Journal Articles

Permanent URI for this collectionhttps://mro.massey.ac.nz/handle/10179/7915

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Now showing 1 - 8 of 8
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    Towards a ‘Community for Practice’—A Narrative Analysis of the Evolution of Higher Education Scholars
    (MDPI (Basel, Switzerland), 2023-12-14) Scott J; Pryce J; Reinke NB; Li D; Shuker M-A; Singleton R; Tsai A; Parkinson AL; Ambler T; Sinnayah P; Lim J; Kramarski B
    n higher education (HE), collaborative activities that revolve around a core idea, practice, or knowledge base, such as learning circles, communities of practice or inquiry, peer observation, and peer-assisted teaching, are known to support professional learning. This paper explores the experiences of eight HE scholars from Australia and New Zealand, across four years, as they recognized a new means of collaborative professional development that transcends known approaches and extends beyond an immediate focal point. The group originally formed to support the development of HE fellowship applications, but evolved to what they now consider a community for practice (CfP), where the purpose of collaboration has changed to meet the unique learning needs of each member. During their four years of collaboration, meeting discussions were recorded, and individual and community narrative reflections about participation in the group were created. A thematic analysis of these collective data sources revealed the group’s evolution, and the authors draw on their experiences to tell their story with an aim to enhance professional learning in HE. The study highlights that individuals’ distinct and varied needs can be developed and supported through scholarly, collegial engagements such as a CfP, which does not necessarily require an immediate point of practice.
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    Teamwork Competence in Journalism Education: Evidence From TV Organizations' News Team in Taiwan
    (Frontiers Media S.A., 2022-06-27) Wang C-H; Liu GH-W; Yen C-D; Ulla MB
    The rapid development of digital technologies has transformed the world but can be a double-edged sword. We study the interaction of important variables that affect individual news reporters' performance in which digital technology is the dominant feature. A multilevel model illustrates how transactive memory and job competence affect individual performance. The empirical study includes data from 19 teams of news reporters and 211 valid survey responses, applying hierarchical linear modeling to analyze the data. The results indicate that transactive memory and technology competence help to improve a reporter's job performance. More importantly, teamwork competence fully mediates the relationships. Our findings thus suggest that teamwork competence is the core skill. Neither technology competence nor transactive memory alone translates directly into enhanced individual performance.
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    Wellbeing education increases skills and knowledge among tertiary students in the agricultural sector: insights from a mixed methods study
    (Taylor and Francis Group, 2024-05-21) Winder L; Stanley-Clarke N; Maris R; Hay A; Knook J
    Purpose The agricultural sector is facing a myriad of financial, environmental, social, and cultural challenges which affect the mental health of those working on-farm. This study focused on a tertiary education programme designed to increase recognition of mental health issues and convey strategies to address these. Methodology To identify the effect of such a programme, and which aspects contribute to that effect, this paper applied a mixed methods approach. Quantitative propensity score matching was used to identify changes in knowledge and skills, and qualitative surveys were conducted to explore the wellbeing of students and to identify aspects of the programme contributing to change. Findings Students report an increase in (i) ability recognising signs of poor mental health in self and others; (ii) confidence talking about their own and others’ mental health; and (iii) knowing how to access mental health support services. Programme aspects contributing to this effect are peer-to-peer education and building on existing knowledge. Practical implications This paper addresses a gap in the literature by providing insights into programme aspects that lead to successful delivery. Theoretical implications This study reports on the evaluation of a tertiary education programme and provides valuable insights into whether such programmes can contribute to increased knowledge on wellbeing. Originality This research describes and analyses the effectiveness of a mental health promotion programme aimed at young adults which is rare in the literature.
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    Building connections in health and wellbeing education: Qualitative findings of a study with New Zealand agricultural students
    (SAGE Publications, 2024-01-19) Hay A; Stanley-Clarke N; Maris R; Winder L; Knook J
    Background: As the burden of mental health challenges increases globally, delivering mental health education programmes to at-risk groups is critical. Important factors governing the success of health and wellbeing education include the relationships and connections formed between students and those delivering the education. This article reports on the qualitative findings from a mixed-methods study evaluating a mental health wellbeing programme delivered to first-year agricultural students across two universities in New Zealand. Design: The qualitative data that formed the basis of this article involved an exploratory approach utilising semi-structured interviews with participants who had attended a mental health wellbeing programme. Findings: The study found that feelings of connectedness in relation to the programme and the educators, as well as the material provided, improved engagement. In particular, connection was improved through the use of peer educators from within the target community, alongside considerations of timing, promotion and incentives in the delivery of programmes. Conclusions: Relationships and building connections are crucial when delivering health and wellbeing education. These findings have implications for those developing and delivering educational mental health interventions at tertiary institutions in terms of the mechanisms used to support engagement, learning and integration of knowledge.
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    How and why are digital badges being used in higher education in New Zealand?
