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Item “Broken” pathways : understanding the licensing experiences of overseas-trained medical doctors in Aotearoa New Zealand : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Development Studies at Massey University, Palmerston North, Aotearoa New Zealand(Massey University, 2024) Thomas-Maude, JohannaMore than 40% of registered medical doctors in Aotearoa New Zealand received their primary medical qualifications overseas. Within this landscape, the pathways that international medical graduates (IMGs) must follow to achieve professional licensing depend on their background. This research explores IMG experiences of these processes using a capabilities approach to mobility justice, finding that although pathways to registration exist on paper, many are broken, unpredictable, and often unattainable in practice. General registration is available to doctors who completed their primary qualifications, or have worked for a minimum time period, in 24 high-income, Global North countries known as Comparable Health Systems (CHS). Other IMGs must apply for registration by taking a medical knowledge examination from the United Kingdom (U.K.), Australia, Canada, or the United States of America (U.S.A.), demonstrating English language competency, and taking the New Zealand Registration Examination (NZREX), which evaluates context-specific clinical skills. While completing these steps is time-consuming and costly, IMGs on the NZREX pathway are also required to complete two years of supervised work in local hospitals. First year positions, known as Postgraduate Year One (PGY1), are limited and prioritised for New Zealand medical graduates (NZMGs). As a result, a bottleneck has delayed or prevented many of these IMGs, typically originating from Global South countries, from finding PGY1 employment. This research addresses a knowledge gap by exploring the relationship between IMG experiences, professional outcomes, and their designated pathway to registration. An exploratory sequential mixed methods research design was employed, consisting of semi-structured interviews of IMGs (n = 24) and local experts (n = 9), an online questionnaire of IMGs (N = 80), and a document analysis of historical policies, grey literature, and media reports (N = 370), across three phases. The project was framed by a capabilities approach to mobility justice that evolved alongside the research design, data collection, and analysis. This theoretical approach considers what IMGs in Aotearoa New Zealand are able to “be” and “do” as migrant professionals, through four key components known as the 4Ps. The 4Ps comprise professional mobilities and capabilities, (inter)personal mobilities and capabilities, mobilities and capabilities in practice, and mobilities and capabilities power regimes. Combining empirical data with this theoretical lens highlights how medical registration pathways and policies contribute to uneven mobilities and capabilities among IMGs in Aotearoa New Zealand. Injustices are produced through misrecognition and the arbitrary exclusion of individuals who did not train in CHS countries. Such arbitrary exclusions, in turn, produce brain waste, whereby some IMGs already residing in Aotearoa New Zealand were unable to work as doctors, or experienced significant delays in registration, even during the COVID-19 pandemic. This situation is detrimental not only to these IMGs, but also to the chronically under-resourced local medical workforce and, consequently, the broader population in need of healthcare. Furthermore, colonial vestiges can be seen to have contributed to a recurring cycle of policy changes, which have culminated in contemporary licensing policies strongly resembling those from 1905. To create more just pathways for registration for IMGs in Aotearoa New Zealand, this (post)colonial cycle needs to be examined, evaluated, and broken, paving the way for more equitable medical regulation.Item 'Technologists' alongside : impact on student understandings in technology : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Education, Massey University, Palmerston North, New Zealand(Massey University, 2007) Harwood, CliffThis research focuses on ascertaining the impact of technologists working alongside students; in particular the influence their involvement has on their understandings of and about Technology. The research was conducted within an interpretive paradigm. Quantitative and qualitative data were gathered using a mixed methods approach which consisted of a written questionnaire, followed by purposive interviews. The participants in the study were students in years 11 and 12 in 2005. Data from these participants were also gathered in 2006. The research findings identified that when students work alongside a technologist(s) to resolve problems embedded within real-life contexts, their concepts of technology and its purpose are enhanced. These findings also highlighted the importance of ensuring that student learning intentions (those learning outcomes which are planned) are shared between all parties involved in the learning environment (teachers, practicing technologists and students), so that interactions between students and technologists have a positive influence on student learning. This research concludes that the involvement of practicing technologists, in student learning in technology education, offers the potential to enhance student's technological practice and their learning in technology generally.Item Work integrated learning (WIL) practitioners' perceptions of the value of communities of practice : a thesis presented in partial fulfilment of the requirements for the degree of Masters of Education in Tertiary Education at Massey University (Manawatū), New Zealand(Massey University, 2017) Nicholas, LeanneWork integrated learning (WIL) practitioners design and deliver situated, experiential learning opportunities for a growing number of programmes within the New Zealand tertiary sector. Professional development opportunities for WIL practitioners’ should lead to effectively designed and delivered WIL programmes for learners. Due to the limited availability of formal professional development opportunities, much of WIL practitioner development is through informal and incidental on-the-job learning (Lazarus, Oloroso, & Howison, 2011). Greater collaborative learning opportunities have been advocated as beneficial by the WIL community (Brown, 2010). In addition, professional development initiatives are increasingly focusing on Communities of Practice (CoP) to support situated learning for educators. The pressure on teachers required to design, teach, administer and manage WIL experiences, raises issues of how best to develop and support them in effectively fulfilling their roles. This qualitative study explores and interprets the experiences and perceptions of WIL practitioners of the value of communities of practice. Data was collected through semi-structured interviews. A recursive approach to the data collection and analysis stages (an adaption of the Wenger, Trayner, and de Laat (2011) five cycles of value creation framework) was adopted. The study findings indicate a lack of common understanding of WIL terminology, and that WIL practitioners want greater access to WIL networks, expertise, best practice and related policy information. The many and varied relationships of WIL practitioners, provide inherent values, upon which to benchmark and develop their practices. However, the invisible nature of many WIL activities, hidden within programmes, makes it difficult at times for WIL practitioners to