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Item Talking about transition : an exploration of the secondary to tertiary process for music students in a New Zealand context : a thesis submitted to Massey University and Victoria University of Wellington in fulfilment of the requirements for the degree of Master of Music in Musicology, Te Kōkī, New Zealand School of Music(Massey University, 2015) Wenden, LynneThere are complex challenges facing music students majoring in performance in New Zealand as they transition from secondary to tertiary study. As a result of their pretertiary experiences, these students form identities and develop subjectivities that are often discordant with notions of a broadly conceived degree-level education. Through exploring transition using ethnographic and interpretive approaches, it is clear that significant numbers of performance students are not engaging with the more theoretical aspects of their music degrees and can in fact be actively resistant to acquiring knowledge in areas of the curriculum that they perceive as falling outside those necessary to become a performer. This research suggests that education systems in secondary schools in New Zealand contribute considerably to these student subjectivities as despite individual levels of knowledge that students bring to their tertiary studies, these systems result in significant homogenous subjectivities and approaches. More generally, secondary schools appear unable to consistently prepare music students for their tertiary music studies for reasons that include curricula that is: widely interpreted, compartmentalised, heavily weighted towards assessments, and, in terms of performance assessments, lacking in validity. In ‘talking about transition’ within a New Zealand context, questions arise concerning pre-determined educational practices, which present unnecessary and prohibitive hurdles that can serve to culturally alienate our own students. For this reason and others, this research suggests these students will benefit from socio-culturally relevant pedagogical practice in addition to systems that provide accessible, manageable, and meaningful connections between secondary and tertiary levels of knowledge. Research findings also suggest that improved communication between education sectors and between institutions and students is key to empowering students with regard to their own learning.Item The relationship between learner control and online learning self-efficacy : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu campus, New Zealand(Massey University, 2014) Taipjutorus, WidchapornOnline learning has been growing rapidly in recent years, providing increased opportunities for tertiary institutes to reach out to learners who previously may have had limited access to a traditional university. Although students frequently use information technologies in their daily life, online learning requires considerably more competencies than basic computer skills. Many students are unsuccessful in their learning without face-to-face contact and collaboration with lecturers and peers. They can feel isolated and doubt their ability to succeed in the online course. To increase online learner success, support is needed, especially to improve learner self-efficacy. Very few studies have focused on student self-efficacy in an online learning environment and especially those conducted in an authentic setting. Learner control is thought to facilitate students in online learning, but the relationship between learner control and learner self-efficacy is still unclear. Therefore, this study intends to examine this relationship using an embedded-correlational mixed method design to answer the research question, what is the relationship between learner control and online learning self-efficacy? The quantitative approach was used to find the correlations among learner control, online learning self-efficacy, and related variables such as age, gender, prior online experience, and computer skills. An online Learning Self-efficacy Scale (OLSES) was constructed and validated with an internal consistency of 0.895. Open-ended questions were added to the questionnaire to gain a greater level of insight of online learning experience in relation to self-efficacy and learner control. Seventy-five students in a four year teaching online programme at a New Zealand tertiary institute participated in the online survey. Data analyses revealed that the relationship between learner control and online learning self-efficacy was confirmed, r = .526, p < .01. Age and gender had no effect on the relationship while prior online experience, computer skills for social and academic purposes did. The multiple linear regression showed that learner control and computer skills for academic purpose are good predictors of online learning self-efficacy. Analyses of the qualitative data not only confirmed the quantitative findings, but also provided insight into the nature of self-efficacy and importance of feedback in the online setting. As a result of this study, the embedded framework for successful line learners (SUCCESS) was developed and is recommended as a set of guidelines for online learning developers.Item A study of the factors which contribute to success for Māori women in tertiary education : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy, Massey University(Massey University, 1996) Selby, RachaelThis thesis is a study of the factors which contribute to success for Māori women in tertiary education. It focuses on the success of six Māori women who are in positions of responsibility and decision making in various education institutions and agencies. They were students enrolled at Queen Victoria School for Māori Girls in 1961 and have all achieved success in tertiary education over the past thirty years. The focus on success factors is in part a response to the frustration felt by Māori at the concentration on failure, underachievement and barriers to success evident in much of the research which has been sponsored and supported over the past three decades. It is argued in this thesis that it is as important to identify success factors as it is to identify barriers to achievement. This study will complement the many positive initiatives which Māori, particularly women, have taken in the last twenty years of this century to regain control of the education of our children through kōhanga reo and kura kaupapa Māori, by providing relevant research material for consideration. The women's stories are presented as oral narratives in the women's own words. They are a contribution to the body of literature recording