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- Item2015 Costs estimates of producing fresh and processing potatoes in Washington(Washington State University Extension, 2016) Galinato SP; Tozer PR
- ItemA case study exploring the interconnections between literacy, employment and the library in Wanganui Prison's self-care units: The Wanganui adult literacy and employment project(Department of Communication, Journalism and Marketing, Massey University, 2009) Vaccarino F; Murray N; Comrie M; Franklin J; Sligo F
- ItemA different kind of family: Retrospective accounts of growing up at Centrepoint and implications for adulthood(Te Kura Hinengaro Tangata / School of Psychology, Massey University, 2010) Gibson K; Morgan M; Woolley C; Powis TThis research project was commissioned by the New Zealand Community Growth Trust (NZCGT) the body that became legally responsible for the assets of an intentional community, known as Centrepoint, after it closed. One function of the NZCGT is to address the rehabilitation needs of former residents including the children who grew up there. The research is intended to help the NZCGT achieve a better understanding of the needs of the former children of Centrepoint and to enable it to provide more effective assistance to them.
- ItemA fish index of biotic integrity (IBI) for horizons regional council(Horizons regional Council, 2016-06-01) Joy MK
- ItemA framework for town-centre renewal(2017-04-03) Enterprise, Trade and Employment
- ItemA pilot study of the application of degree apprenticeships in New Zealand: A focus on infrastructure asset management.(Massey University, New Zealand, 2017-06-30) Goodyer J; Poskitt J; Mackay J
- ItemA proposal for student-centred first year teaching(Ako Aotearoa, 2018-07-01) Heinrich E; McDonald JWe present a new proposal for teaching at first year university level that better adjusts to the individual strengths and weaknesses of students as they enter university. We suggest that changes in teaching approaches and student support are urgently required to facilitate successful outcomes that serve individuals, institutions and society well. Students come from diverse backgrounds, many study part-time and have additional responsibilities beyond their studies. Students invest their time and money and may accumulate large financial debts for their years of study. Failure rates are substantial and even students who pass often do not build the strong foundations in subject knowledge and study skills required for successful degree completion. The pressure on students to achieve affects not only the students but also higher education institutions and teaching staff, as pass rates determine funding. Our proposal builds on a large body of literature and strong evidence of effectiveness of the Personalised System of Instruction (PSI) that was popular more than 50 years ago. Combining this with Self-Determination Theory (SDT) and our experience of effective educational practice we provide an outline for how such a proposal might be implemented. Through paying close attention to the design of the learning environment and following the principles of SDT, our proposal advocates explicitly supporting the development of autonomy, competence and relatedness in our students and thus aims to increase both student motivation to succeed and student success. Fundamentally, our proposal is about substantially increasing the opportunity for meaningful pedagogic conversations between students and teachers. How fast and how well a student progresses through the course will be determined not by administrative constraints but by the student themselves. Students at all levels of subject knowledge and learning skills at the start of the course should have a strong chance to pass the course and do so well. Through direct engagement with students, the teaching team can adapt and focus their formative feedback to meet individual student needs as well as inform course design. In effect, we present a way to transform the conventional course from a static set of resources, lectures and activities programmed for administrative convenience to a living, breathing and continually evolving process. Important elements include: flexible semester durations based on individual student needs; opportunity to learn from formative feedback to ensure students cover all learning objectives; mandated, focussed, one-to-one discussions with teachers; scheduled opportunities for student-led problem-solving and discussion; study plans developed by students to match their own circumstances and knowledge; and a well-structured and responsive support network. We ask students to take responsibility for their learning. Through a series of in-depth, semi-structured interviews, higher education teachers and learning and writing consultants have provided feedback on our proposal. Their feedback echoes the literature reviewed and we have documented their endorsements, cautions and insights with respect to potential implementation. Our interviewees see the potential for assisting students based on their individual needs and for ensuring that students move on with solid knowledge foundations and study skills. What came across strongly is the passion educators have for helping students and the satisfaction they gain from direct contact with students. It is central to our proposal to significantly increase the number of hours invested into student support. The number of casual support hours per student in first year courses in the mathematical and information sciences sits currently at about 1.5 hours per student and semester, lacking well beyond what is offered in other disciplines. We argue that this needs to be lifted substantially to about 8 hours to ensure that students pass first year courses with strong levels of subject knowledge and learning skills. We propose that the additional support would result in substantially higher pass rates and improved retention at higher levels of study, paying back the initial outlay. From the evidence presented in this report, our clear recommendation is that our proposed approach is piloted within one or two institutions with a limited number of courses in order to i) properly determine the costs of implementation and ii) evaluate the degree to which anticipated benefits accrue.