identify each other, connect in networks and develop relationships. WIL practitioners want more collaborative learning opportunities and sharing of best practice resources. In spite of this, WIL practitioners are seeking out expertise that assists them to be more competent, knowledgeable and effective practitioners. The study has highlighted that WIL practitioners are engaging in, and gaining value from, the very same process of learning within CoPs, that they co-ordinate for their students. WIL CoPs are valuable mechanisms for WIL practitioner development that should be acknowledged and encouraged.Item Findings ways to survive : 24 (Auckland) Battalion and the experiential learning curve : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Defence and Strategic Studies at Massey University(Massey University, 2006) Connor, PeteFor many years New Zealand's military historiography has been dogged by the myth New Zealanders were natural soldiers. James Belich believes that this myth had its origins in the Boer War, where Social Darwinism, attempts in New Zealand to forge a national identity, as well the British moral panic about the declining physical attributes of their fighting men, all collided and placed the New Zealand soldier up on a pedestal as an example of the moral fitness of New Zealand, and a validation of the notion that New Zealand was a 'Better Britain'.1 (James Belich, Paradise Reforged: A History of the New Zealanders from the 1880s to the Year 2000, Auckland, Allen Lane Penguin Books, 2001, pp.97-98, 104-105. ) Despite the trauma experienced by thousands of New Zealanders who witnessed combat during the First and Second World Wars, the public refutation of this myth by high profile soldiers such as Major-General Howard Kippenberger, and attempts by historians to try and dispel this myth, it continues to be repeated and as recent as 2004 the television documentary programme, The Khaki All Blacks, was expounding this argument, whilst John Thomson's 2004 book Warrior Nation, promotes such a myth in a subtle form.2 (David Crerar and Steven Orsbourn, Khaki All Blacks, Auckland, Oxygen Television, 2004: John Thomson, Warrior Nation: New Zealanders at the Front 1900-2000, Christchurch, Hazard Press, 2000.) This thesis will address this myth by examining 24 (Auckland) Battalion's experiential learning curve: That is, how did 24 Battalion acquire military experience and knowledge, both from internal Battalion sources, as well as from external agencies and then disseminate that knowledge and experience to prepare for military operations? While it is difficult to quantify an intangible value such as 'experience', enough information can be derived from a number of sources that can give an overall picture of the patterns of experience and the changes of experience levels during three periods of 24 Battalion's life. These three case studies are the lead up to the Greek Campaign (February 1940 to February 1941), the Second Battle of El Alamein (September and October 1942) and finally, the Third Battle of Cassino (January and February 1944). These three periods assess how prepared the personnel of 24 Battalion were for upcoming operations and what preparations, both through formal process such as training, and informal processes like a buddy system, were utilised to overcome perceived deficiencies. Finally 24 Battalion's actions in the three subsequent periods of operations are then studied in detail so the question can be asked, what impact did experience and the acquisition of military knowledge have on 24 Battalion's primary infantry role?Item Beauty is in the eye of the beholder : student perceptions of transfer in experiential education : a thesis presented in partial fulfilment of the requirements for the degree of Masters in Education at Massey University(Massey University, 2002) Durkin, Greg PUnderpinning the notions of experiential learning and transfer are a complex series of assumptions about the way people relate and use understandings across a broad range of life settings. This thesis presents a study into student perceptions of the nature and transferability of understandings developed through their involvement in an outdoor education programme. The thesis describes the approach and techniques used to collect data about participant's perceptions prior, during and after participation in the programme. The thesis considers the advantages of planning for transfer before a programme begins to assist students to buy into the goals of the programme and also contribute to the learning objectives. The use of metaphor as a cognitive link to transfer understanding within the programme found some acceptance with students, however, the use of metaphor to assist transfer of learning beyond the programme was limited. As such, the research clearly showed that transfer is much more likely to occur when students create the cognitive frameworks and reasons why learning might transfer from one domain to another. Transfer that did occur within and beyond the programme was interwoven with, and somewhat dependent upon emotional responses and personal relationships. The strong personal bonds that developed between participants through the focus group research approach resulted in a feeling of trust and sharing of understandings. As such, the thesis considers the Focus group approach as a useful educative tool to focus student learning and transfer prior, during activities, and after experiential programmes. Emotional terms of reference used by participants to accord meaning to experiences provided significant insight to the ways people transferred learning. In addition, transfer of understandings beyond adventuresome activities is more likely when the experience is shared and discussed with others, and may be highly dependent on personal relationships. Replication and modelling of personal relationships beyond the immediacy of experiential learning settings may contribute much to the ways people successfully identify common factors when participating and using existing understandings in new domains.Item Research based yet action oriented: Developing individual level enterprising competencies(Massey University. Department of Management and International Business, 2007) Van Gelderen, MarcoThis paper outlines an approach to teaching enterprising competencies in the university setting of Massey University, Auckland, New Zealand. It is characterised by two features. First, it has an experiential component in the form of developmental exercises; forms of practice which are devised by the students themselves. Second, the exercises are research-based: students study academic articles and book chapters that give clues about how to practice the various competencies. The method is inspired by Gibb’s (1993, 1998, 2002a, 2002b) ideas about simulating the essences of enterprise in the learning environment. The approach used at Massey is outlined at the end of the paper. The paper begins with offering the rationales for the course. First, it provides arguments as to why enterprising competencies are becoming increasingly important for our students. Second, it is argued why, out of three approaches to competency, the behavioural approach is deemed to be the most suitable for the approach employed at Massey. Third, in the debate about generic versus situation specific competencies, it argues for the relevance of generic competencies. The paper then describes entrepreneurship / small business (E/SB) research on competencies, and discusses why entrepreneurship research is often of little help for ‘how to’ approaches. Finally, the Massey approach is described in detail.