the lives of Māori women in Aotearoa, a body of literature which, though currently disappointingly small, is significant. A primary feature of the study is that Māori women are central and essential as kaitautoko, kaiākihaere, research participants, kaiwhakapakari and kaiāwhina. Māori women were supervisors and transcribers. As the researcher, I am a Māori woman. The research is based upon Treaty of Waitangi principles and within tikanga Māori as outlined in the methodology chapter of the thesis The worlds from which the women in this study came are worlds of the past, worlds which Māori currently seek to restore and duplicate within such structures as kōhanga reo, kura kaupapa and wānanga. Modern communication, an international economy and globalisation work against the duplication of the world from which these women came, but attention to the factors which enabled them to live and succeed in two worlds are the some of the factors which must be duplicated in this and the next generation to promote further success by Māori women in education.Item Conversation and change : integrating information literacy to support learning in the New Zealand tertiary context : a thesis presented for partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Manawatu(Massey University, 2013) Feekery, Angela JoyThis thesis outlines a participatory action research (PAR) PhD project aimed at embedding information literacy development into a four-year Bachelor of Environmental Planning (BEP) at a New Zealand university. The research suggests enhancing information literacy is an effective strategy to support students’ development of essential academic competencies over the full undergraduate programme. The research took an ‘informed learning’ (Bruce, 2008a) approach (using information to learn), shifting the focus of information literacy development from the library into the academic classroom. PAR allowed a dual focus on both action (to support staff to change pedagogy) and research (to understand the process of change). The key purpose of this research was to support BEP instructors to identify ways they could embed IL development into their curriculum and assessment to support students’ learning during the transition into and through tertiary study. This involved reconceptualising students’ apparent lack of effective research and writing skills as a developmental concern. Prior to this research, existing information literacy support in the Bachelor of Environmental Planning had an information search and retrieval focus. Furthermore, product-focused assessment did not explicitly engage students in key aspects of the research and writing process. Therefore, this research took a learner-focused, process-oriented view of learning, and developed a thread of reflective learning throughout the programme. To support quality source selection and use, library workshops were refocused and new formative assessments were created requiring students to justify source selection and reflect on learning. While the interventions proved successful in supporting learning, the research revealed that more in-depth conversation with academics, librarians and students on how information impacts on learning is needed to encourage students to make considered information choices and become informed learners.Item It's not all black and white : the transition of students with dyslexia into the first year of university study : a thesis presented in partial fulfilment of Master of Education (Adult) at Massey University (Manawatu), New Zealand(Massey University, 2010) Rowan, Linda M.This thesis is a qualitative study using constructivist grounded theory of the learning experiences of four students at one university in New Zealand. The students, ranging in age from 18 to 22 years, identify as being dyslexic. It is an exploration of the ways in which dyslexia has affected their prior educational experiences, their decision making about future study, and their transition into the first year of university study. The ways in which students frame their understanding of dyslexia and how this affects their approach to learning at university are investigated. This thesis uses an interpretivist methodology and the grounded theory methods of Charmaz (2006). The thesis starts with an outline of the epistemological basis for the research, followed by a discussion of the place of literature in grounded theory methods, use of the literature in this study and a review of the literature. The methodological basis and methods used in this study are then presented. The presentation of the participants‟ interpretation of their experiences of learning with dyslexia and transition to university are given as individual synopses and through categories which emerged from the data. The main findings are presented in the discussion using a tentative model based on four stages of discovery, acceptance of dyslexia, and learning with dyslexia which frame participants‟ experiences and decision making. Two factors of importance overlying the model are: the discourse of dyslexia presented to and held by the student, and the degree to which the students are able to self advocate. The absence of a common understanding of dyslexia has affected the students‟ self confidence, and ability to advocate at university level. The academic resilience, academic buoyancy, and determination of these students to succeed and be accepted as capable learners, despite educational barriers, is related to the recognition of dyslexia by the student and society, and the nature of support provided in earlier education. The findings in this thesis provide a basis for further understanding of the transition to university for students who have struggled in high school, and for a wider acceptance of the varied ways in which learning differences can be supported in education.Item Success stories : experiences of non-English speaking background students in an English-medium tertiary programme : a thesis presented in partial fulfillment of the requirements for the degree of Master of Education at Massey University, Palmerston North, New Zealand(Massey University, 2010) Taylor, Gayleen EvelynIncreasing numbers of non-English speaking background (NESB) students are enrolling in English-medium education programmes. The fact that these students are generally successful in their studies is seldom mentioned in academic literature. It is hoped that information from this study will fill a gap in recent literature on this topic. This study investigates and celebrates the experiences of four NESB students who have successfully graduated from an English-medium programme which delivers