- ItemA risk assessment for the introduction of African swine fever into Kiribati(Food and Agriculture Organization of the United Nations, 2023-12-20) Subharat S; Han JH; Cogger N
- ItemA risk assessment for the introduction of African swine fever into the Federated States of Micronesia(FAO, 2022-08-08) Subharat S; Han J; Cogger N
- ItemA risk assessment for the introduction of African swine fever into the Pacific Island countries(Food and Agriculture Organization of the United Nations, 2024-01-01) Subharat S; Han JH; Cogger N
- ItemA risk assessment for the introduction of African swine fever into Tuvalu(FAO, 2022-08-08) Subharat S; Han JH; Cogger N
- ItemA risk assessment for the introduction of African Swine into the Cook Islands(Food and Agriculture Organization of the United Nations, 2024-01-01) Subharat S; Han JH; Cogger N
- ItemA risk assessment for the introduction of African Swine into the Solomon Islands(Food and Agriculture Organization of the United Nations, 2024-01-01) Subharat S; Han JH; Cogger N
- ItemA risk assessment for the introduction of African Swine into Vanuatu(Food and Agriculture Organization of the United Nations, 2023-06-23) Subharat S; Han JH; Cogger N
- ItemA Supplementary Sport? Towards a Historical Analysis of the Development of Badminton in New Zealand, c. 1870–1939(Taylor and Francis Group, 2023-12-20) Ngo SZ; Watson GAlthough badminton has been played in New Zealand for approximately 150 years it has received only minimal attention in scholarly discussions of sport. This paper evaluates the historical development of badminton in New Zealand between 1870 and 1939. It argues that from the last quarter of the nineteenth century badminton was initially played alongside games such as croquet and tennis in mostly private venues as a form of upper-class recreation. It then gained a wider appeal primarily as a winter sport that could be played by tennis players during the off-season. During the interwar period it was promoted as a suitable form of recreation for women because it was non-contact and believed to be not overly strenuous. Although its construction as a useful winter sport for tennis players and a suitable game for women helped badminton achieve a position as a niche sport, such characterizations hindered its further development because it was seen as a supplementary sport to tennis, the then dominant racket sport in New Zealand. Moreover, in comparison to its contemporary racket sports badminton was often criticized as an inferior game. Accordingly, it occupied a somewhat ambiguous place in New Zealand’s sporting hierarchy.
- ItemA survey to better understand the performance measurement dimensions for Australasian nonprofit healthcare organisations: data summary report(Massey University, 2016-10) Soysa IB; Jayamaha NP; Grigg NPThis report has been especially prepared for those who responded to our survey, which was designed to test the performance measurement system that we developed for Australasian healthcare nonprofit organisations (NPOs). The performance measurement (PM) system itself was developed through extensive case studies involving nine Australasian NPOs (six from New Zealand and three from Australia). Figure 1 shows our PM Framework. The report provides key findings from a survey recently conducted by us to test the PM framework that we developed through case studies (some details of the case studies have been described). Our performance framework was found to be reliably generalisable across Australasian NPOs in the healthcare sector. The framework is therefore useful for performance monitoring and improvement of healthcare NPOs in the region. An online questionnaire was used to collect the data from senior managers belonging to healthcare NPOs across Australia and New Zealand. Out of the 1550 senior managers invited to participate in the survey, 232 responded, resulting in a response rate of 15%, which is considered satisfactory for this type of a survey. We found that the most survey participants were familiar with PM systems. The study validated the nine PM domains (categories) in our framework, namely Mission; Strategy; Organisational Infrastructure; People; Financial Health; Process; Client Satisfaction; People Satisfaction and Donor Satisfaction. The survey showed that out of the 41 survey questions (items) allotted to the nine PM domains, five are incompatible with the PM framework (they do not relate to any of the nine PM dimensions of our model); these have been removed from the final analysis. We found that out of the 36 valid survey items considered, organisations performed exceptionally well in 6 items (Q3, Q5, Q20, Q1, Q17 and Q27), reasonably well in 27 items, and moderately well in 3 items (Q34, Q7, and Q41); see Table 2 for definitions as well as results. The study confirmed that the organisation has to be driven by their directors and the senior leadership in order to achieve better performance. This includes understanding and developing the people within the organisation. We found that the processes put in place by the organisations to achieve stakeholder satisfaction can be divided into three types: continuous improvement; designing of safe, efficient and effective processes; and designing of the infrastructure, technology and material to create the necessary support processes. We also found that the three key stakeholders of NPOs — clients (or customers), employees, and donors — carry approximately equal weight in achieving the mission. Each of these stakeholder groups has their own set of expectations and these expectations belong to three themes: delivering high quality services and support to the community; valuing skilled workers and recognising people (volunteers included); and commitment to social responsibility. The complementary Microsoft Excel spreadsheet that we have provided helps organisations to conduct self-assessments on organisational performance. This in turn helps an organisation to identify: (a) best practices for process improvements, (b) trends in performance management practices, benchmark practices and (c) relationships between performance and stakeholders and organisational performance.
- ItemAction research reflections: The Wanganui adult literacy and employment project(Department of Communication, Journalism and Marketing, Massey University, 2007) Vaccarino F; Comrie M; Murray N; Sligo F
- ItemAge-friendly community evaluation: Report prepared for the Office for Seniors, Ministry of Social Development(Auckland University of Technology Centre for Active Ageing, 2018-05-21) Neville S; Adams J; Napier S; Shannon K
- ItemAn evaluation of clinical supervision of allied health professionals from two district health boards: A preliminary summary report(School of Social Work, Massey University, 2016-02-04) O'Donoghue KBThis report will present the preliminary results from an evaluation survey of allied health professionals’ clinical supervision conducted through November 2015. The evaluation was concerned with: a) what is best about the respondents’ supervision; b) what could be improved; c) the respondents’ overall satisfaction and evaluation with their clinical supervision. The purpose of the evaluation was to establish a baseline evaluation in regard to the clinical supervision of allied health professionals regionally across the two District Health Boards.
- ItemAn exploration of the organisational excellence architecture required to support an award winning business excellence journey(2024-04-01) Baig A; Robin M; James L; Macpherson WThis report shares the findings from research investigating the Organisational Excellence Architecture (OEA) required to facilitate and accelerate an organisation's business excellence journey. The research builds on the Centre of Organisational Excellence Research (COER) 's research programme called Excellence Without Borders that is supported by the Global Excellence Model Council and Global Benchmarking Network. As the research aims to learn about the business excellence journey, organisations participating in the research were required to have undertaken at least one business excellence assessment (internal self-assessment or external assessment) in the last five years. In total, 48 organisations from 15 countries participated through completing a survey with 23 of these also participating in a structured interview. The research took place between November, 2020 to November, 2021.
