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    An exploration of science lecturers' views on quality teaching in science at university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Jordens, Janet Zoe
    Undergraduate university students learn science in ways that are different to those used in professional science laboratories and do not prepare them for their work as practising scientists. This study aimed to explore lecturers’ views on quality teaching and learning in science and what influenced their views and practice. I developed a theoretical framework of sensitising lenses based on quality as a complex system and wicked problem, to explore science lecturers’ views on quality teaching and learning in undergraduate science. This framework, together with key ideas from complexity thinking, guided all aspects of the research. The research design was a multistage mixed methods approach consisting of a dissensus Delphi study followed by a large-scale survey and semi-structured interviews. The problem definition, openness and social complexity lenses identified characteristics that science lecturers associated with quality teaching and learning in undergraduate science. Quantitative data revealed views with varying extents of consensus on these characteristics. Based on these views I proposed a transformative framework for understanding quality teaching and learning in undergraduate science in which generic principles of good teaching are embedded in ways of thinking and practising in science, social relationships are promoted, and variable cultural and sub-discipline factors are included according to the specific context. From this, quality could be viewed as a complex system (rather than a wicked problem) and conditions for its emergence proposed. The non-linearity and multiple-causality lenses identified influences affecting lecturers’ quality teaching. These showed the main driver of lecturers’ changing their teaching was reflective practice, with student feedback the main contributor to this. However, findings from quantitative data showed many characteristics associated with quality teaching were implemented less often than expected, suggesting reflective practice was underutilised. I suggest the potential gap between reflective practice and action is teacher agency. With the aid of the problem resolution lens, I propose a conceptual framework for quality teaching in undergraduate science that has the potential for the emergence of quality from a complex system, and recommend actions for lecturers, educational development and institutions to help achieve this potential.
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    The Delphi technique : its methodology and potential for educational planners in developing countries : a thesis presented in partial fulfilment of the requirements for the degree Master of Education at Massey University
    (Massey University, 1982) Sarr-Cessay, Mariama
    This study had two objectives: (i) To examine methodological difficulties in using the Normative Delphi Technique as a tool for educational planners; and (ii) To explore the potential of the Normative Delphi Technique for educational planners in Developing Countries. To achieve the above objectives, an experimental-type Delphi was carried out, using a group of fourteen New Zealand experts in the field of Educational Planning, who had worked as consultants or advisers in Developing Countries. A three phase Delphi procedure was employed combined with a follow-up evaluation of the study by the respondents. On the basis of this experimental Delphi study it was concluded that the Technique may be potentially viable as an instrument for gaining consolidation and consensus of respondent opinion, but that methodological difficulties exist within the Technique. These include : the selection of subjects, character and clarity of Round One, type and effect of information feedback and the number of rounds used. It was suggested that these difficulties could easily be overcome and that,the Delphi Technique may complement, and indeed expedite existing educational planning procedures in Developing Countries such as Commissions of Enquiry, Ministry Plans and Research Studies.