Massey Documents by Type

Permanent URI for this communityhttps://mro.massey.ac.nz/handle/10179/294

Browse

Has files: YesSubject: search.filters.subject.Continuing education

Search Results

Now showing 1 - 3 of 3
  • Thumbnail Image
    Item
    The spatial diffusion of extramural studies within New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Geography at Massey University
    (Massey University, 1979) Hunt, Ngaire Catherine
    The diffusion of the Extramural Studies programme within New Zealand is seen to have its genesis in the social space of the occupational structures from which the extramural population is drawn. Statistical analysis of data derived from an Extramural Questionnaire Survey of 2000 students during 1979 investigates the relationships between student standard characteristics, their reasons for study, their geographical locations and their sources of information. While the reason why people choose to study extramurally is clearly linked to non-spatial variables the outcome of their decision, however, is reflected in physical space. By constructing a series of maps and related graphs at various levels of aggregation the diffusion patterns of total enrolments and selected subject enrolments are recorded at five-yearly intervals over the last two decades. Regression analysis, based on data for 1976. shows that although there is no significant relationship between distance from Palmerston North and total extramural enrolment, there is a positive relationship between population size and total enrolment. Subject enrolments are tested by means of the Chi-square test at three different levels - between Islands, between regions, between counties and urban areas. These tests indicate that there are significant relationships between some areas and the number of enrolments in various subjects. Although the study is able to describe both the spatial and non-spatial characteristics of the extramural population and to provide some explanation for the pattern of enrolments it cannot provide a basis for any detailed prediction of future regional enrolments. The degree to which these can be predicted is limited by the nature and size of the potential population of extramural students which in turn is dependent on social and economic trends in society. At present, it can only be concluded that unless there is a major change in New Zealand's space-economy extramural enrolments will, in general, continue to coincide with the distribution of the national population.
  • Thumbnail Image
    Item
    Education, a young mother's key to success, a young mother's hope : a study of the impact of pregnancy and mothering on the educational participation and goals of young mothers
    (Massey University, 2004) Hill, Nikki
    The overall purpose of this qualitative study is to highlight factors, during pregnancy and since the birth, which impact on educational goals and the motivational levels towards achieving these goals of young mothers. Barriers which hinder the continuation of education for young mothers, as well as supports which influence and encourage educational participation are of significance. The research has involved five young mothers in in-depth, semi-structured interviews, as the primary data gathering tool, and five high school counsellors in a questionnaire, to add to the analysis. The research is underpinned by feminist methodology. Overseas and national research has found that adolescent parents and their children are often at risk of poor life outcomes, largely because of their lack of educational and employment opportunities. Many internal and external factors have been highlighted in the literature which can influence, positively or negatively, a young mother in continuing education. Despite the large amount of literature, there is limited research on the ways in which pregnancy and mothering impacts on a young mother's aspirations and hopes in regards to continuing education. This research shows that the commitment to education changed quite dramatically for the majority of the young mothers interviewed, from conception to motherhood, an angle which has not been captured in the literature. Although the young mothers interviewed believe that education is their key to finding successful and rewarding employment, and they each conveyed a desire to continue with education, obstacles are evident. Two young mothers chose to overcome barriers, placing their educational needs as high priority. The research shows that family, school and peer influences can make a significant difference to continuing education, as well as personal goals and passion towards continuing their education. This research found that responding high schools, although they offer the pregnant student a degree of support, have not seen students who choose to parent, remain in the school system. The findings raise issues about the need for the educational hopes and aspirations of young mothers, to be fostered in the early stages of mothering. This thesis makes recommendations for educational policies and programmes, governmental welfare policies, and other programmes/agencies, such as a mentoring service and professional careers advice, to be constituted to ensure that young mothers are given every opportunity to continue their education and turn their educational aspirations into workable goals.
  • Thumbnail Image
    Item
    Insight : leadership training, organisational context, and transfer of learning : a case study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Business and Administration in Management at Massey University, Palmerston North, New Zealand
    (Massey University, 2011) Young, Arnold
    The transfer of learning remains a topic of interest with appeal for both researchers and practitioners. This research explores the transfer of learning from a leadership development training course from multiple perspectives and challenges traditional views on the relationship between formal training and work-based forms of learning. The research adopted a qualitative case-study approach and took a holistic, longitudinal, view of a leadership development training course offered by a large financial services organisation in New Zealand. Forty four course participants, their managers, peers and subordinates, course trainers and the organisation’s senior executives were involved over three time periods. Social processes were found to have limited influence on enhancing the transfer of learning but had significant influence on inhibiting transfer. Managerial and organisational support were particularly influential barriers to transfer, whereas peer and subordinate support were found to have much less influence on transfer. The role of formal training was viewed in a new light with the finding that formal training complemented other forms of workplace learning and acted as a vehicle for socialisation and the transfer of tacit knowledge. In contrast to the traditional view that formal training is irrelevant to the community of practice concept, this research found that formal training could facilitate participation, identity development and practice in established communities of practice as well as providing a basis for the formation of new communities of practice.