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    A cultural learning approach to acculturation : teaching and learning between native English-speaking teachers and university students in Southwest China : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Communication at Massey University, Wellington, New Zealand
    (Massey University, 2025-08-31) Zhou, Zhidan
    The globalisation of education has affected the teaching dynamics of native English-speaking teachers (NESTs) in the Chinese higher education system. The roles of NESTs are challenging and require a nuanced understanding of teaching effectiveness, cultural intelligence (CQ), and leadership in higher education. This study explores the complex and dynamic roles of NESTs in Chinese higher education, focusing on their teaching practices, CQ, and leadership contributions. Forty-five Chinese students, 15 NESTs and five Chinese university leaders (CULs) from Southwest China participated in semi-structured interviews. Findings highlight that the pedagogical practices of NESTs were viewed positively for practical language application but criticized for being culturally incompatible. Instructional outcomes showed that perceived immediacy positively influenced affective and behavioral learning but did not affect cognitive learning. In addition, CQ plays a crucial role in shaping NESTs’ teaching strategies, classroom engagement, and adaptability to diverse learning needs. Participants who described CQ-aligned practices reported more adaptive teaching and richer student participation. NESTs play an important leadership role in improving students' language skills and cultural knowledge. NESTs are credited with providing authentic language environments, innovative teaching methods, and cultural insights that enhance students’ language and cultural understanding. Despite these positive contributions, NESTs have faced various challenges in their leadership role. This study emphasizes the need for culturally responsive teaching, professional development for NESTs, and collaboration between NESTs and institutions, deepens the understanding of NESTs’ contributions to instructional communication, and offers suggestions for improving intercultural communication in global academic contexts
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    Tuhia ki te rangi : teaching and learning practices to support the development of academic writing capabilities of foundation ākonga Māori : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Te Kunenga ki Purehuroa, New Zealand
    (Massey University, 2024) Nepia, William
    Academic writing is essential for success in tertiary education, yet ākonga Māori continue to face barriers and challenges that impact their writing potential. This is particularly evident in the Hikitia te Ora Certificate in Health Sciences programme, where there is a growing need for additional support in academic reading and writing. This qualitative study, grounded in Kaupapa Māori methodology, aims to identify key factors that enhance the teaching and learning of academic writing skills for ākonga Māori in foundation programmes. The research involved semi‐structured interviews with three pouako Māori (teachers/educators with Māori ancestry) and a focus group of nine ākonga Māori who had completed the programme in the Faculty of Medical and Health Sciences at Waipapa Taumata Rau. Thematic analysis revealed three central themes: challenges in academic writing, supporting factors for writing development, and the role of culturally responsive teaching. These themes informed the creation of four instructional strategies: (1) Use culturally responsive teaching and learning practices, (2) Provide a culturally inclusive and safe learning environment, (3) Use relevant, fun, and interactive learning activities, and (4) Provide comprehensive resources to support learning. This study provides practical strategies for pouako and tertiary institutions to enhance the academic writing capabilities of ākonga Māori, contributing to the development of more inclusive and effective teaching practices. The insights derived from this research also serve as a valuable resource for other tertiary institutions in Aotearoa (New Zealand) and beyond, aiming to enhance academic writing skills among Māori and Indigenous ākonga.
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    International faculty member’s perceived Professional Learning and Development (PLD) experiences at a Japanese university : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Teaching and Learning at Massey University, New Zealand
    (Massey University, 2024) Ju, Lucia Sunyoung
    This thesis examines international faculty members’ (IFM) current perceptions of professional learning and development (PLD) in Japanese universities. Recent internationalisation initiatives by the Japanese government involved hiring faculty members from overseas to become agents of change. These faculty members are tasked with introducing new educational theories and pedagogy and engaging in research. However, IFM encountered challenges in integrating into Japanese universities due to language barriers, cultural misunderstandings and work-related factors. To gain a comprehensive understanding of the current situation of PLD for IFM, data were collected via semi-structured interviews with eight IFM across universities in Japan. The data were analysed using Braun and Clark’s (2006) six phases of thematic analysis. The analysis showed the alignment between the factors that impeded IFM’s integration into Japanese universities and their limited participation in PLD. Nonetheless, IFM recognised the importance of communication and engagement in PLD and actively sought learning opportunities. Currently, there is little to no published work about IFM’s perception of PLD in Japanese universities. Therefore, a key strength of this study was that it could serve as a base for future studies that investigate IFM’s perceptions of PLD in other East Asian countries and IFM new to the teaching profession, women IFM involvement in Japanese universities and IFM’s perceptions of specific PLD (i.e., peer observation, feedback etc.)
