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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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    From gimmick to game-changer : a study on the use smartphones to expand access to higher education in sub-Saharan Africa : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Information Technology at Massey University, New Zealand
    (Massey University, 2022) Okore, Roxanne Hawi
    Today, blended university courses are designed with an unspoken assumption that students will use desktop PCs and laptops for online learning. Recent studies regarding smartphone usage in educational settings explore ways to adapt desktop PC and laptop content for viewing on smartphones; however, the impact of these studies is limited. Smartphones are still subservient to conventional platforms. While this is not an issue in developed countries, it is problematic for developing countries in sub-Saharan Africa. Only 20% of the population in sub-Saharan Africa own desktop PCs and laptops compared to 80% smartphone ownership. The dearth of these conventional platforms means many learners in sub-Saharan Africa are excluded from the benefits of blended learning. This research took the first steps to explore whether a student who owns a smartphone and does not have access to a desktop PC or laptop can successfully participate in a blended university course. Shaped by the pragmatist philosophical perspective, the research utilised a mixed-methods case study design. The case examined was Tom Mboya University College (TMUC), a Kenyan public university that exclusively offers on-campus courses. The research progressed in four phases: a feasibility study; survey with students (n = 114); interviews with lecturers (n = 17); and beta-testing of a smartphone-supported blended course with students. Results indicate that smartphones could provide a viable learning platform. Key findings identify that TMUC students and lecturers value smartphone-supported learning due to its ability to enhance collaborative learning activities. Furthermore, the results led to the development of a novel framework entitled ‘Smartphone Only Learning Environment’ (SOLE), that provides guidelines on how teachers can deliver blended university courses solely to smartphones.The research implication is three-fold: First, it facilitates introduction of blended learning in extraordinarily resource-constrained public universities of sub-Saharan Africa. Second, it provides the foundations for critical discussions on smartphone-supported online learning policies; notably, discussions about supporting teachers by providing an institution LMS are necessary. Finally, underpinned by the collectivist culture of sub-Saharan Africa, this research showcases opportunities for educators around the world to uncover learning theories that focus on more collaborative forms of blended learning.
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    Students' experiences and perceptions of relationships : a thesis presented in fulfilment of the requirements of the degree of Doctor of Philosophy in Education Massey University, Manawatu, New Zealand
    (Massey University, 2020) Marsh, Brian Noel
    This thesis reports on student experiences and perceptions of the relationships they encountered in their first year of study at a faculty of education. The research design uses an explanatory sequential mixed-methods approach to produce a nuanced view of the answers to the research question. Quantitative data were gathered from students via a Likert-scale survey questionnaire, followed by interviews with some of the survey participants. The quantitative data were analysed via factor analysis and factor scores were generated for five different relationship factors. The survey data were examined from the points of view provided by the demographic data gathered from the students. Semi-structured interviews with 17 students provided the opportunity to dig deeper into the stories that lay behind the questionnaire results. Findings are presented as a series of propositions: that peer relationships play a powerful role in binding students to their learning; that the relationship with the lecturer also plays this role; that the evidence about institutional relationships is mixed; that for some students, it is the relationship with the content that is the binding one; and that there exists a complex ecology of student needs, which need to be understood and addressed in different ways. Implications of the findings are that stakeholders in the higher education enterprise need to ensure the building of positive, supportive, learning relationships with students in the future; it is from the firm base of these relationships that successful, sustained learning will flow.
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    Prediction of students' performance through data mining : a thesis presented in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Computer Science, Massey University, Auckland, New Zealand
    (Massey University, 2020) Umer Baloch, Rahila
    Government funding to higher education providers is based upon graduate completions rather than on student enrollments. Therefore, unfinished degrees or delayed degree completions are major concerns for higher education providers since these problems impact their long-term financial security and overall cost-effectiveness. Therefore, providers need to develop strategies for improving the quality of their education to ensure increased enrollment and retention rates. This study uses predictive modeling techniques for assisting providers with real-time identification of struggling students in order to improve their course retention rates. Predictive models utilizing student demographic and other behavioral data gathered from an institutional learning platform have been developed to predict whether a student should be classed as at-risk of failing a course or not. Identification of at-risk students will help instructors take proactive measures, such as offering students extra help and other timely supports. The outcomes of this study will, therefore, provide a safety net for students as well as education providers in improving student engagement and retention rates. The computational approaches adopted in this study include machine learning techniques in combination with educational process mining methods. Results show that multi-purpose predictive models that were designed to operate across a variety of different courses could not be generalized due to the complexity and diversity of the courses. Instead, a meta-learning approach for recommending the best classification algorithms for predicting students’ performance is demonstrated. The study reveals how process-unaware learning platforms that do not accurately reflect ongoing learner interactions can enable the discovery of student learning practices. It holds value in reconsidering predictive modeling techniques by supplementing the analysis with contextually-relevant process models that can be extracted from stand-alone activities of process-unaware learning platforms. This provides a prescriptive approach for conducting empirical research on predictive modeling with educational data sets. The study contributes to the fields of learning analytics and education process mining by providing a distinctive use of predictive modeling techniques that can be effectively applied to real-world data sets.
