sinstitutionshasnotreducedinanymaterialway.
137. Competitioninfluenceswhatprovidersdeliver,theirreluctancetomeaningfullycollaborate,theirinvestmentsinbuildingsandtheiroverallpriorities.
Q9. Whataretheimplicationsoffixedcapitalcostsforthebusinessoftertiaryeducation?Do
differencesinthecapitalstructureofdifferenttertiaryinstitutionshaveimportantimplications
forthedeliveryoftertiaryeducation?
138. Oneofthemajorissueswiththebillionsofdollarsofbuildingsbuiltwithpublicmoneyisthattheysitun-orunder-usedforaround50%oftheyear.OneVice-Chancellornoted“insideeveryVice-Chancellorisapropertydeveloperjustscreamingtogetout”.Itisdifficulttoseeanythingthatrunscontrarytothis.
139. Thereisnoproblemwithinstitutionsconstructingbuildingsandspacesforlearningandresearch.However,thesearebuildingsconstructedlargelyfromthepublicpurse.Thereshouldbeanexpectationthattheuseofthemisoptimizedforthebenefitofthepublic.
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Q10. Whataretheimplicationsofthemultipleactivitiesoftertiaryeducationforitsdelivery?What
outputsarebestproducedtogether?Whatoutputsarebestproducedseparately?
Q11. Whatarethebenefitsanddisadvantages,intermsofstudents’learningoutcomes,ofbundling
togetherresearchandteachingatuniversitiesinNewZealand?
140. Thebenefitsofbundlingresearchandteachingatuniversitiesisoftenpositionedasbeneficialtostudents’learningoutcomesbecauseknowledgecreationinformsteaching.
141. Thedifficultywithresearchandteachingisnotsomuchthattheyare‘bundled’atuniversities,itistherelativeinternalpriorityandprestigeattachedtoeacharea.Agoodresearcherisheldinhigherregardthanagoodteacher.Teachingandresearcharetwoverydifferentskillsets.Justbecausesomeoneisagoodresearcher,doesnotmeantheywillbeagoodteacher–andviceversa.
142. However,thesystemdoesnotrewardgoodteachinginthesamewaythatitrewardsgoodresearch.Theeffectofthisisthatalowerrelativepriorityisplacedonstudents’learningoutcomes.
Q12. Whatvalueisattachedtoexcellenceinteachingcomparedtoexcellenceinresearchwhen
universitiesrecruitorpromotestaff?
143. Verylittlevalueisattachedtoexcellenceinteachingcomparedtoexcellenceinresearch.Thisisproblematicastheinterestsofthemajorityoflearners’experiencesareplacedsecondtoresearch–inordertogetahead,lecturersareencouragedtofollowaresearchpathway.Inthatcontext,studentscanbecomeahindrance.
Q13. DoNewZealandTEIscross-subsidiseresearchwithteachingincome?
Q14. Whatotherevidenceisthereaboutwhatmakesforeffectiveteachinginatertiary
environment?Isitdifferentfordifferenttypesoflearningorstudent?Howcanteaching
effectivenessbebestmeasuredandimproved?
144. Thereshouldbesomelinkbetweenmeasuresofteachingeffectivenessandlearners’intentions–whattheyultimatelywantoutoftheirlearningexperience.Formany,itissimplytolearnandenjoytheprocess.Forothers,itisaboutgettingtheirdesiredjob.Inordertomeasurethiseffectiveness,institutionsmustasklearnerswhattheirintentionsareandmeasuresuccessagainstwhethertheirlearnersachievewhattheysetouttoachieve.
Q15. Howdotertiaryprovidersassess,recognizeandrewardteachingqualityinrecruitmentand
careerprogression?Towhatextentdotertiaryproviderssupporttheprofessionallearningof
teachers?
Q16. HowdoNewZealandtertiaryprovidersusestudentevaluations?Howdoesthisinfluence
providerbehaviour?
145. AsstatedintheIssuesPaper,tertiaryprovidersfindstudentevaluationsproblematic.Post-hocevaluationsofstudentsatisfactioncanbeproblematicandthepapersetoutsomeofthechallengesquitewell.However,manyoftheseinstitutionsareexpertsinresearch–exploringeverythingfromcuresforcancer,tonanotechnology,togenderdiscriminationinthehealthsector.Therearewholesectionsoftheacademythatspendtheircareersevaluatingthe
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effectivenessofahugerangeofinitiativesandinterventions.Thesearethebestmindsinthecountry.Itisdifficulttobelievethatdevelopingaccuratewaystoevaluatestudentsatisfactionisbeyondthem.
146. Bycontrast,muchattentionandinvestmentisspentsecuringthegoodopinionoftheirinternationalpeers(mostofwhomwillhavenofirst-handknowledgeofthelearningexperiencetheyarecreating)intheinternationalrankings–whichisthenusedtosellthatlearningexperience.
147. Weaskedlearnersthefollowingquestion:
148. Wereceived748responses.
§ Veryinterested(43%)
§ Somewhatinterested(41%)
§ Don’tknow(12%)
§ Notatallinterested(4%)
149. Withthetechnologyavailable,itshouldnotbedifficulttoenablestudentstoprovidefeedbackontheirexperiencethroughouttheirstudies.Thiswouldprovideaviewofastudent’ssatisfactionorunderstandingofmaterialthroughoutacourse(perhapsevenduringalecture)andenableinstitutionstomakeadjustmentsasnecessary.Again,howsatisfiedalearnerisgoingtobewilldependontheirexpectations–theyshouldbeaskedupfrontsothatsatisfactioncanbeassessedincontext.
150. Whynotworkwithabroadrangeoflearners(intending,currentandpast)toco-designaneffectivemeasurementframeworkforstudentsatisfaction?
Q17. InwhatwaysandtowhatextentdoemployersinteractwithtertiaryprovidersinNewZealand?
Aretherepracticalwaystoencourageemployerstohavegreaterormoreproductive
involvementinthetertiaryeducationsystem?
151. Itisoftensaidthatacademicprogrammesaredevelopment“inpartnershipwithindustry”.ThisisgenerallybywayofIndustryAdvisoryGroups–acollectionofindustryexpertswhoareconsulted,bothintheinitialconstructionoftheprogrammeandaschangesaremadeovertime.However,itwouldbeworthexaminingthisengagementinmoredetail.
152. Thequestionimpliesthatemployersarereluctanttobeinvolvedinthetertiaryeducationsystem–thattheyneedencouragement.Anecdotally,employerswhohaveparticipatedintheseadvisorygroupshavenotedthattheyare“awasteofmytime”.Relatingstoriesofbeingconvenedinaroom,talkedatforalmostalloftheallottedtimeandgivenverylittleopportunitytohavemeaningfulinput.Admittedly,theseanecdotesarefewinnumber,butthattheyarethereshouldbeofconcern.
153. Employersneedareasontogetinvolved,startingwithensuringthatthetimetheyinvestbeingperceivedasworthwhile.
SURVEY QUESTION
Howinterestedwouldyoubeinbeingabletoprovideregularfeedbackonyourlearningexperience
throughoutyourcourse(ratherthanattheend)?
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154. Forthisreason,webelievethatfurtherinvestigationintoindustryengagementwiththetertiarysystemneedstobeconducted.Thefactthatinstitutionscanclaimtohavemetwithindustryshouldbeinsufficient.Exactlywhatchangedasaresultoftheirengagement?Whatvaluedotheemployersaddtothedevelopmentofaprogramme?
155. Wealsobelievethatmoreinindustrycouldtakeontheroleofdevelopingmorelearners’skills,iftherewasappropriatesupportinplace.Oneemployerinthecreativesectornotedthattherereallyisnosupportforthosewantingtoengagelearnersandprovidethemwithprofessionalexperience.
Q18. WhatarethesimilaritiesanddifferencesamongITOs,orbetweenITOsandothertertiary
subsectors,inhowtheyoperate?
156. AdefiningfeatureofITOsisthewaytheyconnecteducation,NZQAqualificationsandemployment.Furthermore,theseconnectionsaremulti-dimensional.ITOsmakeconnectionsbetweenthevarioussectors,butalsowithinthem,arrangingthedeliveryofindustrytrainingrightthroughseniorsecondaryeducation,tertiaryeducationcourses,andongoingprofessionaldevelopmentintheworkforce.Intheirroleofsettingnationalskillstandardsandleadingqualificationsdevelopment,connectionwithindustryisparamount.ThesefeaturesarebothsimilaritiesthatITOsshareanddifferencestheyhavewithotherpartsofthetertiarysystem,particularlyuniversities.Perhapsthemostobviousdifferencebetweenthewaythesetwooperateisinacademicresearchandinthetypesofindustrythataretheirfocus.
157. TheIndustryTrainingFederationsumsuptheunderlyingphilosophyofITOswhenitsays,“Weneedtointroduceyoungpeopletoworkplaces,notyetmoreclassrooms”(IndustryTrainingFederation,2016).NewZealand’sindustrytraineesandapprenticespaytaxes,donottakeoutloansandallowances,andattractmuchlowertrainingsubsidiesthaninstitution-basedstudents,however,bothtraineesandemployersdofacecosts(IndustryTrainingFederation,2016).Nevertheless,theITOs,bytheirverynature,areincentivizedtoensuretheirgraduatesareemployableandjob-ready.Becausesomanystudentsgotouniversityspecficiallytogetajob,itiswellworthinvestigatinghowtheITOmodelcanbeextendedfurtherintoindustriesandsectorssuchasmarketing,communications,creativedesign,humanresourcemanagement,recruitment,informationtechnology,financeandmore.
158. WebelievethatanyconcernaboutITO’shavingaconflictofinterestwhenbothsettingstandardsandarrangingtrainingbecomesredundantwhentheissueisviewedthroughthelensofthemostimportantstakeholder–thelearners.Forthem,whenITOsdobothsettingandarrangement,theirexperiencebecomesmorestreamlined,pragmaticandeffective.
Q19. WhatmakesforasuccessfulITOintermsofmeetingtheneedsoffirmsforskilledstaff?
159. ForanITOtosuccessfullymeettheneedsoffirmsforskilledstafftheymustensurethattheskilldevelopmentandtrainingreflectstheskillneedsandcareerpathsoftheindustry.Consequently,thisisbestachievedwiththeco-designofprogrammesandeffectivefeedbackloopsthatsupportperpetualreview,improvementandinnovation.Meaningfulmeasurementisessential.Whilsttheratioofqualificationsgainedtonumberoftraineesemployedintheindustryisimportant,Ed.Collectivepointsoutthattheinputofthelearnerisfundamental.Properlyincludingpotentialandpastlearnersintheco-designandmeasurementprocesseswouldprovideamuchmorecomprehensivepicture,whilstalsoprovidinginsightsonnon-qualification,howthiscanbechangedandtheeffectithasonemployment.
