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Massey Research Online

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Conclusion
(Palgrave Macmillan, 2026-05-03) Hazou R; Mullen M; Woodland S; Mullen M; Hazou R; Woodland S
This concluding chapter synthesises the central themes of Artful Evaluation, affirming the need for more nuanced, context-sensitive approaches to evaluating participatory arts practices. Challenging dominant social impact paradigms, the chapter outlines the principles of “artful evaluation”, which embraces relationality, embodied knowing, imagination, and playful emergence. It highlights the value of arts-based methods in fostering holistic understandings of wellbeing and foregrounds evaluation as an embedded, collaborative, and culturally responsive practice. The chapter also situates these ideas within shifting political and policy contexts in Australia and Aotearoa New Zealand, cautioning against the continuing instrumentalisation and neglect of the arts. In resisting such “artless disregard”, the authors advocate for creative, inclusive, and ethically grounded evaluation practices that align with the values and experiences of practitioners and communities. The chapter ultimately argues for evaluation approaches that are as rich and meaningful as the artistic practices they seek to understand.
Residential Market Report: Rental Report September 2025
(Property Group, Real Estate Analysis Unit (REAU), School of Accountancy, Economics and Finance, Massey University, 2025-10-15) Javed A
Evaluating ChatGPT’s Memory and Conversation Continuity: Insights from Academic Prompting
(2026-06-26) Jha M; Jha S; Gabrani G; Kansal M; Mathrani A
Customer experience design in immersive virtual reality retail: insights from expert practice
(Springer Nature, 2026-10-08) Erensoy A; Alexander S; Elms J; Baghaei N; Mathrani A
Enablers and barriers to successful implementation of cooperative learning through professional development
(MDPI, 2021-06-23) Alansari M; Rubie-Davies CM
Literature shows cooperative learning has positive benefits for students’ learning and social outcomes. Even though cooperative learning studies have been conducted in all areas of the curriculum, few studies have investigated whether there are similar effects for students across several curriculum areas or age groups. Moreover, less attention has been given to how professional learning and development (PLD) opportunities can contribute to changes in instructional practice. We illustrate how research on cooperative learning can be translated into practice, through a one-year University-School partnership. The current study is focused on our PLD work in one large private school based in New Zealand. Analysis of school data (quantitative student data and qualitative teacher data) indicated that, by the end of the school year, students reported experiencing more cooperative learning opportunities in their classes. Teachers believed that the PLD supported change in their practice and noted positive changes in student engagement. Analysis of student data also revealed differential outcomes by subject and age group. Overall, our study showed that PLD opportunities can contribute to the successful implementation of cooperative learning.