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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.
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    The development of a contextualised set of evaluation criteria for studying internationalisation at a Vietnamese public university : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatū, New Zealand
    (Massey University, 2018) Nguyen, Thi Hong Nhung
    The aim of this thesis is to explore the development of a contextualised set of evaluation criteria for studying internationalisation at a Vietnamese public university. The literature on internationalisation has so far paid little attention to Vietnam, a context which is at an early stage in conceptualising a plan for its internationalisation. This thesis, therefore, will assist Vietnamese universities in this effort in order to become a part of the global higher education system. Having access to a set of relevant evaluation criteria will not only enable them to better understand their current level of internationalisation but also inform their future internationalisation strategy. The research process was supported by two conceptual frameworks: practical participation evaluation and utilization-focused evaluation approaches. A mixture of qualitative and quantitative research methods was employed to conduct the three-phase development of the contextualised set of evaluation criteria. A collaborative partnership was also developed with the institutional stakeholders from a key university for which the set of criteria was contextualised for evaluating the internationalisation process. The findings from this study indicated that the development of a contextualised set of evaluation criteria for internationalisation at a Vietnamese public university was informed by a complexity of contextual factors. In particular, the domestic-focused nature of institutional internationalisation was found to be shaped not only by national economic and political rationales but also the institutional structure of single focus on teaching. The complexity was further expanded to (national) cultural relevance, institutional purposes for the evaluation, and the institutional mono-disciplinary structure when it came to the evaluation of that internationalisation. As a result of the study, a modelling process for developing a contextualised set of criteria for internationalisation at Vietnamese public universities was established. Insights into the complexity of the process for contextualising a set of evaluation criteria to study internationalisation at a Vietnam university also led to implications and recommendations for institutional stakeholders at the key university in the study (policy implementers and senior leaders), other universities, and policy makers.
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    Developing writing pedagogy and tertiary learning advice in a disciplinary programme at a New Zealand university : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English, Massey University, Albany, New Zealand
    (Massey University, 2018) McMorrow, Martin
    This thesis provides a summary and interpretation of a three-year action research study conducted by a tertiary learning advisor (TLA) at a New Zealand university (referred to in the study as NZU). The study investigated how a TLA, working as an informal writing consultant to staff and students in a disciplinary programme, could make positive contributions to writing pedagogy and TLA practice. The main sources of data were a reflective journal together with interviews and focus groups with NZU students and staff. Interviews were also held with TLAs in other New Zealand institutions to supplement the limited body of relevant literature. Other data comprised classroom observation, recordings made by lecturers while marking student work and disciplinary and institutional documentation. Data was collected and analysed interpretively and subjectively on a continuous, iterative basis. Significant contributions were made to writing pedagogy in this disciplinary programme. Progress was based on incremental ‘small wins’ through prolonged engagement with staff and students. This resulted in the provision of resources and workshops to support students in writing effectively within their disciplinary and professional context. Some collaborations had a formative influence on disciplinary writing practices themselves, particularly reflective writing. However, changes in writing pedagogy remained limited to courses in which staff had volunteered to participate and initiatives requiring substantial time and effort from them had limited success. The main contributions to TLA practice were a greater involvement in classroom teaching and in the professional development of disciplinary teaching staff. However, two shifts in TLA practice which have been advocated in the literature were not supported in this context. Rather than supporting a shift away from one-to-one consultations with students, the study found that they contributed to TLA expertise and to the teaching and learning practices within the programme. The handing over of responsibility for teaching writing from the TLA to disciplinary teaching staff was also not supported; rather, continued involvement of the TLA in direct teaching was seen as consistent with the plurality of expertise and teaching roles which existed in much of the programme.