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Q20. HoweffectiveistheITOmodelinmeetingtheneedsoflearnersandfirms?
160. TheITOmodelisreassuringlytransparentinitsobjectivesandhowtheyalignwiththeintentionsofthelearners.Learnersmostlyengageinpost-compulsoryeducationtogetajob,andITOsarefocusedonthisastheirendresult.Theirsuccessinfindingemploymentprovestheireffectivenessandsoprovidesaclearpointformeasurement.However,itwouldalsobevaluabletocomparethistotheemploymentrateofpeoplewhowithdrawatdifferentpointsalongtheprogramme.
Q21. Whatarrangementsforarrangingworkplacetrainingandapprenticeshipsinothercountries
couldNewZealandusefullylearn?
161. Internationally,threearrangementsforworkplacetrainingandapprenticeshipprovideexamplesforNewZealand.ThesearestrongeruseofDualTraining,broadeningofsectorslinkedstronglywithapprenticeshipsanduniversity-levelapprenticeships.
162. InAustria,Denmark,GermanyandSwitzerland,dualapprenticeshiparethedominantwayofdeliveringtechnicalandvocationaleducationtraining(TVET),meaningthatalargenumberofoccupationscanonlybelearnedthroughapprenticeshipandthereisnoschool-basedalternative(UNESCO-UNEVOC,2015).ItisalsoakeymodelinthePhilippines,wherethecomplementaritybetweenworkplaceandschool-trainingisa70-30%ratio.
163. Broadeningapprenticeshipsandworktrainingbeyondtraditionalsectors(suchasconstructionandmanufacturing)providesmoreopportunityfortrainingtoalignwiththemostinnovativeandattractiveoccupations.Thismaybeinnewindustriesorsectorspreviouslylinkedonlytouniversity.
164. InGermany,companiesseemtobekeenondualtraininginuniversitylevelfieldssuchaseconomics,accountancy,salesandfinancialservices.Suchuniversity-levelapprenticeshipmightbeawaytochannelyoungpeoplewhowanttogotouniversityintosectorsandoccupationswherethereisademandintheeconomywhilstalsoprovidingthemwithskillsthatmorecloselymatchtheneedsofemployers;learnersacquirerelevantworkexperienceduringtheiruniversitystudies(IndustryTrainingFederation,2016).
Q22. Isthecurrentarchitectureagoodfitforatertiaryeducationsystem?Whatareitsadvantages
anddisadvantages?Aretheregoodalternatives?
Q23. HoweffectiveistheTESinstrumentatgivinggovernmenteducationagenciesdirectionabout
prioritizingresourcesandmakingtrade-offsincarryingouttheirroles?Whatarethebenefits
andrisks,intermsoffosteringaninnovativesystem,ofamoreorlessdirectiveTES?
165. Theinstrumentitselfisfine–oritcouldbe.However,theTertiaryEducationStrategyasitstandslacksvisionandlookstomeetcurrentindustryneed(ortheprojectedneedofcurrentindustries)withoutspeakingtothefuture.Inmanyrespects,itreadslikepromotionalmaterialformaintainingthestatusquo.
166. TheTESisbroadenoughthatinstitutionscanshoe-hornjustaboutanythingtheydointoalignmentwithoneofthepriorities.However,despitethisbreadth,thereisverylittleinthestrategythatencouragesinnovationinimprovingthelearnerexperienceorstrengtheninglearnercommunities.
167. IfwearetohaveaTES,thenitshouldbeframedbyanaspirationalvisionforournation’stalentand,inthefirstinstance,setoutwhatnetworkofintermediateoutcomeswewillneedtoachieveinordertomakethatvisionareality.Whileclearlyitisanimportantfactor,thestrategyshould
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notobsessonlyoverfilling‘skills-gaps’forcurrentindustrycategoriestotheexclusionofallelse.Itshouldalsosetouthowwearegoingtosupportlearnerstobetheverybestversionofthemselvesastheypictureit.Thesearethepeoplewhoaregoingtocreateentirelynewcategories.Ofcourseskills-gapsarepartofthepicture,buttheyshouldnotbethebe-allandend-all.
Q24. Howdootherinstruments(e.g.fundingmechanisms,lettersofexpectation,budgetinitiatives)
influencegovernmentagencies’behaviour?HowdothesealignwiththeTESinstrument?
Q25. WhendotheTEC’sindependentfundingroleanditsCrownmonitoringrolealign,andwhenare
theyintension?
Q26. Whataretheprosandconsofdifferentqualityassurancearrangementsforuniversitiesto
thoseforITPs,wanangaandPTEs?
168. AmajorproofqualityassurancearrangementsforuniversitiesbeingvestedwithbodiescomprisedoforestablishedbyUniversitiesNewZealandisthattherecanbelittleargumentagainstgreaterintegrationbetweeninstitutions’offerings.Forexample,astudentattheUniversityofCantebury’sLawSchoolshouldbeabletomovetotheUniversityofAuckland(andviceversa)withfullrecognitionofwhattheyhaveachievedtodate.Theprogrammesareapprovedandauditedbythesamegroups.Essentially,theyassesseachother–andiftheyarehappywiththequalityofaprogrammethenallachievementswithinitshouldberecognisedrightacrossthesystem’sinstitutions.
169. Asstatedearlier,whenaskediflearnersshouldbeabletomoveinstitutionswithoutacademicpenalty,71%oftheresponseswere‘Yes’,12%responded‘No’andtheremaining17%were‘Notsure’.
Q27. HowdoNewZealand’sgovernmentinstitutionalarrangementsfortertiaryeducationcompare
tothoseinotherjurisdictions?
Q28. Inwhatwaysdoesafocusoneducatinginternationalstudentscomplementorunderminethe
othergoalsoftertiaryeducationproviders?
170. Internationalstudentshaveplayedaveryimportantroleinthesocialandacademicfabricoftertiaryinstitutions.Thepresenceofinternationalstudentsassistsinexpandingtheworldviewsofdomesticstudentsandaddsaspecialqualitytothenatureofstudentlife.Inreturn,theyhaveaNewZealandsocial,employment,touristandlearningexperience.
171. Thereis,ofcourse,alsoafinancialimperative.Internationalstudentfees(andalltheassociatedspending)areamajorsourceofrevenuefortheeconomyandforinstitutions.Itisforthisreasonthatinstitutionsinvestsoheavilyinattractinginternationalstudents.However,whathappenswhenthefactorsthatinstitutionsbelievewillattractinternationalstudentstakepriorityovertheneedsofdomesticstudents?Itisatthisstagethattheprimarypurposeofourtertiarysystemreallyneedstobebroughtbackintofocus–assumingwecanagreethatpurposeisabouteducatinganddevelopingNewZealand’slearners.
172. Forexample,tertiaryinstitutionscaninvestmillionsofdollarsandenormouseffortinordertoobtaininternationalaccreditationofonekindoranotherforaqualification–believingthiswillattractinternationalstudents.Thequestionofwhethertheirattentionandfinancesmightbebetterdirectedattheirdomesticstudentsispertinent–particularlywhensomuchofthe
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investmentispubliclyfunded.Shouldthetaxpayerbefundingtheinternationalentrepreneurialaspirationsoftertiaryexecutivesorinvestingfirstandforemostinourowndomesticlearners?
173. Ofcourse,it’snotaneither/ordecision,butthesystemwouldbenefitfrommoreguidanceontherelativepriorityofthesetwoareas.Wheninstitutionshavetochoosebetweeninvestingindomesticstudentsandattractinginternationalones,whereshouldtheirprioritieslie?
174. Ideally,thereshouldbesomefinancialbenefittoNewZealandlearnersfrominternationalstudentenrolments.Ifaninstitutionattractsmoreinternationalstudents,intheoryatleast,theyshouldbebetterabletolimitoreliminatefeeincreases.Whydowenotseethishappen?Thiscertainlyshouldbepartofthebusinesscaseforanyforeignexpansioninestablishingcampusesorprogrammedeliveryoff-shore.
Q29. Whatfactorsbestexplainthediscrepancybetweengrowinglevelsoftertiaryeducation
attainmentwithoutasignificantproductivitydividend?
175. ThelowrateofproductivityinNewZealand,evenastertiaryeducationattainmentincreasesisoftenattributedtoenvironmentalfactorssuchNZ’srichnaturalresourceswhichlowersthepressureforinnovation,theageofitspopulationanditsbusinesslandscape(e.g.dominanceofSMEsandfewtrulylargeorganisationswhichmeanslowcapitalintensityandefficiencywages).
176. Weproposethreeadditionalfactorswhich,inourexperiencewithtertiarystudents,betterhelpexplainthecurrentdiscrepancybetweenproductivitydividendsandgrowingtertiaryeducationattainment.Inourview,addressingthisisaprioritytoensureproductivitylevelscanimprove.
177. Thefirstofthesefactorsisthewaythetertiarysystemisfailingtoadapttotheeverincreasingpaceofchangeinsocietyandtechnologyandtheconsequencesofthis.Secondly,tertiaryattainmentisn’tmeetingtheneedsofindustrybecauseofadisconnectbetweenemployers,educatorsandlearners.Finally,institutionsarefailingtoembraceasystemsmind-setandareinsteadactingasmanysingleinstitutions.
178. Anexamplewherethepaceofchangeisnotbeingmetisincomputerprogramminglanguages.Theseareemergingquicklyandthetertiaryeducationsystemtakesalongtimetobuildcourses.Howcoulditbemoreresponsive?
179. Asdescribedearlier,thereistoolittlemeaningfulconnectionbetweenemployers,educatorsandlearners.Studentsneedtobeequippedwithbothskillsthatwillgetthemintowork(wherethatistheirgoal)alongwithlifelonglearningskillsforunpredictablefuturelabourmarkets(Melton,1996).Studentsarethekeyactorsintheirowncareermanagement,butatpresenttheyarerelyingongettingwhattheyneedfromeducatorswhoarelargelyisolatedfromindustry.
“[Tertiaryinstitutions]seemtohavenoideawhatisactuallyneededbyemployerstodayyetit
isdifficulttoworkwiththemtosharethisinformationbecausetheydon’twanttohearfrom
peopleoutsidetheschoolsanduniversities”–Employer
180. Thereisalsoinsularitybetweentheinstitutions.Highereducationinstitutionsactandareincentivisedas“disconnected”individualentities.Instead,theyshouldbeworkingtogetherasasystem.Forthistohappen,institutionsmustbeincentivisedtobewell-connectedamongthemselves.Theymustalsoworkmorecloselywiththecompulsoryeducationsector–andweacknowledgetherearesomegoodexamplesofthisoccurringrightnow.Weneedmoreofthat.
