Massey Documents by Type
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Item The impact of ChatGPT on teaching and learning in higher education: Challenges, opportunities, and future scope(IGI Global, 2024-04-01) Li M; Khosrow-Pour MDBAThe integration of OpenAI's ChatGPT is reshaping higher education by transforming teaching and learning dynamics. This article delves into ChatGPT's impact, exploring opportunities, challenges, and future potential. ChatGPT's deployment in higher education offers interactive and adaptive classrooms, enabling personalized learning experiences. Educators use ChatGPT to enhance engagement, critical thinking, and tailor content, fostering innovative teaching. However, integrating ChatGPT also introduces challenges, including plagiarism detection concerns due to AI-generated assignments and potential impacts on writing skills and independent thinking. Addressing misinformation risks from AI content requires responsible usage guidelines. Looking forward, ChatGPT holds promise in higher education, as AI-enhanced collaborative classrooms redefine teaching. The symbiosis of ChatGPT with human instructors enhances effectiveness, providing real-time insights and boosting student engagement.Item Designing hybrid spaces for learning in higher education health contexts(Springer Nature, 2021-10-23) Green JKIn Aotearoa New Zealand, undergraduate, professional health courses include social work, nursing, and biosciences courses that focus on learning how to support people with physical, mental, spiritual, and psychosocial/relational health and well-being concerns. Recently, the need for a nuanced understanding of how technologies might extend students’ experiences across and beyond physical classrooms has emerged. Drawing on contemporary ecological perspectives in education, this paper emphasises that design for learning involves a complex web of elements. Anchored in practice theory, the paper uses the analytical lens of the Activity-Centred Analysis and Design (ACAD) framework to explore how tools, tasks, and various social arrangements influence student learning activity. A multiple case study investigated the experiences and insights of five higher education teacher-designers, discussing the relationship between features of course design and their perceived impact on emergent learning activity. Design elements are also discussed in relation to the experience of teacher-designers adapting and transitioning to hybrid environments during Covid-19, whilst working with diverse learners in different contexts and disciplines. Interviews with teacher-designers revealed what they believe contributes to productive learning activity, such as the importance of creating safe learning environments, an overall appreciation for the opportunity to use technology for teaching and learning, and their use of a heutagogical approach, which emphasizes the development of knowledge and skills for teaching in hybrid learning environments. The paper argues for practical and targeted support to acknowledge, encourage, and enhance teacher-designers’ capabilities for transformational use of hybrid learning environments in health education.Item Chinese international students' perceptions of their learning and social experiences in New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Master of Management in Communication Management at Massey University(Massey University, 2008) Yang, YiChinese students' participation in New Zealand educational institutions plays a critical role in the New Zealand export education industry. The significant decline in the numbers of Chinese students in New Zealand since 2003 has attracted considerable attention from New Zealand governments, educational providers and researchers. This study was conducted from July to September 2007. It adopted both qualitative and quantitative approaches, involving 86 Chinese students in a student survey, 20 in individual interviews, and 21 of their parents in a parent survey. The study found that Chinese tertiary students perceived their learning and social experiences in New Zealand both positively and negatively, and their perceptions were affected by multiple factors. They generally gave positive evaluations to New Zealand tertiary education which encouraged them to be independent and critical thinkers, and developed their analytical and problem solving skills. They also gave positive ratings to academic teaching competence, university programmes and course structures, but low ratings to their lecturers' understanding their academic needs, availability to help them outside class times, and sense of responsibility for them. Significant minority of Chinese students were not happy with the quality of services provided by their tertiary institutions. Chinese students' perceptions of their learning experiences in New Zealand were also related to their difficulties in social and cultural adaptation, especially difficulties accessing employment to help them gain local work experiences. Prejudices and discrimination inside and outside their educational institutions contributed to the negative perceptions of Chinese students in their learning and social activities. Moreover, parental expectations and concerns were an important contributing factor to Chinese students' learning expectations and future plans. This study recommended that staff at New Zealand tertiary institutions develop their cultural awareness and sensitivity in order to understand Chinese students' needs, adopt better approaches to teaching, management and servicing, and provide adequate support and pastoral care to them. Also, it recommended that Chinese students need to prepare themselves better for reality when they are learning in the New Zealand context Furthermore, this study suggested that as parents are an important source of social support for Chinese international students, the better they understand their children's situations, the more likely it is that Chinese students will have better learning experiences in New Zealand.Item The neoliberal arts : exploring neoliberal reform implications for liberal