the Diploma of Teaching (Early Childhood Education). The key question investigated is – what enabled these students to achieve in an education setting so different from their home language, culture and philosophy? Factors such as motivation and support structures were also investigated. Within a qualitative approach, narratives were used to record and retell participants’ stories. A credit approach was also employed. This fits in with sociocultural theory, which values a student’s contribution to the learning experience. Contextual features also had a role to play in participants’ success, so links to ecological theoretical perspectives are made. The influence of motivation in success, as acknowledged in social cognitive theory, is also discussed. Participants were clear about the role of motivation in their academic success. Intrinsic motivation was found to be particularly important; being influenced by a range of factors. The factors identified included the funds of knowledge participants brought to their study, their development of self-efficacy, a sense of agency and self-regulatory practices. It is proposed that these factors have fundamental relationships with each other by influencing achievement and mastery in the other factors. Support systems were found to play a crucial role in participants’ success. These support systems were found to be the family, the institution, colleagues and classmates. Governmental agencies also were accessed to provide financial support. Recommendations and implications from the study affirm the importance of professional development for teachers of NESB students. In particular, understanding topics relating to funds of knowledge, self-efficacy, agency and self-directed learning were noted as relevant for teachers of NESB students.Item Blending in: exploring blended approaches to student engagement(2011) Suddaby GTThe paper reports on a research project in progress, premised on the literature review by Arbaugh, Godfrey, Johnson, Pollack, Niendorf & Wresch (2009) suggesting that beneficial 'blends' in the delivery of teaching and learning will become increasingly important, The project reported on in the paper identifies student learning strategies in blended environments and explores the pathways and strategies that enable teachers to incorporate thoughtful and focussed pedagogical planning and support to the enhancement of learner engagement and achievement through blended approaches to teaching and learning. In order to do this, the project team has identified a 'blended strategies' toolkit for facilitating student engagement through the incorporation of effective blended approaches to teaching and learning. The toolkit provides 'blended' mechanisms and identifies strategies for teachers to use when selecting approaches that best help students engage productively in learning. The toolkit includes strategies minimizing barriers to engagement, enhancing the quality of engaged experiences, and supporting the engagement/re-engagement of those who have either never engaged or have become disengaged. In addition to developing the toolkit, the research has involved its testing in courses, an iterative refining and review process, and the collection of evidence of the changing levels of student engagement and and re-engagement leading to more effective teaching and learning and the better realisation of student learning outcomes. These strategies, described in terms of teacher intention and student perception, reflect Bonk, Kim,& Zeng’s, (2009), aspiration that; “the promises (and hopefully, the benefits) of blended learning are extensive”. The research, incorporating quantitative and qualitative methods, goes beyond the one-cohort one-unit case study approach typical of much of the current literature in this field by focusing on a cohort of four classes and up to a thousand students in each of four New Zealand tertiary institutions incorporating a comprehensive, multi-method approach. The study, by identifying strategies enabling teachers to select the appropriate blended approaches to enhancing learner engagement and achievement for their contexts, facilitates the incorporation of these into the planning and teaching of subsequent course iterations and the implementation of the pedagogies that best help students become fully engaged in the learning process. While agreeing with Garrison and Kanuka’s (2004) view that; “At its simplest, blended learning is the thoughtful integration of classroom face-to-face learning experiences with on-line learning experiences”, the researchers recognise that this statement hides the complexity of the blended learning construct and the paper analyses and explores this perspective in moving towards a shared understanding of the term within the New Zealand (and international) tertiary context. The findings as will be reported clearly show that blended approaches to learning and teaching are more than just about the use of technology. They are complex, rapidly evolving and are strongly predicated on good pedagogy .Item Motivation to learn in online environments : an exploration of two tertiary education contexts : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University, Manawatu, New Zealand(Massey University, 2010) Hartnett, Margaret KatherineResearch evidence suggests that motivation is an important consideration for online learners. Notably, existing research has frequently focused on the design of motivating online learning environments. Alternatively, motivation has been viewed as a collection of relatively stable personal characteristics of learners. In contrast, a contemporary view that acknowledges the complexity and dynamic interplay of factors underlying and influencing motivation to learn (e.g., Turner & Patrick, 2008) is adopted here. From this „person in context‟ perspective, this study investigates the nature of motivation to learn in online distance learning environments. The study explores how student motivation relates to online participation in these contexts. In addition, social and contextual factors that foster and undermine motivation are identified. The research design utilises a case study approach which focuses on learners in two separate online distance courses within the same university programme. The boundary for each case study is defined by one piece of assessed work and the associated activities within each course. Interview and questionnaire data, supported by archived online data and course resources, were collected. Analysis of the data were made using the three conceptual lenses of self-determination theory (Deci & Ryan, 1985) and the continuum of human