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    Education, development scholarships and women's empowerment : exploring the impacts of the Vietnam Education Foundation Fellowship : a research report presented in fulfilment of the requirements for the degree of Master's in International Development at Massey University, Palmerston North, New Zealand
    (Massey University, 2017) Bui, Hanh Thanh
    The research project explores the impacts that international development scholarship programmes have had on women’s empowerment in Vietnam drawing on a case study of the Vietnam Education Foundation (VEF) Fellowship Programme and its female Fellows. Evaluations of such scholarship schemes are often limited to quantitative assessments of the number of graduates, degrees obtained or professional promotions after graduation. While education is understood as being a significant means for women’s empowerment, an understanding of how these education scholarship programmes have impacted on women’s empowerment is still under-studied, especially in the context of Vietnam. This research provides an in-depth qualitative exploration of the experiences of five female VEF Fellows who pursued Master’s or Ph.D. degree programmes in the STEM fields in the U.S. and have now returned to work in Vietnam. The research findings have shown that while the VEF Fellowship has had mostly positive impacts on women’s empowerment, it also resulted in some challenges for the women once back in Vietnam. In terms of the positive impacts, participants of the research reported they have now become self-confident and independent women. They have more self-respect and also gain respect from others. While previously, their decisions were influenced by others, now they make decisions in line with their own wishes. They are also able to access more career opportunities and enlarge their networks. In return, these VEF Fellows have exercised their expertise and positive attributes to support others within their family, their workplace, the community and the country at large. This transformation is a manifestation of the women’s empowerment. Nonetheless, taking on the study opportunity also created some negative outcomes influencing women’s empowerment to some extent. When coming back, these VEF Fellows have encountered “reverse culture shock”, the feeling of loss and disorientation, negative reactions from family and friends for their being allegedly “Westernized”, and personal dissatisfaction with the Vietnamese working style, services, and infrastructure. They also have to deal with gender discrimination including problematic stereotypes of females in the STEM fields. Taking on the scholarships also brought about unexpected influences on these women’s personal and love life. However, overall these Fellows did not regret the decision they had made to pursue higher education in the U.S. More importantly they took action to tackle any challenges and confirm their position in the workplace and in the society. All participants of the research felt that the positive changes outweighed the challenges. The research findings prove that women’s empowerment might be achieved through education scholarships as part of development aid schemes. Development scholarships are not only ii a means to enhance people’s expertise in specific professional fields but from a gender perspective they are effective tools to promote and sustain the position of women participants. More importantly, the awards granted to women have compelling impacts on transforming not only the women recipients themselves but also other women and the wider community. Research findings also indicate that besides access to a more advanced education, living in a more developed and less patriarchal country and interacting with people coming from diverse backgrounds and cultures, also contributes to the empowerment process of these women. At the same time, the research suggests that scholarship programmes should pay more attention to supporting women participants when they return to their home country.
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    The impact of an aesthetic online course design template on the learner user experience : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University, Manawatu, New Zealand
    (Massey University, 2017) Jacoby, Jean Margaret
    Online learning is becoming ubiquitous, and increasing numbers of higher education providers use online delivery, usually managed through learning management systems, as part of their core business of education. A substantial body of literature exists in areas of online learning such as theoretical approaches or general principles of course design. However, there is little research that explores the user experience of online learners accessing their learning through learning management systems, and in particular, how the presentation or layout of the online courses impacts the learner user experience. As a result, online courses are often designed according to the preferences of the individuals responsible for their delivery, rather than as the end result of an evidence-based approach. This mixed-methods study sought to evaluate the impact of a course template, designed to create an aesthetic learning experience, on the learner user experience. The study was conducted in one college of a New Zealand university. Data was collected, using an online questionnaire and semi-structured interviews, from staff facilitating and students enrolled in first-year courses. Findings indicate that the use of a template that incorporated evidence-based design principles had a significant positive effect on learner user experience. Narrative was shown to be an important aesthetic construct, and the use of the aesthetic template was found to reduce the extraneous cognitive load of courses, increasing learners’ sense of engagement and, motivation, and self-efficacy.
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    Blending and flipping learning : a journey in innovative curriculum design and delivery : a case study exploring teachers' understandings and perceptions of blended, flipped learning : a thesis submitted in fulfilment of the requirements for the degree of Master in Education (eLearning), Massey University
    (Massey University, 2016) Morgans, Frances
    Historically, lecturing has been the dominant form of teaching within tertiary institutions, however the past decade has seen a shift of focus away from the lecturer as the source of all knowledge. As learning and teaching approaches change to meet the needs of a changing society, research is needed into how the academic staff involved in these new methods understand these approaches and deal with them. There is a move towards pedagogies that are more authentic, contextual and social in nature, as these are perceived as more appropriate to equip learners with the skills they will need to participate in a constantly changing societal context. This research study aimed to gain a deeper understanding of the perceptions and experiences of staff involved in creating and facilitating a curriculum innovation involving new courses that were blended and flipped. Twenty-five staff members from a tertiary institution in New Zealand took part in the study. Participants held a range of roles and were all actively involved in the curriculum innovation. This thesis adopted a qualitative case study research approach using information gained from a questionnaire and semi-structured interviews. While understandings of blended and flipped learning were varied among participants, the perceived benefits of a blended, flipped model included flexibility, increased digital literacy, opportunities for the improvement of self-directed learning skills among students, the freeing up of class time for exploration, the development of critical thinking and problem-solving skills and allowing learners to lead and direct their learning. The challenges in design were deciding on the best use of online and face-to-face spaces, designing engaging online activities, having knowledge of appropriate online tools and platforms to use and time. Facilitation challenges included managing and building student’s self-directed learning skills, keeping students engaged online, giving timely feedback to students, and managing group work. By gaining valuable insights into teachers’ understandings of the blended and flipped methods that they were working with, these findings may help to inform institutions using a similar context.