181. Overseas,baccalaureateinstitutionsarebeginningtosharecostsfromadministrativeandoverheadtofacultyandacademicprogrammes(Bibbee,2013).Similarly,whatisbeingofferedatuniversityisbeingofferedatsecondaryschoolorviaMOOCs.Therearenoincentivesforuniversitiestodothisatpresentbecausetheadvantageslieonlywithlearnersandsociety.
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Q30. Whatarethebestmeasurestodeterminewhetherthetertiaryeducationsystemisworking
well?
182. Weneedtoask“whofor?”.Thereareanumberofperspectivesthatanymeasurementframeworkshouldinclude–learners,employersandGovernmentwillallhaveslightlydifferentviewsonwhatsuccesslookslike.
183. Forthelearner,itmightmeanthattheygetajobinaparticularindustry.Fortheemployer,itmightmeanthatgraduateemployeesaremoreusefulondayoneandbecomeproductiveteammembersmorequickly.ForGovernment,itmightmeanthatindustryasawholehastheskillsitneedsnowandthatthefuturelooksgoodformeetingthedemandsoftomorrow.
184. Webelievethatmoreworkcouldbedonetoco-designwithdifferentstakeholdersasetofmeasuresthat,together,giveagoodpictureofhowthesystemisperformingoverall.
Q31. Whatotherevidenceisthereabouttheinfluenceoftertiaryeducationsystemperformanceon
thegraduateincomepremiainNewZealand?
185. Thisyear,therehavebeensuccessivepressreleasesfromUniversitiesNewZealandcitingtheincomepremiaoftertiaryeducationinNewZealand.However,theinformationwasmadeupofaveragesforverybroadcategoriesandactuallytellsusverylittle.
186. OECDreportshaveshownthatourgraduatesreceiveamongthelowestreturnontheirinvestmentintertiaryeducation-aheadofTurkey,DenmarkandSweden,butsubstantiallybehindcountrieslikeCzechRepublic,Slovenia,Poland,theUSandtheUK.Thougharound50%ofthegapbetweenourreturnandtheOECDaveragecanbeexplainedbythewayitwasmeasured,thefactremainsthatwearewellbehindothereconomies(NewZealandTreasury,2013).
187. WhattheTreasurypaperattributesmostofthegaptoisourlowergrossearningsbenefit(p.8),ratherthantertiarysystemperformance.Givenaround50%oflearnersappeartogointotertiaryeducationwithanemploymentoutcomeinmind,thisisworryingwhenweconsiderthatthecostsassociatedwithstudy(directandindirect)arecontinuingtoclimb.
Q32. Towhatextentaregraduatesmeetingemployers’expectationswithrespecttohardor
technicalskills?Whataboutsoftskillsandcapabilities?
188. “Kidswanteverythingonaplatterthesedays”,oneemployerrecentlyremarkedtous.Thereisageneralsensethatgraduateshaveahighsenseofentitlementandalackofwillingnesstodowhateverisnecessarytogetahead.
189. Whilewesympathisewiththisview,itisimportanttoputthesereportedbehavioursincontext–notasanexcusebutbywayofexplanation.
190. Theissueisthatlearnershavebeensoldthepromiseofaprosperousfuture–alltheyneedtodoisspendtensofthousandsofdollarsandthreeyearsoftheirlivestogetit.Thismessageisrepeatedoverandover–goontostudyandyou’llgetagoodjoborafulfillingcareer.Learnersarespendingandsufferingmorethananyotherpreviousgenerationjusttogettotheemploymentstartinglineandbeginlifewithanever-increasingfinancialhandicap.Theproductofthisandthefacttheyhavebeensoldonthefactthattheywillgetagreatcareerattheotherendmeansthatofcoursetheyfeelentitledtoit.
191. Itisunreasonabletoexpectpeopletospendmorethantheirparents’firstmortgageonaneducation,justtostartwheretheirparentsdid–oftenwithnoqualificationatall–andthenexpectthemtotakeonentry-leveltasksandbehappyaboutit.
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192. Thisisnotadefenceofbadworkattitudes,butitisanattempttoexplainwheretheymightcomefrom.Weneedtodosomeworktoensurelearnersandyoungpeoplehaverealisticexpectationsfromthebeginning.Learnershaveindicatedthattheywouldlikeanindependentservicetoprovidethemwithadviceontheirlearningchoicesandperhapsthiscouldbepartofthat.
193. Therealityforemployersisthattheyfindthegraduatesinastatewheretheyneedfurthertraining.Anemployernotedthat“Idon’texpecttomakeanymoneyoffagraduateforatleastayear–theyneedtoomuchwork”.Othershaveechoedthisinvariousways.Thecauseofthisisnotforlackoftimeormoney.We’reeitherdoingthewrongthingsordoingthemthewrongway.
Q33. Whatarethesignificanttrendsinemployerdemandfortertiary-educatedemployees,andin
studentdemandfortertiaryeducation?Howisthesystemresponding?
194. Asmentionedearlier,ofthelearnerswhotolduswhattheirreasonswereforstudying,50%studiedwiththeintentionofgettingajob.
195. Theemployersweinterviewedstatedtheyareseekingstudentswhoareflexible,adaptableandquicktolearn.
196. ITOsandtheSTARSgosomewayforthesystemtobettermeetthedemandsofbothlearnersandemployersbutsignificantpartsofthesystemareunchanged.
197. TheTertiaryEducationCommissionrecentlyidentified“Placinglearnersatthecentreofthesystem”asapriority.Weendorsetheimportanceofthisbutemphasisetheneedtoincludelearners’intentionsintheframe.“Accuratelyassessingtheeffectivenessofacourseorprogrammerequiresmeasuringlearners’improvementinknowledge,skills,andcompetencies.”isonethingwecando.However,measuringthedifferenceinthelearners’knowledgebetweentwospecificpointsdoesnotnecessarilyequatetoputtingthematthecentreofthesystem.Ifalearner’sintentionisfortheirtertiaryeducationtogetthemajoborcareer,thesystemshouldincludethisasakeymeasurementofsuccessandseektoassistlearnersinreachingtheirgoal–particularlyincaseswhereindustrycareerprospectsplayacentralroleintheirmarketing.
198. WeagreewiththeTECthat“theInquiryshouldaimtoidentifyhowapackageofsettingscouldbeimplementedacrossgovernmentagencies(includingMOE,MBIEandTEC)toincentivisecollaborationfrombothsides”.ItisalsohearteningtoseethattheTECprioritisebringingeducationandworkclosertogether.
Q34. Whatisbeingdonetodevelop,assessandcertifynon-cognitiveskillsintertiaryeducationin
NewZealand?Doapproachesvaryacrossprovidertypes,orbetweenhigher,vocationaland
foundationeducation?
199. Employershavesaid“wewantpeoplewhocanworkaspartofateam”.Inresponse,institutionsareplacinggreateremphasisongroupwork.However,thereisverylittleinthewayofguidanceandsupportforhowtoworkeffectivelyasateam.Webelievethatmorethinkingandenergyshouldbeinvestedindevelopinglearners’softskills–motivation,resilience,teamwork,negotiationandconflictresolution.
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Q35. Whataretheimplicationsofnewtechnologiesthatarepredictedtomakemanycurrently
valuableskillsobsolete?Willthischangetheroleofthetertiaryeducationsystem?
200. Theimplicationsofnewtechnologieswillcontinuetoreachfurtherandfurtherintoprofessionsthathavehistoricallybeenseenasuntouchable.
201. AleadinglawfirmintheUnitedStatesrecently‘employed’itsfirstartificiallyintelligentlawyer.
“Ross,“theworld’sfirstartificiallyintelligentattorney”builtonIBM’scognitivecomputer
Watson,wasdesignedtoreadandunderstandlanguage,postulatehypotheseswhenasked
questions,research,andthengenerateresponses(alongwithreferencesandcitations)to
backupitsconclusions.Rossalsolearnsfromexperience,gainingspeedandknowledgethe
moreyouinteractwithit.
“YouaskyourquestionsinplainEnglish,asyouwouldacolleague,andROSSthenreads
throughtheentirebodyoflawandreturnsacitedanswerandtopicalreadingsfrom
legislation,caselawandsecondarysourcestogetyouup-to-speedquickly,”thewebsitesays.
“Inaddition,ROSSmonitorsthelawaroundtheclocktonotifyyouofnewcourtdecisions
thatcanaffectyourcase.”
Rossalsominimizesthetimeittakesbynarrowingdownresultsfromathousandtoonlythe
mosthighlyrelevantanswers,andpresentstheanswersinamorecasual,understandable
language.Italsokeepsup-to-datewithdevelopmentsinthelegalsystem,specificallythose
thatmayaffectyourcases.”(Futurism,2016)
202. Meanwhile,‘Amy’isanartificiallyintelligentpersonalassistantthatiscurrentlybeingrolledoutinBetaaroundtheworld.Userssimplyccamy@x.aiandAmytakesoverallthee-mail‘ping-pong’tosortoutthebesttimeforeveryonetomeetand,onceit’sallagreed,sendstheappointment.
203. Closertohomeintheeducationspace,GeorgiaTechhavecreatedanartificiallyintelligentteachingassistanttohelprespondtothe10,000orsoquestionsreceivedeachtimeacourseinKnowledgeBasedArtificialIntelligenceisoffered.
CollegeofComputingProfessorAshokGoelteachesKnowledgeBasedArtificialIntelligence
(KBAI)everysemester.It’sacorerequirementofGeorgiaTech’sonlinemaster’sofsciencein
computerscienceprogram.Andeverytimeheoffersit,Goelestimates,his300orsostudents
postroughly10,000messagesintheonlineforums—fartoomanyinquiriesforhimandhis
eightteachingassistants(TA)tohandle.
That’swhyGoeladdedaninthTAthissemester.HernameisJillWatson,andshe’sunlikeany
otherTAintheworld.Infact,she’snotevena“she.”Jillisacomputer—avirtualTA—
implemented,inpart,usingtechnologiesfromIBM’sWatsonplatform.
“Theworldisfullofonlineclasses,andthey’replaguedwithlowretentionrates,”Goelsaid.