motivation encompassed within this theoretical framework. Findings indicate that the motivation of learners in online environments was multidimensional. Intrinsic motivation and various types of extrinsic motivation were shown to co-exist. Complex relationships were also shown to exist between motivation and participation that were sensitive to situational influences. Multiple factors fostered the expression of high quality (i.e. more self-determined) motivation. Most prominent among these were the relevance of the learning activity, the provision of clear guidelines, and ongoing support and feedback from the teacher that was responsive to learners‟ needs. Supportive caring relationships were also important. A range of factors also undermined the motivation of learners; most notably high workload, assessment pressure, and the perception that the learning activity lacked relevance.Item An investigation into student academic help seeking behaviours in a tertiary institution's learning support centre : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Education at Massey University, Palmerston North, New Zealand(Massey University, 2009) Protheroe, MervynThe majority of academic help seeking studies worldwide have predominantly used the quantitative paradigm and have been undertaken in the secondary and primary sector. This project addresses a perceived gap in the research as it was conducted in a tertiary institution‟s learning centre in Aotearoa, New Zealand using Constructivist Grounded Theory in order to gain a deeper understanding of tertiary students‟ academic help seeking. Help seeking theory was reconceptualised in order to provide a more descriptive model of the process, than had previously occurred because of the quantitative nature of the majority of the previous help seeking studies. Eight participants from a tertiary institute‟s learning centre were interviewed about their motivation to seek academic help; were videoed during a learning support session; and then interviewed regarding this session. Grounded theory was used to analyse the data from both interviews and the videoed learning support session. Four aspects were indentified that motivated participants to seek academic help: the recognition of the need for help; views of help seeking; participants‟ views of themselves as help seekers; and confidence. Two previously theorised types of help seeking, executive and instrumental help seeking, were confirmed in the videoed learning support sessions. Two new types were also identified, executive/instrumental and instrumental/executive help seeking, which were combinations of previously identified help seeking types. Help seeking approach was also discerned as different from help seeking type. Help seeking approach was theorised as a state that seemed to be a background against which the four help seeking types occurred. Behavioural precipitators of academic help seeking were identified as either tutor or student initiated and were further categorised as prompts, pressures, permissions and provocations. A tentative overall model of tertiary help seeking was developed. iv The findings of this study indicate that external pressures or permissions precipitated executive or instrumental help seeking, whereas external prompts precipitated executive/instrumental or instrumental/executive help seeking and provocation precipitators led to executive/instrumental, instrumental/executive or instrumental help seeking. Recommendations for practitioners include being aware of the four different help seeking types used by tertiary students, and that tutor actions can precipitate any of the four help seeking types dependent on the help seeking approach displayed by students. Recommendations also highlight that tutors need to be aware that student confidence is an important element in seeking help, and that students may not always see help seeking as positive. Suggestions for further research were outlined.Item Higher education quality assurance policy and practice in the Maldives : a case study from a small developing nation : 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, 2008) Maniku, Ahmed AliThis thesis comprises a case study of quality assurance policy and practice in the emerging higher education sector of the Maldives. The policy analysis is extended to incorporate a glonacal perspective, allowing analysis of quality assurance policy issues from the global, national and local contexts. In order to illuminate the analysis in the Maldives' primary case study, two secondary less intensive case studies are presented of quality assurance processes from a New Zealand polytechnic and the University of the South Pacific. Documentary evidence and semi-structured interviews from Key Informants form the main evidence base for the study. Data analysis is facilitated using NVivo. The thesis argues that the upsurge in quality assurance in higher education is primarily legitimated within a neoliberal discourse, Urged by transnational organisations such as the World Bank, there is widespread policy convergence in quality assurance. Whilst neoliberalism has had partial effects in the case of the Maldives, the study reveals that neoliberal ideology and the associated strategies of marketisation, privatisation, human resource development and managerialism have shaped quality assurance policy processes in varying degrees in the three cases. Findings in this study contribute to a fuller understanding of quality assurance policy processes in a small developing nation context: a perspective largely missing from current debates on the subject. The findings confirm that a combination of global, national and institutional factors influenced quality assurance policy processes in the Maldives. From the global context, globalisation and internationalisation of higher education trends affect quality assurance policy. At the national level, the desire for higher quality education found expression in the state's reassertion of its role in protecting public interest in regulating the sector through formal quality assurance. The social demand for international comparability has also lead to a growing trend of transnational quality assurance practices. The creation of the Maldives College of Higher Education was shown to be the principal impetus in quality assurance development. This national college played a lead role in developing a quality assurance model that tends to promote a regulatory compliance to quality. The study argues for a more inclusive model that acknowledges external compliance but also seeks to assure quality of teaching and learning leading to improved student outcomes.