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    Rapua te mea ngaro : exploring the access of Māori to veterinary education in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand
    (Massey University, 2021) Jillings, Eloise Katherine Puia
    Currently there is no research literature regarding the ethnicity of veterinary applicants, veterinary students, or the veterinary workforce in New Zealand. Recent unpublished data indicates only 2% of veterinarians identify as Māori, despite Māori comprising 16.5% of the New Zealand population. This PhD is the first step in addressing this gap and bringing to light the important issues of Māori representation and inclusion in veterinary education and subsequently the veterinary profession in New Zealand. The thesis has two overarching goals. The first is to explore how the access of Māori to veterinary education, and therefore the veterinary workforce, is influenced by sociodemographic factors under three separate admission processes. The second is to explore the impact of sociodemographic factors and academic achievement prior to admission on the academic success of Māori once selected into the program. The studies in this thesis were conducted with Kaupapa Māori research positioning. The thesis presents a quantitative analysis of veterinary applicant and selected student data from 2003 to 2019. Descriptive statistics and linear and logistic regression are utilised to explore the representation of Māori in the veterinary applicant and selected student cohorts, the association of sociodemographic variables and selection assessments, and academic outcomes of Māori and non-Māori once selected. From this thesis it has been shown that Māori were underrepresented in the veterinary applicant pool and experienced more educational barriers than non-Māori. Māori are also underrepresented in the selected student cohort, and had 0.37 times the odds of selection than non-Māori prior to introduction of an equity process for Māori student selection. Scores on five of the six selection assessments were associated with ethnicity, with Māori receiving lower scores. However, once selected into the veterinary programme, there was no difference in the academic outcomes of Māori and non-Māori. Introduction of the equity process for Māori was not associated with a decrease in academic outcomes post-selection, and introduction of non-academic criteria into the selection process was associated with an improvement in academic outcomes. The veterinary profession is not representative of New Zealand. Māori underrepresentation is also seen in the veterinary applicant and selected student cohorts. This needs to be addressed for reasons of Indigenous rights, social justice, social mobility, and to ensure the veterinary profession benefits from Māori worldviews and therefore is relevant to a growing Māori population. Enacting initiatives aimed to widen access to the veterinary programme, with the eventual goal of improving representation of Māori in the veterinary workforce, needs to be a priority for Massey University, the sole provider of veterinary education in Aotearoa, and the wider profession.
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    Pedagogies of presence : contemplative education across the disciplines in Aotearoa New Zealand : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Manawatū, New Zealand
    (Massey University, 2020) Thomas, Heather
    This study investigated contemplative pedagogy and practice within New Zealand universities, in the form of both mindfulness interventions targeting wellness and connection, and classroom pedagogy fostering attentional, critical, and creative thinking. Little previous research had been undertaken on the topic in this country. The integrated research design developed for the project - Critical Realist Mixed Methods Sequential Explanatory Design (CRMMSED) - included two phases, an extensive exploratory survey phase (n = 258), and an intensive, in-depth interview phase (n = 22). Critical Realist abductive and dialectical analyses took place alongside statistical and thematic analyses. The findings show that educators incorporate contemplative methods to address pressing issues ranging from student stress to climate change. Most contemplative teaching takes place within extant disciplinary framings. Key entry points into academia are through reflective practice in the contexts of professional education, critical social justice teaching, and creative projects. The study suggests that contemplative education arises in response to complex social factors involving several disconnects - with nature, people, the self, and the capacity for self-transcendence. This emergence is an outworking of historical forces and a response to research showing the potential of contemplative education for ameliorating difficult problems.
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    The development of higher education in Thailand : influences and effects : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Maitrarat, Penpisoot
    This research investigated the way in which Thailand has changed access to and the provision of higher education since 1932. It offers a historically grounded analysis of higher education reforms in Thailand in relation to different forms of internal and external forces in higher education. The factors that influenced those changes and the effects of those changes were identified. In addition, it presented a critical analysis of how Western models of higher education have influenced the development of higher education in Thailand. The historical approach was taken in this research. The data relevant to the social phenomenon of higher education in past until now were drawn from historical record and oral accounts. The notion of policy borrowing and concepts from Foucault’s theory of social practice were employed to explain Thailand’s higher education development. An analysis of the changes and the drivers of those changes as well as the effects of those changes revealed how the past informed the present. It also provided an explanation for contemporary problems experienced within the higher education sector and suggested ways forward.