“Oneofthemainreasonsmanystudentsdropoutisbecausetheydon’treceiveenough
teachingsupport.WecreatedJillasawaytoprovidefasteranswersandfeedback.”(Georgia
Tech,2016)
“Respondingtoquestionsoveremailandpostedonforums,Jillhadacasual,colloquialtone,
andwasabletooffernuancedandaccurateresponseswithinminutes.Herrepliesincluded
'yep!'and'we'dloveto'.Thestudentshadnoideauntiltheyweretold-andmanywere
shocked.ThebotwasnamedJillWatsonaftertheIBMWatsonanalyticssystemthatallher
responsescomefrom-essentiallyherbrain.ShewastrainedbyGeorgiaTechresearchers
beforebeingthrownintothemixwithnineotherTAs.Somestudentsweresuspiciousathow
swiftlysheresponded.Andoncesheusedtheword'design'insteadof'project'.Butnone
actuallysuspectedshewasabot.Infact,somelookedheruponlineandfoundLinkedInand
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FacebookaccountsthatcouldcorrespondwiththeirpromptTA.Andtheysaidmanyofthe
TAsaresharp,impersonal,andquicktorespondanyway.”(Liberatore,2016)
204. Morethanpossible,itisnowlikelythatartificialintelligenceisgoingtobeemployedforawholerangeoftasksthathavepreviouslyemployedpeople–andlargenumbersofthem.ThisisnottosaythatthelawprofessionwillceasetoexistorthatExecutiveAssistantswillbeentirelyreplaced,butthenatureofthework,andthereforeskillsrequired,willchangesignificantly.Further,thenumberofpeopleneededforparticularprofessionsislikelytodeclinealongsideincreasedneedforpeopleinnewprofessions.
205. Thetertiaryeducationsystemneedstomeetthemoment.Inadditiontopreparinglearnersforaworldwithartificialintelligence,thereisanopportunityforinstitutionstoinvestigatehowtodeployAIthemselvestoseehowcoststothelearnermightbereducedwithoutcompromisingtheirlearningoutcomes.
Q36. Whatchallengesandopportunitiesdodemographicchangespresentforthetertiaryeducation
system?
206. AsnotedintheIssuesPaper,MāoriandPacificpopulationshaveayoungeragestructure.Pacificpeoplesareinfacttheyoungest,fastest-growinggroupinthecountry,withtwooutofthreePacificpeopleresidinginAuckland.SouthAucklandisthelargestMāoriandPacificcommunityinthecountryand,atthesametime,isanareaofhighsocialdeprivation.
207. InorderforNewZealandtobeeverythingwecanbe,Aucklandmustachieveitsfullpotential.InorderforAucklandtodothat,SouthAuckland(includingMāoriandPacificpeoples)mustbebroughtonthatjourneyofsuccess.
208. Intermsoftertiaryeducationprovision,thingshaveimprovedforSouthAucklandinrecentyears.AUTUniversityhasitsSouthCampusinManukauandMIThasitsOtaraandHaymanParkCampuses.
209. However,whatisprovidedandhowitisprovidedremainsthesame.Further,theacademyremainslargely,white,middle-classandmale–certainlyatthemostseniorlevels.Oneofthechallengesforthetertiaryeducationsystemwillbetoinvestinbecomingmorediverse-morereflectiveofthecommunitiesitserves.Itneedstomovemorequicklyonthis.DespitereceivingmoreResearchDegreeCompletionfundingfromthePBRFforPacificandMāoricompletions(evenmoreforthosecompletedinTeReo),theuniversitysubsectorhasdonelittletobuilditsseniorMāoriandPacificacademicsoutsideofMāori-andPacific-relatedsubjects.
210. WeneedtoseemoreMāoriandPacificacademicsdevelopedandappointedtoseniorrolesandseniormainstreamroles–notjustthosewithaMaoriorPacificfocus.
Q37. Whatevidenceisthereontheeffectoftuitionfeesonstudentaccessto,orthedemandfor,
tertiaryeducationinNewZealand?
211. Therereallyhasbeenonlyonegameintownandsotheideathatfeescanincreasewithoutdiminishingdemandfortertiaryeducationstartsfromafalsepremise.Themessagingisrepeatedandvigorous:youneedtogetatertiaryeducationinordertohaveanyprospectofhavingaprosperousfutureandadecentlifeinthisworld.Itisthereforenotsurprisingthatpeoplehavefoundthatinstitutionscouldchargemoreandthestudentswouldstillcome.Whatarethealternatives?
212. Moreinterestingquestionsthan“howmuchmorewillstudentspay?”is“howmuchlesscouldstudentspaywithouttheGovernmenthavingtopaymore?”or“howmightwere-modeltertiaryeducationsothatstudentscouldpayhalfwhattheyarepayingnow?Ornothingatall?”.There
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havebeenleapsandboundsintechnologythathavereducedthecostsofallsortsofproductsandservicesrightthroughallofourlives.Andyet,theonesectorthatwouldliketoclaimresponsibilityformanyofthediscoveriesassociatedwiththoseefficiencies(withsomejustification,actually)justkeepsgettingmoreandmoreandmoreexpensive–reportedlyat7timestherateofinflation.Wageincreasesoutsidearen’tclimbingasquicklyasthefees.EvenifwetakeUniversityNewZealand’sincomepremiareportatfacevalue(althoughtheOECDhasadifferentview(NewZealandTreasury,2013))howlongwillitbebeforethereturnoninvestmentbecomesdecidedlylessattractivethanwhathasbeenreported?Inanyevent,whatwedoknowisthatifthetrendscontinue,thereturn5yearsfromnowwillbelessthanitistoday.And5yearsafterthat,evenless.Givenweknowthatnow,shouldn’twebedoingsomethingaboutthat?
213. Well,fortunately,alternativesareemerging.Theonlyquestionforthesystemiswhetherornotitwantstowatchthechangehappen,resistthechange,ortobecomepartofitandshapeit.LikeSkyTV5-10yearsago,thetertiaryeducationsystemisatapointwhereitgetsthatchoice.Ithasenjoyedamonopoly.Butthereareindicatorsthatthisisabouttochange.Wewouldlovethesystemanditsinstitutionstostartleadingsomeofthenecessaryshifts,ratherthanspectate.
Q38. Whatarethelikelyimpactsofdomesticstudentfeesincreasingfasterthaninflation?
214. Well,asstated,thereportedreturnoninvestmentfortertiaryeducationwillbeever-diminishing.TheincomepremiapromotedbyUniversitiesNewZealandthisyearwillgetsmallerandsmallerandsmallerwitheachpassingyear.Whilethismightnotimpactondemandintheveryshortterm,asmoreaffordableandmoreflexiblealternativesbecomeavailable,thereisboundtobeashiftinlearnerchoice.Wehaveobservedthesechangesinotherindustriesthathavecomeattheexpenseofdominantmarketplayerswhohavefailedtoadapt.
Q39. Whatimpacthasthepatternofgovernmentspendingontertiaryeducationhadonthetertiary
educationprovided?
Q40. Howhaveproviders’inputcostsandrevenuechangedovertime?Whataretheimplicationsof
thesechanges?
Q41. HowmightBaumol’scostdiseaseorBowen’slaw(discussionofwhichtendstofocuson
providerslikeuniversities)applyinotherpartsofthetertiaryeducationsystem?
Q42. Whatspecifictechnologiesshouldtheinquiryinvestigate?Why?
215. Theopportunityforthisinquiryismuchlargerthanjustwhattechnologiesshouldbeinvestigated.Thequalificationsframework,theroleofthedifferentagenciesandaskingthequestionconstantly“canwedothisbetter?”shouldremainfrontandcentrethroughout.
216. Theinquiryshouldinvestigatesuccessfulonlinelearning–notjustthetechnologies,buttheoperatingmodelsemployed–andhowthesecansitalongside,augmentorreplacecampus-basedstudyandatwhatcost.
217. Coursescouldbedisaggregatedintolectures,tutorialsandassessments.Studentscouldhaveonlineandcampus-basedoptionsandcouldelecttoattendlecturesinperson,streamthemlivefromwherevertheymightbeorwatcharecordedversioncoveringthesamematerial.Iftheywanttoattendinpersonitcostsacertainamountandiftheyconsumethecontentonlineitcostsless.Similarly,iftheyderivevaluefromattendingtutorialsinperson,theycandoso,ortheycanparticipateinonlinediscussionfora–again,atreducedcost.
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218. Thereasonsforallofthisarenotjustthefeesinvolved,whichcontinuetorise.Therealityisthattheworldinwhichmostofthepolicymakersgrewupandpassedthroughhighereducationiscompletelydifferentfromtherealityforstudentstoday.Andtodaywilllooklikeadreamtothosewhocomethrough20yearsfromnowifnothingisdone.
219. Thecostofliving,particularlyinacentrelikeAuckland,isincrediblyhigh.Rentsarerising–asisthecostofbasicslikefood,electricityandtransport.Withoutfamilyassistance,itisnotpossibletoliveandstudywithoutworkingaswell.Thedaysofsurvivingthroughtheyearwithmoneysavedoverthesummerarewellandtrulybehindus.
220. Whyisthisimportant?Moreandmore,studentswillhavetofitstudyinaroundhowtheyearntheirliving–ratherthantheotherwayaround.Havingmoreonlineoptionswillenablestudentsto‘attend’alectureorlearningmoduleatatimeandplaceconvenienttothem,ratherthanwhenitisconvenientfortheinstitution.Wecanallrememberexamplesofhavingonlyoneclassonaparticulardayoftheweek.InAuckland,assumingthatthestudentislivinginan‘affordable’suburb,thiscouldmean2-3hoursoftravellingforonelecture-valuabletime(andexpense)inwhichtheycouldbeearningmoneyforthisweek’srentorcompletingassignments.
221. Artificialintelligence(suchastheteachingassistantidentifiedinQuestion35)mightalsobeausefultechnologytoinvestigateasawayofenhancingtheonlinelearningexperience.
Q43. Whatpartsofthetertiaryeducationsystemarechallengedbyongoingtechnologicalchange?
Whatpartscanexploittheopportunitiescreated?
222. Thepartsofthetertiaryeducationsystemchallengedbyongoingtechnologicalchangewillbethestaff.Theyhavebeenthelifebloodofourinstitutions,transformingliveseachandeveryyearastheyhaveshared,challengedandguidedtheirlearnersthroughskillsacquisitionandknowledgediscovery.However,theworldhaschangedaroundus.
223. Studentfeeshavecontinuedaninexorableclimb-andthereneedstoberecognitionthatautomaticannualincrementsarepartofthatgivenpersonnelcostsmakeuparound58%ofthecostsor65%ifdepreciationisexcluded(MinistryofEducation,2014).
224. Livingcostsforstudentshavecontinuedtorise.Thefinancialandopportunitycostsassociatedwithtertiaryeducationarehigherthantheyhaveeverbeen.Itisnatural,therefore,forstudentstoincreasinglylookforafinancialreturnontheirinvestment.Andwageshavenotkeptpacewiththeincreaseincosts.
225. Placesoflearninglikeuniversitiesusedtoholdthemonopolyonknowledge.Ifyouwantedtolearnsomething,theyweretheplacetogo.Thatisnotthecaseanymore.Thereare,arguably,higher-quality,morerelevant,moreaffordableandmoreflexiblewaysofacquiringthesameknowledge.Buthowcanweworkwithitandrecogniseourlearners’masteryofit?
