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- ItemNew Zealand Residential Rental Market Report: Quarterly Survey Q2 2025(Real Estate Analysis Unit (REAU), 2025-07-01) Javed A
- ItemNew Zealand Residential Rental Market Report: Quarterly Survey Q1 2025(Real Estate Analysis Unit (REAU), 2025-04-01) Javed A
- ItemNew Zealand Residential Rental Market Report: Quarterly Survey Q4 2024(Real Estate Analysis Unit (REAU), 2025-01-01) Javed A
- ItemNew Zealand Residential Rental Market Report: Quarterly Survey Q3 2024(Real Estate Analysis Unit (REAU), 2024-10-01) Javed A
- ItemNew Zealand Residential Rental Market Report: Quarterly Survey Q2 2024(Real Estate Analysis Unit (REAU), 2024-07-01) Javed A
- ItemNew Zealand Residential Rental Market Report: Quarterly Survey Q1 2024(2024-04-01) Javed A
- 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.
- ItemNew Zealand Home Affordability Report: Quarterly Survey Q4 2024(Massey University Real Estate Analysis Unit (MUREAU), 2025-03-01) Javed A
- 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.
- ItemNew Zealand Home Affordability Report: Quarterly Survey Q1 2024(Massey University Real Estate Analysis Unit (MUREAU), 2024-04-15) Javed A
