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    Comparison of polytechnic based bridging education programmes and models in Aotearoa/New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2004) Coltman, David William
    Bridging education programmes enable under-qualified students to gain qualifications to enter tertiary courses and the workforce. These programmes have been developed in the polytechnic sector at institutional levels and without national co-ordination. This project seeks to compare and contrast features of bridging education provision in polytechnics in Aotearoa/New Zealand through information that was sought from staff and students involved in these programmes by way of recorded interviews. Materials, including course descriptions and programme handbooks, have been collected and the common content, themes and philosophies drawn out and presented. Observation by the researcher has also been used to complement and supplement the material sourced. The purpose of this study is to gather information about these bridging programmes and analyse how staff and students see them working. By mapping the sector, much of the good practice that has been developed over the many years the programmes have been offered can be drawn out. Documenting where the polytechnic sector is at in its delivery of bridging education programmes will enable practitioners to reflect on their own practice and will assist policy makers with their understanding of current practices. Benseman and Russ (2001) were able to define many of the diverse characteristics of bridging education provision in New Zealand. As with much good research their findings left the sector asking more questions than before they published. This paper also builds from this research and asks the following questions of participants in the polytechnic context: • What is the purpose of bridging education? • How is bridging education being delivered in four polytechnics/institutes of technology in Aotearoa/New Zealand? • Who is involved in bridging education, as staff, and as students? • What are the theoretical perspectives that underpin bridging education delivery in polytechnics/institutes of technology in Aotearoa/New Zealand? The project identified a number of diverse models of delivery and advocates the need for programmes that focus on purpose and product rather than standardised content. The skills of staff, and their knowledge of bridging education was not consistent across the institutions included in this study. A perceived need by stakeholders for a centralised and co-ordinated approach to bridging education provision at both institutional and at national level also became apparent through the study.
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    Challenges for educators in meeting the needs of students bridging into tertiary education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education in Adult Education at Massey University
    (Massey University, 2003) Morgan, Cecile Jane
    Tertiary pre-entry programmes are designed to assist students in attaining an academic qualification that will allow entry into undergraduate study programmes. This study explores the challenges that educators encounter in meeting the needs of students bridging into tertiary education. It includes a review of programme purposes from historical, political and social viewpoints. It also describes the traditional and current profile of students accessing such programmes. The educator role within tertiary pre-entry programmes is outlined, interlinked with teaching and learning theory. Integral to the study is an exploration of the philosophical assumptions underpinning current teaching practice in relation to students, programmes and the future direction of tertiary pre-entry education. However, it is difficult to isolate an educator perspective from institutional and political perspectives. Hence this study addresses all these. The various perspectives all closely connect to create the learning environment that comprises current tertiary pre-entry programmes. The study identifies a number of tension areas between philosophical assumptions and practice that educators need to consider in meeting current student needs in their learning endeavours. These areas are: • The learning environment that students encounter • The people who interact in these environments • Future directions of tertiary pre-entry programmes. The study makes recommendations, from an educator's perspective, on what is required to lessen the tension and successfully meet the needs of the diverse student populace accessing tertiary pre-entry programmes.