226. Thesystemhastheopportunitytoflex,looktoinnovateandhelpshapethefuture–otherwiseitrisksbeingleftbehind.
Q44. HowhasinternationalizationaffectedNewZealand’stertiaryeducationsystem?Whatarethe
ongoingchallengesandopportunitiesfrominternationalizationofthetertiaryeducation
system?
227. WeneedtoaskourselveswhetherNewZealandinstitutionsshouldbeinvestingtime,energyandpublicmoneyinestablishingphysicaloverseasoperationsatall.Whatistheprimaryroleoftheseinstitutions?Surely,itistoeducateanddevelopNewZealand’stalentandthoseinternationalstudentswhochooseaNewZealandlearningexperienceandmakeacontributionasdiscussedinQuestion28.
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228. Ratherthansupportingandfundingtheentrepreneurialambitionsoftertiaryexecutives,thesystemhasplentytobegettingonwithrighthereinNewZealand.IftheinstitutionhassparecashtoinvestinanewoperationinVietnam,SingaporeorIndia(forexample),itcouldbearguedthattheyhavesparecashtoreducefeesorinvestinjointventureswithindustrytoprovidelearningexperiencestoNewZealandstudentsthatwillmakethemmoreemployable.Itisdifficulttoreconcileinvestmentsinoff-shoreoperationswhileatthesametimeraisingfeesfordomesticlearners.
229. Infact,giventhatstudentsonforeignsoildonotaddtothelearnercommunitieshereinNewZealandtothesameextentasthosewhoareresidenthere,thereshouldbeanexpectationthatsuchventuresproducefeereductionsforlearnershere.
Q45. Isthe“NewZealand”brandanimportantpartofinternationalcompetitionforstudents,staff,
andeducationproductsandservices?Whatshouldprovidersandgovernmentdotomanageor
enhancethisbrand?
230. TheNewZealandbrandisabroadconceptthatcoverseverythingfromoursocialcohesion,ourenvironmentand,yes,thelearningexperienceswecanprovide.Institutionstendtoarguethatitistheirinternationalreputationthatistheprimaryfactorinattractingstudents.Thisviewsupportstheireffortstoinvestmoreinresearch,whichwillimprovetheirinternationalrankings.
231. However,lesswellknownregionalinstitutionshavealsobeenknowntodowellintermsofinternationalstudentrecruitment.ThereisaverystrongattractiontoaNewZealandlifestyleexperience,alliedtopursuingtheireducation.
232. WewouldliketoseefurtherinvestigationintohowaNewZealandlearningandtravelexperiencecouldbeputtogetherthatallowsstudentstocompletetheirstudiesatmultipleinstitutionsacrossthecountry.Asmentionedearlier,oursurveyindicatedmuchstrongersupportthanweexpectedforthisideafromamajoritydomesticstudentsample.
233. Wereceived745responsestothisquestion.Theresultswere:
§ Veryinterested(23%)
§ Somewhatinterested(33%)
§ Don’tknow(13%)
§ Notatallinterested(31%)
SURVEY QUESTION
Howinterestedwouldyoubeincompletingyourstudiesindifferentpartsofthecountry?(justfor
example,1yearinAuckland,1yearinWellingtonand1yearinChristchurchorwhereveryoulike).
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Q46. Whatothertrendsprovidechallengesandopportunitiesforthetertiaryeducationsystem?
234. Oneofthetrendsthatdemandsaresponsefromthetertiarysectoristhatthedayswhenstudentsspentthebulkoftheirtimeoncampusarealreadybehindus.Learnersarejugglingdemandsofworkingjusttosurvive.Vulnerablecommunitieswithhistoricallylowtertiaryeducationparticipationratesareenrollingingreaternumbers–whichisagoodthing.However,theirresponsibilitiestotheirfamiliesandcommunitiesontopoftheneedtoearnmorearealsopullingthemawayfromwhatusedtobeverystrong,on-campuslearnercommunities.Institutionsaregoingtohavetoadaptandinvestininnovativewaysofconnectingandstrengtheningthesocial/communityaspectofeducationinaworldwherepeoplearenotalwaysphysicallypresent–simplybecausetheycan’taffordtobe.
235. Interestingly,learnersareindicatingthattheyarekeentoconnectwithotherswithsimilarlearninginterestsasthem–eveniftheothersarestudyingthroughdifferentinstitutions.Perhapsthisindicatesanopportunityforgreatercollaborationforinstitutions?Ratherthanfocusingonhowtheycanget‘their’studentstoengagewith‘their’campuses,perhapsit’sgoingtobemoreaboutfosteringtheconditionsandprovidingthetoolsthatfacilitatelearnersconnectingwitheachother–wherevertheymightbe?
236. Inoursurvey,weaskedaquestionalongtheselinesandreceived640responses.
237. Theresultswere:
§ Veryinterested(36%)
§ Somewhatinterested(40%)
§ Haven’tthoughtaboutit(20%)
§ Notatallinterested(4%)
SURVEY QUESTION
Howinterestedwouldyoubeinbeingconnectedtopeoplewithsimilarlearninginterests(but
possiblystudyingatadifferentinstitution)?
LEARNERS AND LEADERS
“Morethaneverbefore,wemustensurethateveryyoungAucklanderandNewZealanderhas
accesstofurthereducationandskilltraining.Intheworldtoday,thatisthefoundationforearning
a good living, participating in society and contributing to our community. For an inclusive
Auckland,weneedtoensurethateveryperson,regardlessoffamilybackgroundorincome,gets
thechancetocontinuelearninganddeveloptheirskills.”
PhilGoffMP
AucklandMayoralCandidate
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Q47. Whattrendsarelikelytobemostinfluentialforthetertiaryeducationsystemoverthenext20
years?
238. Theincreasingfees,livingcostsandopportunitycostassociatedwithtraditionaltertiaryeducationwillbethemostinfluential.Afailuretomeetthemomentwithincreasedflexibility,moreopennessandeducationcontentanddeliverythatfitswiththerealitiesofcontemporarystudentlifewillmaketraditionalinstitutionslessandlessrelevant.Ifstudentscangetthemselvesemployableusingalternativeeducationmodelsthatareemergingintheprivateeducationspaceandcandosomorequickly,moreaffordablyandmoreflexibly,traditionalinstitutionswillbeseverelyimpacted–it’sjustaquestionofwhen,notif.
239. Assumingastandardundergraduatefeeofapproximately$6000,andastandardincreaseonthatof3%ayear,adegreeforsomeonestartingthisyearwillcostaround$18,500infees.In20years’time,assumingnomajorpolicyshifts,thatsamedegreewillcost$32,500.Basedonrecenthistory,itisfairtoassumethatthewageincreaseswillnotkeeppace.AtleastinAuckland(butincreasinglyinothercentres),itisunlikelythattherewillbemuchreliefintermsofhousingandlivingcosts.Anyincomepremiawillbegraduallyeroded.
240. Weneedtoacceptthat,ifnothingisdone,ifnomeaningfulchangeisintroduced,wearesentencingfuturegenerationstoasystemthatwilldeliverthesameproduct,atever-increasingcostsand(atleastinthefinancialsense)ever-diminishingreturns.It’snotrightandsomethinghastobedone.Therewillbepain,therewillbethoseinthesystemwhoneedtofindotherjobs–butthatistherealityfacingmultipleindustriesandwecannotexpecteitherlearnersorthetaxpayertokeepforkingoutformoreofthesame.
241. Anassociatedconcernisthattherisingcostsofstudywillincreasinglyshapethechoicesthatlearnersmake–chasingjobsthatwillfundrecoveryoftheirinvestment,ratherthanpotentiallyotheressentialjobsthatmakeoursocietyabetterplacebutthatdonotpayaswell.Wecouldallbenefitfromanextensionoftheoptionsavailablethatreducesthecoststoourlearners–bothintermsoffeesandlivingcoststhrougheitheranimprovedabilitytostructuretheirstudiesaroundworkorashorterpathwayintoemployment.
Q48. Arethereotherimportanttypesofnewmodelthatshouldbeincludedwithinthescopeofthis
inquiry?
242. Yes.ModelssuchasthoseemployedbyEnspiral’sDevAcademyandin-housetrainingsystemsbylargeoverseascorporatesthatgetpeopleemployment-ready,ofteninverytechnicalsubjects.Howdotheydoit?WhilewedonothavecorporatesofthescalefoundoverseasandweareprimarilyaSMEemploymentmarket,theremustbewaysourtertiaryinstitutionscanworkmorecloselywithindustrytodeliverthetalenttheyrequireandbetterequipouryoungpeopleandthoseretrainingwiththeskillsneededtogetajob.
243. Weneedtobreakoutbeyondourqualificationsframework.TheBachelor’sDegreeisa900year-oldconstruct.Inthisuser-pays,employment-focusedenvironment,isitstillthebestmodelagainstwhichweshouldbemeasuringmasshighereducation?Perhapsweshouldbereturningtothedayswhenfarfewerpeoplegotouniversityand,forthosewhowantit,moreoptionsaroundemployment-relatedtrainingareprovided?
244. Theapprenticeshipmodelcouldalsobeexpandedbeyondthetradesandintothosejobstraditionallyregardedasoffice-basedprofessions.Marketingandcommunications,forexample–learnandgetaccreditedonthejob.
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Q49. Whatnewmodelsoftertiaryeducationarebeingimplementedinuniversities,ITPs,PTEsand
wananga?Howsuccessfulhavetheybeen?
245. Unlesstherearenewoptionsbeyondthequalificationsframeworkthatwehave,Idon’tthinktheycanbecallednewmodels.Traditionally,tertiarieswillgoouttoindustryandsay“telluswhatyouwant”…industrydoesthatandthetertiarysectorresponds“havewegotthedegreeforyou”.Whatifadegreeisnotreallythebestmodel?
246. Yes,thestatisticspointtoincomepremiaandothersuccessfactorsassociatedwithpeoplewhohavemoreeducation.However,wehavehadnorealalternativemodelsthathavekeptupwiththechangingworkforcedemands.We’veonlybeenabletomeaningfullycomparethosepeoplewhohavecompletedoneofthequalificationswithinourframeworkwiththosewhohavenot.Weneedentirelynewmodelsinordertomeetthedemandsofthefuture.Withoutthat,we’refosteringafuturethatfeatureshugedebtinreturnforqualificationsthatareunlikelytoprovidethereturntheyhavehistorically.Thenext20yearswilllooklessandlesslikethelast20andevenlesslikethe20beforethat.Weneedasystemthatisflexibleandresponsivesothatitcanadapttotheconditionsastheypresentthemselves.
Q50. Arecurrentqualityassuranceandaccountabilityarrangementsrobustenoughtosupporta
widerangeofnewmodels?
247. Ifanything,theyaretoobureaucratic,inflexibleand‘robust’andthereforeunlikelytosupportanyrangeofnewmodels.Weneedtoexpandtheviewofwhat“quality”meansandlinkittolearnerexpectationsandintentions.