    (Australasian Society for Computers in Learning in Tertiary Education, 2021-07-29) Hartnett MK
    Digital technologies, as mediators and facilitators of learning, are altering tertiary education; how and when it occurs, what it entails, who has access, and how capabilities and skills are acknowledged. Digital badges are one such technological tool. Created to acknowledge competency, skill or achievement they have been adopted for a variety of purposes including to motivate learners, recognise achievement and accredit learning. Internationally, the use of digital badges is growing; however, much of the existing literature addresses the potential of digital badges while there is a relative paucity of empirical research, particularly in the Australasian region. This research explored the use of digital badges within New Zealand’s public higher education sector. Using a mixed methods approach (national survey of staff followed by interviews), results revealed over half of the institutions were using badges or planned to in the future. Identified benefits included displaying achievement, motivating learners and evidencing learning. Challenges were also noted, including faculty members’ lack of knowledge about badges, inconsistent use and lack of formal regulation of badges. The findings suggest that badge use is at the early adoption stage and provide valuable insights from which to develop future practice.
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    Online proctored exams and digital inequalities during the pandemic.
    (Wiley, 13/04/2023) Hartnett M; Butler P; Rawlins P
    The emergence of the COVID-19 and the resulting global pandemic has ushered in far-reaching changes for countries across the world, not least of which are changes to their education systems. With traditional location-based exams no longer possible at universities, the uptake of online proctored exams (OPE) has occurred at a pace not seen prior to the pandemic. Students' experiences of online proctored exams during the pandemic are reasonably well-understood in terms of digital access and ease of use of the technology. However, less is known about students' perceptions of digital confidence and competence to complete an online exam, both of which are important digital equity considerations.
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    Using photo elicitation to understand first-year student experiences: Student metaphors of life, university and learning
    (29/02/2020) Kahu ER; Picton C
    © The Author(s) 2020. The transition from school to university is challenging and a greater knowledge of the first-year student experience will enable staff to better support their students. University- and government-run student surveys fail to capture the depth and breadth of the first-year experience and so qualitative research is needed to get a more nuanced and holistic understanding of students’ lives. The study described in this article used a photo elicitation method. We asked students to choose four images that represented their first year at university. The data – the chosen photographs and the students’ explanations of their choices – were thematically analysed, focusing in particular on the diverse metaphors students used to depict three dimensions of their experiences: life, university and learning. The findings highlight the dual nature of the transition to university – learning to be a university student and learning to be an adult – as well as the challenges and stresses of that process. The lack of agency that students felt is evident. The students likened their journey to a rollercoaster and talked of not being able to keep up with the fast-moving curriculum. They depicted themselves as passive acquirers of knowledge. The findings offer new ways for staff to understand the challenges that potentially disrupt student engagement in the first year. Both students and staff could benefit from recognising the metaphors in their thinking and, potentially, seeking new metaphors that might reveal different and more positive ways of experiencing the first year in higher education.
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    Seen but unheard: navigating turbulent waters as Māori and Pacific postgraduate students in STEM
    (Taylor and Francis, 9/08/2022) McAllister T; Naepi S; Walker L; Gillon A; Clark P; Lambert E; McCambridge AB; Thoms C; Housiaux J; Ehau-Taumaunu H; Connell CJW; Keenan R; Thomas K-L; Maslen-Miller A; Tupaea M; Mauriohooho K; Puli'uvea C; Rapata H; Nicholas SA; Pope R-N-A-R; Kaufononga SAF; Reihana K; Fleury K; Camp N; Carson GMR; Kaulamatoa JL; Clark ZL; Collings M; Bell GM; Henare K; Reiri K; Walker P; Escott K-R; Moors J; Wilson B-J; Laita OS; Maxwell KH; Fong S; Parata R; Meertens M; Aston C; Taura Y; Haerewa N; Lawrence H; Alipia T
    The experiences of Māori and Pacific postgraduate students in STEM (Science, Technology, Engineering and Mathematics) offer insights into how universities, particularly science faculties, currently underserve Māori and Pacific people. This article shares the experiences of 43 current or past postgraduate students at New Zealand universities. Collectively, our stories offer insight into how representation, the white imprint, space invaders/stranger making, and institutional habits, specifically operate to exclude and devalue Māori and Pacific postgraduates in STEM. We provide new understandings of the white imprint (rewarding and incentivising white behaviour), where Māori and Pacific postgraduates were prevented from being their authentic selves. Importantly, this research documents how Māori and Pacific postgraduates experience excess labour because of institutional habits. This research also provides insight into how the science funding system results in superficial and unethical inclusion of Māori and Pacific postgraduates. Our stories provide persuasive evidence that the under-representation of Māori and Pacific in STEM will not be addressed by simply bolstering university enrolments. Instead, our stories highlight the urgent requirement for universities to change the STEM learning environment which continues to be violent and culturally unsafe for Māori and Pacific postgraduates.