Q51. HowmightnewmodelsoftertiaryeducationaffecttheNewZealandbrandintheinternational
marketfortertiaryeducation,students,educationproductsandservices?
248. Therearetwowaysoflookingatthis.Intermsofpreparingthevastmajorityofourtalentformeaningfulemploymentinwaysthataremoreflexible,affordableandrelevant–wecouldbeworld-leading.Wecouldbeknownforitthroughouttheglobe.
249. Todoso,wewouldneedtostarttorefinehowweview‘internationallyrecognised’qualifications.Rightnow,atthisverymoment,weareputtingpeoplethroughqualificationsthatwewouldseeasbeinginternationallyrecognisedandemployersintheassociatedindustriesaresayingeither“wewon’ttouchthemifwecanhelpit”or“wetakegraduatesonbecausethey’recheap”.Ifpeopleareemployingourgraduatesprincipallybecausethevaluepropositionisthattheyarethecheapestlabourtheycanfind,itdoesn’tdomuchtorecommendthetensofthousandsofdollarsandyearsthatgointoproducingone.
250. TherealityisthatthevastmajorityofourlearnersatleaststarttheircareershereinNewZealand.Theneedforinternationalrecognitionisreallymorepronouncedforthosewhohaveoverseasambitions.Forthosewhodoandwhogooffandchasetheirinternationaldreams,wethenchargetheminterestontheirstudentloans.Ontheonehand,wearefundinginstitutionstodevelop“internationallyrecognised”qualifications–andthenontheotherwearecharginglearnerswhoavailthemselvesofthatrecognition.Itseemsaverystrangemixofbehaviours.
251. Weneedsomecourageousdecisionsaboutthemixofmodelsthatweemployacrossoursystem,providinglearnerswithgreaterchoiceaboutwhat,howandwheretheylearnanddeveloptoachievetheirgoals.
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Q52. Whatcanbelearntfromthetertiaryeducationsystemsofothercountries?Aretheremodels
thatcouldbeusefullyappliedhere?
Q53. Whatmeasureshavebeensuccessfulinimprovingaccess,participation,achievementand
outcomesforMāori?Whatmeasureshavebeenlesssuccessful?Why?
252. One-on-onesupportandmentoringprogrammesareavailableforPasifikaandMaoristudentsacrossmanytertiaryeducationproviderswiththegeneralpurposeofsupportingPasifikastudents’continuousparticipationandmotivation.ExamplesincludeAUT’sPacificStudentSupport,Victoria’sPasifikaatVic,Unitec’sPacificCentreandFonoFaufautua
253. AccordingtoPasifikaresearcherCherieChu,thepresenceofrolemodelsandawarenessofculturalidentityareimportanttoPasifikastudents’successattertiaryeducation.Leaders“helpotherstoseesolutionsandidentifyapproachestomeetthechallenges”(Chu,2009).CloserelationshipshelpleaderstohelpPasifikastudentstofindsolutions,developtheirstrengths,createanidentityforthemselvesandplanachievablegoals.LeadersandmentorshelpPasifikastudentsfigureouttheirchallengesandobstaclestosuccess,thenencourageandguidethemthroughapathwaytotheirsuccess.
254. BarrierstoPasifikastudents’successesincludepersonalhardshipsuchasfamilypressures,financialdifficulties,healthissues,andhousingissues.TertiaryeducationprovidersneedtofindmoresuitablewaystoaccommodatetoPasifikastudents’needs.TheyneedtosupportPasifikastudentsnotonlyacademicallybutalsoonapersonallevelandinthecontextoffamily.ManyPasifikastudentsintertiaryeducationarethefirstinfamilytostudyatthislevelandsosupport,andinformationneedstobeprovidednotjusttothestudent,buttotheirwhānauinawaythatisalignedtotheirculture,notthatoftheinstitutions.Itislogicalforthistobesustainedthroughouttheirprogrammeofstudytoensurecompletion.
Q54. Whatmeasureshavebeensuccessfulinimprovingaccess,participation,achievementand
outcomesforPasifika?Whatmeasureshavebeenlesssuccessful?Why?
Q55. Whatmeasureshavebeensuccessfulinimprovingaccess,participation,achievementand
outcomesforat-riskyouth?Whatmeasureshavebeenlesssuccessful?Why?
Q56. Whatmeasureshavebeensuccessfulinimprovingaccess,participation,achievementand
outcomesforthosewithlimitedaccesstotraditionalcampus-basedprovision?Whatmeasures
havebeenlesssuccessful?Why?
AccessibilityandParticipation
255. Accessibilityisoneoftheprimaryissuesthatextramuralandparttimestudentscontinuouslyexperience.Accessibilityinfluencesstudents'motivationtocontinuouslyparticipateintheireducation,achievetheirpapersorcoursesandincorporatetheirlearningexperiencesintotheircurrentorfuturecareerandpersonallives.
256. Aspartoflearningonline,extramuralstudentsareprovidedequalaccesstothetertiaryeducationprovider'sonlinelibrary,whichprovidesallstudentswiththerelevantsourcesrequiredfortheircourses.Thisincludesacademicjournals,archivedonlineversionsofmagazinesandnewspapers,andeBooks.Whilethephysicallibraryisalsoavailableforextramuralstudentstovisitanduse,thiscanbealimitationforthosewhodonotlivenearthetertiaryeducationprovider.However,sometertiarycourseproviderssuchasMasseyUniversityandVictoriaUniversityofWellingtonofferalibraryserviceviapost.Withthisservice,extramuralstudentscanrequestlibrarybooksthentheyaremailedthebookstoborrowforacertainperiodoftime.
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Whilethisisusefultosomeextramuralstudents,thosethathaveothercommitmentsdofindtheideaofhavingtosendthebookbacktothelibraryviathepostshoptobeinconvenient.
257. Themajorityofone-to-onesupportis“deliveredthroughcampus-basedlearningandstudentsupportdepartments”(Hinchcliffeet.al,p.49).Thistypeofqualityinteractionisnoteasyforextramuralorpart-timestudentstoaccess.Hinchcliffeet.al(2007)notethatthiscanaffectsomefulltimestudentstoo,assomeofthemspendmoretimeoutsideofcampuspartakinginresearchorforotherstudy-relatedreasons.Tertiaryeducationprovidersarenowincreasinglyprovidingface-to-faceteachingasanoptionfordistanceandparttimestudents.Thiscanbeeitherthroughliveorrecordedlecturesortutorialsessionswiththeteacherpresentinginaclassroomsetting,orlivetwo-wayaudiovisualinteraction(Kean,2003).
258. One-to-one,face-to-facecommunicationandsupportfromtutorsisbecominglessofabarriertoextramuralstudents'learning,asteleconferencingsuchascontactviaSkypeisavailabletodistanceandparttimestudents.Tutors'phoneandemailcontactsarealsoprovided.Thedownsideofthesetypesofcommunicationisthatthesecontactsessionsareusuallynotonaregularbasis,reducingtheamountoftimesthatextramuralstudentsarecheckedinwiththetutor.Extramuralstudentsaremoreresponsibletoensuretheyareontherighttrackasopposedtotheregularintramurallectureandsessionswherestudentshavetheabilitytoaskthetutorquestionsduringbreaksorafterclass.Intramuralstudentshavethebenefitofbeingcheckedinorremindedbytutorsregardingassignmentsandsuch,whereasthisisnotcommonviadistancelearning.
259. Withthelatesttechnologyandsocialmediaavailable,studentsarealsoabletocontacttheirpeersoutsideoftheironlineclassandforums.Extramuralstudentscanmakecontactwithoneanotherthroughsocialmedia,emailorphoneandorganiseagrouporpartnerstudysession,wheretheymeetinperson,studytogetherandsupportoneanother.Onegreatwaythathashelpedstudentsovercomethebarrierofaccessibilityduringtheircourseisanonlinecommunity.Thisspaceisoutsideoftheclassforumwherestudents’effortsanddiscussionsarenotviewedonastrictlyacademiclevel.MasseyUniversity'sExtramuralCommunityFacebookpageallowsstudentstogetthechancetovirtuallymeetotherstudentswithinboththesameanddifferentcourses,whetherornottheysharesameclasses.NotethatMasseyUniversityistheleadingNewZealandUniversityfordistancelearning.WithinMasseyUniversity'sExtramuralCommunityFacebookpage,manystudentsshareadvice,experiences,complaintsandfeedbackregardingtheirlearningexperiences.Itisacommunitybasewherestudentslookfororprovidepeersupport.Anexamplethisisextremelyusefulandsupportiveforstudentsisextramuralstudentsexperiencingbereavementandseekingadvicefromtheirpeers.Somepostsonthepageshowsthatsomestudentshaveconsideredwithdrawingfromtheirpaperssoclosetotheendofthesemester.Peersupportfromclassmates,otherextramuralstudents,andadvisors(relevantMasseyUniversitystaff)whoadministratethepagehasencouragedmanystudentstopersevereintheircoursesanddothebesttheycan.
260. Blockorcontactcoursesareprovidedtocompensateforlackoftheface-to-faceteachingsessions.Thedownsidewiththisaspectisthatextramuralstudentsareforcedtospendextraontheircourseofstudiesfortravelandaccommodation,addingstresswhileinternalstudentshaveservicesprovidedtothemattheirconvenience.Someextramuralstudentsareunabletoorhavetosacrificetheirtimeandscarcemoneytotraveltothelocationofthecontactcourse.Sometimescontactcoursesclashwithothercommitmentsandstudentsmissoutonthisface-to-faceopportunity.Extramuralstudentsalsotendtousemoreenergyorganisingthingsincludingratherthanstudyingcomparedtointramuralstudents.
261. Withinthetraditionalcampus-basedprovision,learningopportunitiesaredeliveredthroughface-to-facecourses,mentoring,workshopsortutorialsandsometimestheopportunitytodevelopthroughconferencesorganisedoutsideofclasstimes.Sometertiaryinstitutionsprovidethese
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opportunitiesintheeveningsorduringtheweekendhowevertheseare"largelyextensionsoftheconventional'university-based'modeloflearning"(Hinchcliffeet.al,2007,p.49).
262. Asastartingpointtoimproveaccesstothosewhostudyparttimeorviadistance,afundamentalprincipletofollowthroughoratleastconsider,isthat“anysolutionmustbe‘learning’ratherthan‘technology’driven”(Hinchcliffeet.al,p.50).Thisisparticularlyanissueforthosewholiveinruralareasandlackinreliableinternetservicesletalonethefundstopurchasetherequiredtechnology.Somelearnersdonotlearnbestthroughtechnologyandrequireface-to-faceeducationandsupportespeciallyforthosewhohavelearningdisabilities.
AchievementsandOutcomes
263. Intertiaryeducation,intramuralstudentshaveahighercompletionratethanextramuralstudents.Withe-learningavailabletobothgroups,intramuralstudentstendtocompletetheircoursesatthecompletionrateofjustover70percent.Extramuralstudentshavelesstendencytocompletetheircourseswithacompletionrateofjustover50percent(MinistryofEducation,2013).
264. Despiteextramuralstudents'lowersuccessratesintertiaryeducation,theytendtoalternatebetweenworkingandstudyingandsotheirworkexperiencesarecomplementedwiththeirstudiesthereforetheirpracticalitiesandcomprehensionoftheircoursesaremoresuccessful(Radloff,2011).Extramuraluniversitystudentstendtobemoreindependent,self-motivatedandresponsiblefortheirlearning.Thesesignificantskillsareparticularlyusefulforandprincipallylearnedfromlimitedaccess.Extramuralstudentslearnhowtoputtheirstudiesintopracticalityaswellasputtheirpracticalworkintotheirstudiessuccessfully.InRadloff’s(2011)research,46.2percentofextramuralstudentsreportedhavingoftenorveryoften,exploredhowtoapplythethingstheyhavelearnedintertiaryeducationintotheworkplace(p.72).Comparethisto34.6percentofcampus-basedstudents(p.72).Inadditiontothis,41.3percentofcampus-basedstudentsreportedneverhavingblendedacademiclearningwiththeirworkplaceexperience,ascomparedto24.5percentofextramuralstudents(p.72).Althoughextramuralstudentshavelessaccessandopportunitiestoengagewithpeersandrelevantstaffmembersregardingtheircourses,extramuralstudentsareinfactengagingthemselvesintotheireducationmoresothantheirintramuralpeers(Radloff,2011).
265. Extramuralstudentswhodonotcopewellwithisolationwhenstudyinghaveanincreasedchanceofwithdrawingfromtheircourses(Radloff,2011,p.5).Onemainreasonstudentswithdrawfromtheircoursesisthatittakesalongertimetocompleteduetoothercommitments.Manyextramuralstudentsstudyparttimeextramurallyprimarilyforthereasonofothercommitments.Extramuralstudentsalsofeelisolatedduetolackofface-to-faceinteractionsandsupport.Theseincludeengagementswithpeers,tutors,andotherrelevantsupportservicesthetertiaryinstitutionprovidessuchascounsellingandguidance-asopposedtointramuralstudentswhoreceivetheseservicesconvenientlyoncampus.O’Keefereinforcesthesignificanceofstudentsfeelingasenseofbelongingtotheirretentioninstudiesandoverallachievementsorsuccess.Thosewithotherlifecommitmentsincludingattendingtothefamily,particularlychildren,work,extracurricularactivities,andhealthissuestendtolackasenseofbelongingduetolessattachmentandcommitmenttothetypicaluniversitylifeandstudy(O’Keefe,2013,p.607).
266. Hinchcliffeet.al(2007)hascreateda“modelforstudentaccesstostrandsofe-learningactivity”(p.51).Thismodelincludesfouraspectsofaccessforstudentsamongste-learning.Providingstudentswith...
§ Knowledgeofresearchandgeneralstudyskills
§ Ongoingpeersupport
§ Reflectionsuchasthroughfeedbackformsandsurveys,and
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§ Advicefromsupervisors,trainersandmentorsthroughtheopportunityofbothopenandclosedcommunication
267. Hinchcliffeet.al(2007)state,“Dynamic,welldesignede-learningopportunitiesshouldbethenorm,nottheexception”(p.51).InNewZealand,accessibilitytoequallearninganddevelopmentopportunitiesisnotconsistentamongsttertiaryinstitutions.Greateraccessandaccommodativesupporttowardsextramuralstudentsandtheirlearningexperiencesinhighereducationwillseeimprovementsinstudents'participation,achievementsandoutcomes.
Q57. Whatmeasureshavebeensuccessfulinimprovingaccess,participation,achievementand
outcomesforpeoplewithdisabilities?Whatmeasureshavebeenlesssuccessful?Why?
268. Interviewswithfourstudentswithdyslexiastudyingattertiarylevelshoweddisplayedwhattheirlecturersdidorcoulddotocreateaneasierlearningjourneyforthem.WilsonandSavery(2013)haveidentifiedfiverelevantmatterstotheirleaningexperiences,whichcouldalsobeappliedtostudentswithotherdisabilities:
§ Resilience.Thelecturers’flexibilityandadaptabilitytostudents’needsandabilitieshelpstudentstostudysuccessfully.
§ Identifyingstudent’sdifferentneedsandabilitiespositivelyisoneofthefirststepsfornotonlystudentswithdyslexiabutalsootherlearningdifficultiesordisabilitiestofeelrecognised.Thelargerthelecturers’awarenessofthestudents’abilitiesthebettertheyareabletocatertotheirstudents’needsandabilities.
§ Creatingself-awareness.Lecturer’sunderstandingofdyslexiaandworkingwithstudents’strengthsandabilitiescanincreaselecturers’acceptanceofstudents’learningdifferencesasindividuals.Lecturersbecomemoreawareoftheirteachingstyleandlearntoaccommodatetostudents’abilitiesorstrengths.Withthisawareness,theyrealisethekindofsupportstudentsneedandencouragethemtopersevereintheircourseofeducation.
§ Withthelecturers’self-awarenesscomestheimplementationofcompensatorystrategies.Forexample,aBachelorofNursingstudenthadseenanincreaseofvisualstrategieswithintheirlearningsuchaskeywords,picturesandvisuals.Thisteachingstylehasaccommodatedtothisstudents’cognitivelearningstrategyandcontributedtotheirsuccessinthecourse.
§ Beingopenaboutone’sdisabilityorlearningdifficultycancreatepositiveconsequences.Theultimatepositiveconsequenceisthatstudentsreceivethesuitableassistancetheyneedfromtheinstitutionandaccessiblesupportwithinthelearningenvironment.Oneexampleofaccommodatingtostudentswithdyslexiaandtheirlearningstyleistheuseoftechnology.Thisincludeslaptops,assistivesoftware,andvoice-recognitionsoftware.Farbeh-Tabrizi(2012)supportsthisidea,statingthattheuseofacomputercanputstudentsinthe"driver'sseat"andgivesthemagoodsenseofselfreliance”(p.4).
269. Tertiaryinstitutionsneedtoworktoprovidemoreapproachableandcomfortableenvironmentsforstudentswithdisabilities.WilsonandSavery(2013)state,“Lecturerunderstandingandawarenessoftheneedsoflearnerswithdyslexiacouldreducestigmatization,therebyenablingtheselearnerstofeelsafetodiscloseanddiscusstheirlearningdifferences”(p.123).Theabilitytobeopenaboutone’sdisabilityorlearningdifficultycanleadtothebestpossibleaccesstorequiredsupport,anincreasedlevelofparticipationamongststudentswithdisabilities,andimprovedachievementsandoutcomes.
270. Thefeedbackfromthestudentswithdyslexiadisplaythattherecouldbeimprovementswithininclusion,suitableteachingpedagogiesandstrategies,flexibleandindividualisedteachingapproaches,andthelevelofavailablepsychologicalsupportforstudentswithdisabilitiesandlearningdifficulties(Wilson&Savery,2013).
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271. Bevan-BrownandWalker(2013)interviewedtenMaoristudentswithvisualimpairments,fiveofwhichhadstudiedorwerestudyingintertiaryeducationatthetime.Twooftheseparticipantshadstudiedatwānangaandtheotherthreestudiedatmainstreamuniversities.
272. SomedifficultiesthattheMāoristudentswithvisualimpairmentsreportedofincluded:
§ Havingtorelyonaudiotapedmaterialtowriteassignments
§ Joiningindiscussions
§ Gettingextratimeneededtocompletework
§ Costofspecializedequipmentandnotetakers
§ Unreliabilityofnotetakers
§ NotbeinggrantedpermissiontosubmitassignmentsonCDsoraudiotapes
273. ThetwoparticipantswhohadstudiedatwānangareportedofdifficultiesandbarriersrelatingtoboththeMāorisubjectandgeneralmatters(p.389).Theseinclude:
§ LackofaccessibleMāori-relatedandMāorilanguageresourcesatboththewanangaandlocallibraries
§ LackofaMāori-speakingcomputerdictionaryorspellcheck
§ AdditionalcostsrelatedtogetmaterialstranscribedbyaproficientMāorispeaker(thesecosttwiceasmuchasEnglishtranscriptions)
§ Limiteddisabilitysupportservices
§ Limitedequipmenttoaccommodatetostudents’needs
§ Limitedteachers’knowledgeaboutvisualimpairment
§ Tutors’relianceonvisualstoteachtheMāorilanguage
274. Overall,thefiveMāoristudentshadreportedalackofrequiredteacheraidesorsimilarone-to-onesupportandothersuitableresources,equipment,andstudymaterials.Theyhadalsoreportedalackofdiscretionforstudentswithdisabilities,suchasatutoracceptinganadaptedassignmentformatfromdisabledstudents.Mostimportantlyofall,however,isthelackofraisedawarenessandunderstandingoftheirdisability,barriersandchallenges,lackofrelationshipbuilding.Thisisaconcerningissueasthisnotonlyappliestothesestudentsbutmanyothersacrossthenation.
275. The2013Censusshowsthat55percentdisabledstudentshaveachievedapost-secondaryschoolqualificationatlevel1to6astheirhighestqualification.Only12percentdisabledstudents'highestqualificationsinvolveaBachelor’sdegreeorhigher(StatisticsNewZealand,2013,p.10).Itshouldbenotedthatthisdoesnotstatespecificallywhethertheseareachievedattertiaryinstitutionsoratuniversity.
276. Manydisabledstudentsexperiencebarriersandchallenges,especiallywithaccessibilityandthesmallamountofavailableopportunitiesforthem,inachievingtheircareersandaspirations.Theyare“oftenexacerbatedbythelimitedavailabilityofmainstreamopportunities”(Irving,2012,p.1040).
277. Studentswhoexperiencefeelingsofrejectionandlackthefeelingofbelongingintheirlearningenvironmentareconsideredtobeathighriskofnotcompletingtheircourses.O’Keefe(2013)identifiesacademicallydisadvantagedstudentsandstudentswithdisabilitiesinthelistofgroupswhoareconsideredtobeatriskofnon-completion.
278. Almostalltertiaryinstitutionsprovidestudentdisabilityservicestostudentswithdisabilities,impairmentsandlearningdifficulties.However,thelevelofsupportfromeachinstitutionvaries.
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Thelevelofsupportandaccommodationtowardscertaindisabilitiesalsovary.Forexample,onetertiaryinstitutionmaythriveinprovidingaservicetoDeafstudentswithsignlanguageinterpretersbutfailtomeettherequirementsofanaccessibleareaforstudentswhousewheelchairs.SomeNewZealandtertiaryeducationprovidersmaintainagreatlevelofawarenessandsupporttowardsstudentswithdisabilitiesbutthereisalwaysroomforimprovement,bothatinstitutionsthatdoanddonotprovidestudentswithaccommodativeservicestoasatisfactorystandard.
Q58. Whatmeasureshavebeensuccessfulinimprovingaccess,participation,achievementand
outcomesforadultswithlowlevelsofliteracyornumeracy?Whatmeasureshavebeenless
successful?Why?
Q59. HowinnovativedoyouconsidertheNewZealandtertiaryeducationsystemis?Doyouagree
thatthereis“considerableinertia”inthesystemcomparedtoothercountries?Ifso,inwhat
wayandwhy?
279. Intermsofcomparisonstobedrawnwithothercountries,it’sdifficulttosayforsure.Mostoftheinnovationsinthetertiaryeducationsystemhaveeitherbeencreatedbytheprivatesector,thenot-for-profitsectororpublicinstitutionswithenormousendowmentfunds.Havingsaidthat,yesthereisconsiderableinertiainthesystem.Thepolicyandregulatoryframework,thefundingrulesandoperatingmodelsproducecontentanddeliverythatis‘same-samebutdifferent’.
280. OnthepointraisedintheIssuesPaperregardingtheethicsofexperimentingonstudents–thisisraisedasaspectretodiscourageanyinnovationbythosemotivatedtomaintainthestatusquo.Therealityisthis:thecurrentsystemisfailingstudentsasitis.Weknowthis.Approximately33%ofstudentsdonotcompletetheirdegreeswithin8years(MinistryofEducation,2014).Whatreal,authenticeffortshavebeenmadetounderstandwhyandaddressthebarriers?Notjustintermsofsupportservices(alotofthoughtandvaluableworkhasgoneintothis),butwhatchangestothestructuresandoperatingmodelsinplacemightimpovethings?
281. Ontopofthat,wehaveemployerssayingthatgraduatesarenotreallyreadyforemployment,thattheyhirethembecausethey’recheap,createnovalueforthefirstyearandthattheyhavetotrainthemup.Bythetimedrop-outs,thoseunabletosecureemploymentintheirchosenfieldandthosewhodonotmeetemployerexpectationsareremovedfromthepoolofstudentswhostartstudying,whatproportionareweleftwith?Canwesaythattaxpayersandstudentsaregettingvalueformoney?Itisnot‘experimenting’thatisirresponsible.Itisirresponsibletokeepdoingthesamethingoverandoveragain-despitethefactthatouroperatingenvironmenthaschangedcompletely,despitethefactthattechnologicaladvancesmeanwedon’tneedto,despitethefactthatthefutureofworkisgoingtotransformsomanyindustries.Despiteallofthosethings,thereisariskthatsomewillwanttobeleftalonetodowhatthey’vealwaysdone,butbeabletochargemoreandreceivemoretodoit.
Q60. Whatarethefactorsassociatedwithsuccessfulinnovationinthetertiaryeducationsystem?
282. Onethoughtinresponsetothisquestionis“whatsuccessfulinnovation?”.
283. Allthe‘innovation’isoccurringwithinasystemthatisitselfunchanged.Thereisinnovationinstudentrecruitment–workinginnewwayswithschoolsandengagingwithyoungpeopledifferentlytoincreaseparticipation…inthesamething.Therehasbeenaproliferationofsatellitecampusestoimproveaccessforcommunitiesthatwouldotherwisenothaveaccess…tothesame
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thing.Onlinecomponentshavebeenintroducedtocoursestoimproveflexibilityandtoreducecosts(totheinstitutions,nottothelearners)–toworktowardsthesamething.
284. Themainfactorappearstobethattheinnovationneedstooccuroutsidethesystem.Sadly,onesuccessfulsocialandcommercialentrepreneurrecentlyadvisedus“that’sfine,goaheadandmakeasubmissiontothisCommission–justrealisethatifyouactuallywantsomethingtohappen,you’llneedtoworkoutsidethesystemandworkouthowtopayforit”.Thisperceptionisasadindictmentontheresponsivenessandpaceofinnovationwithinoursystem.
Q61. Whatarethebenefitstoinnovatorsinthetertiaryeducationsystem?Whatchallengesdothey
faceincapturingthesebenefits?
Q62. Whatarethebarrierstoinnovationinthetertiaryeducationsystem?Whatmighthappenif
thosebarriersarelowered?
285. Oneofthebarrierstoinnovationliesinthetremendouspressuretoavoidpublicfailure–whetherrealorperceived.Theironyisthatisseemstobeperfectlyfinetofailatthesamerate,aslongasyoudon’tchangeanythingandeveryoneelseisfailingwithyou.Thiscreatesanenvironmentisextremelyrisk-averseandreallyonlysupportsincrementalchange,ratherthantransformativeinnovationbasedoncourageousdecision-making.
286. Changeistoughonallinvolvedanditmaybethatitisjusttootoughforexistinginstitutions.Wemayneedtoestablishorfundentirelynewonestoreallydriveinnovationinthesector.
Q63. Howwelldoinnovationsspreadinthetertiaryeducationsystem?Whathelpsorhinderstheir
diffusion?
287. Itdependsonthearea,disciplineandinstitutions.Inthemain,institutionsarenotverygoodatlearningfromeachotherandworkingtogether.Oneexceptionseemstobethelibrarians–theyseemtobethemostdisinclinedtoletinstitutionallinesgetinthewayofdoingwhattheydosowell.Thesystemcouldlearnagreatdealfromhowlibrariansoperateandcooperate.
Q64. HowsuccessfulwastheEncouragingandSupportingInnovationfundinpromotinginnovationin
thetertiarysector?Whatevidencesupportsyourview?
Q65. ArethereexampleswheretheNewZealandGovernmenthasdirectlypurchasedinnovationor
innovativecapacityintertiaryeducation?Ifso,wasitsuccessful?
Q66. HoweasyorhardisitforanewproviderorITOtoaccessTECfunding?
Q67. DoestheprogrammeorqualificationapprovalprocessviaNZQAorCUAPenableorhinder
innovation?Why?
288. Ithindersinnovationbecausethetheunitsoflearningandhowtheyarepackagedaresostandardised.Thisistobeexpectedinaqualityapprovalinstrument.However,thediscussionofqualityneedstobebroadened.
289. Underthepresentsystem,itisquitepossibleforsomeonetospendtensofthousandsofdollarsandyearsoftheirlifecompletingacourseofstudythathasaqualitysealofapprovalfromNZQAorCUAPbutnotleavethemanymoreemployablefortheirdesiredindustry,whenthatisoftentheirgoal.Ifitisthestudent’sintentiontogointoaparticularareaofemploymentandis
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pursuingthecourseinordertofurtherthataim(oftenbecausethemarketingmaterialtellsthemtheywillgetagreatjob),thensurelytheirsuccessorfailureinthisendeavourand/ortheemployer’sviewontheirreadinessforworkshouldbegivensomeconsiderationinthequalitydiscussion.
Q68. WhatimpacthasPerformance-linkedFundinghadonproviders’incentivestoinnovate?
Q69. HowmuchdoesfundingshiftbetweenPTEsbasedonassessmentsofperformance?Whose
assessmentsarethey,andwhataretheybasedon?
Q70. HowmuchdoesfundingshiftinsideaTEI(e.g.betweencourses,academicsorfaculties)based
onassessmentsofperformance?Whoseassessmentsarethey,andwhataretheybasedon?
Q71. Whatinfluencestertiaryproviderstowardsofferingabroadornarrowrangeofcourse
offerings?Whataretheadvantagesanddisadvantages(forproviders,students,andthesector
asawhole)ofarelativelyhomogenoussystem?
Q72. DoNewZealand’stertiarypolicyandregulatoryframeworksenableorhinderinnovation?
Whatmighthappenifexistingconstraintsareloosened?
Q73. Howdointellectualpropertyprotectionsintertiaryeducationfosterorhinderinnovation?Are
theeffectsdifferentindifferentpartsofthesystemorfordifferentkindsofprovider?
Q74. HowdoestheCrown’sapproachtoitsownershiproleaffectTEIbehavior?Isitconduciveto
innovation?
Q75. Doregulatoryorfundingsettingsencourageordiscourageprovidersfromengaginginjoint
ventures?Ifso,how?
Q76. Howdoregulatoryorfundingsettingsencourageordiscourageprovidersfromseekingexternal
investment?
Q77. Howdotertiaryproviderscreateincentivesforinternalparticipantstoinnovate?Whatkindsof
choicesbyprovidershavethebiggest“downstreameffects”ontheirlevelofinnovation?
Q78. Whatincentivesdogovernmenteducationagencieshavetoinnovateinthewaytheycarryout
theirfunctions,bothwithinandacrossagencies?Whatconstraintsdotheyface?
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CLOSING STATEMENT
Wearepleasedtohavebeenabletoparticipateinthisinquiryintonewmodelsoftertiaryeducation.WebelieveinatalentedandconnectedNewZealandpoweredbygreatlearningexperiencesandstronglearnercommunities.Webelievethattheinterestsandvoicesoflearnersshouldbeatthecentreofshapingthefutureofhighereducationanditwasouraimtomakeacontributiontothatthroughoursubmission.Wewillcontinuetogatherandsharetheviewsoflearnersandhopethatthiswillbewelcomed.
Asstatedearlier,someofwhatwehaveshared(ourowncommentaryalongwiththeviewsoflearnersandemployers)mayseemharsh.However,wehavepreparedthissubmissionwithahugerespectforoursystemanditsinstitutions.Wejustbelievethatavarietyoffactorscallforaneedforsignificantchange.
Itmaybethatchangeisnotpossible,toohard,tooexpensiveorwilltaketoolongwithinexistingstructures.TheCommissionshouldalsoconsiderthepossibilityofestablishingorsupportingneweducationmodelsoutsideofinstitutionsthatarealreadyinplace.Startingfreshmightindeedbebest.
Eitherway,welookforwardtodiscussinghowthesystemcanbemademoreresponsive,moreflexible,moreopenandmoreaffordableforNewZealand’slearnersoftomorrowandbeyond.
ACKNOWLEDGEMENTS
Ed.Collectivewouldliketothankallthepeoplewhotookthetimetoparticipateinoursurveysandinterviews–whatyousharedwasreallyvaluabletousaswepreparedthissubmission.WearealsogratefultotheleaderswhohaveinspireduswithyouraspirationsforhighereducationinNewZealandandforallowingustoshareyourwordshere.
FURTHER INFORMATION
Forfurtherinformation,pleasecontact:
LucShorterExecutiveDirectorEd.Collectivee: [email protected]: +6421816925
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