arts enrolments in New Zealand universities : a thesis submitted in partial fulfilment of the degree of Master of Arts (Sociology), Massey University, Manawatu, New Zealand(Massey University, 2013) Hackshaw, RichardAs a result of various social and economic factors the tertiary education sector in New Zealand (as well as a number of other developed countries) experienced dramatic changes during the 1980s and 1990s. Neoliberal regimes advocated changes in higher education policy in order to decrease state resourcing and to align universities towards providing greater economic gains. During the 1990s and early 2000s a number of prominent critics argued that a natural consequence of these changes would be a decrease in enrolments in subjects that were seen to be non-vocational. In particular enrolments in subjects within the ‘liberal arts’ were felt to be at threat during the first decade of the new millennium as it was felt that students would employ neoliberal notions of economic rationalism in their selection of higher education, and opt for profitable vocational forms of higher education. By collecting, codifying, and analysing all enrolment figures for both Massey University, and for all universities across New Zealand, for the years 2001 to 2010 it was possible to determine whether liberal arts enrolments experienced a decline within Massey University and New Zealand. The results of this analysis showed that at the national level there is a slight incline in liberal arts subject enrolments as a percentage of overall enrolments, while the Massey data shows a greater incline. The counter-intuitive increase in expressly non-vocational enrolments is attributed to flaws in the argument that liberal arts enrolments would decrease as a result of the increasing entrepreneurial tendencies of students, and the continuing predilection of students to plan their course of study around personal interest, and not vocational aspiration.Item Women, work, study and health : the experience of nurses engaged in paid work and further education : a thesis presented in fulfilment of the requirements for the degree of Master of Philosophy in Nursing, Massey University(Massey University, 2001) Blackie, Sara Ann HorrellMost women undertake many roles in their lives; homemaker, partner, mother and paid worker. Nurses who may not have achieved to their potential during their earlier education, or who recognise the value of further education may be studying at a tertiary level. They may be working to increase their qualifications in addition to their other existing roles. While there have been positive effect noted from working outside the home and from being involved in study, there are some women who suffer feelings of guilt and stress from trying to combine these roles. Gendered expectations from themselves, their partner and the community have been found to influence women's lives and experiences. This thesis examines the lives of eight women nurses who are engaged in study as well as part or full time paid work. A feminist analysis is made of the pressures and expectations that they experience from themselves, their families, their colleagues and their communities. Currently, changes in the role of the advanced nursing practitioner are being discussed and New Zealand is experiencing the international trend towards difficulties with recruitment and retention of nurses. Recommendations are made which may assist to create a culture where nurses who advance their education, mainly at their own expense, can be utilised and valued to the advantage of New Zealand as a whole.Item Students as our customers, a paradigm shift : a study of the changing focus for polytechnics as a result of the tertiary education reforms : being a thesis submitted in partial fulfilment of the requirements of the degree of Master of Educational Administration at Massey University(Massey University, 1997) Fulljames, Terence JohnTertiary Education in New Zealand has undergone major reform since 1990. The fourth Labour Government of the mid 1980's with its New Right philosophy made the whole New Zealand economy more market driven and this included education. New legislation was passed in the form of the Education Act 1989 and the Education Amendment Act 1990. The National Government elected in October 1990 continued the reforms which included a student loan scheme and changes to the bulk funding regime. This thesis seeks to identify those aspects of the tertiary reforms which have had a significant impact on polytechnics and explains their effects. In particular it considers aspects of the philosophies of customer service, service quality and customer expectation which come from this business perspective and also seeks to determine how this market orientation fits into the context of tertiary education. A case study approach using qualitative and quantitative methods of data collection was adopted for this research and seeks to identify whether the customer service paradigm has impacted on one large urban polytechnic. Two faculties in this polytechnic were used for the case study, and staff and students were surveyed and interviewed, to determine whether customer need and expectation were being met in some key areas identified by student focus groups. The results of the case study reveal that there has been a paradigm shift in the polytechnic studied and students are being recognised as customers of the institute. The findings of this research reveal four major themes which are discussed in the context of the interview transcripts, survey data and supporting literature. The first shows the influence that the government's drive for efficiencies and cost effectiveness has had on polytechnic teaching strategies as well as institutions needing to meet the expectation of its major customers: the students. The second finding is that the greater autonomy the tertiary reforms gave to polytechnics to develop their own academic programmes through to degree level, is in fact under threat from the stringent approval and accreditation procedures set by NZQA; the influence of the National Qualifications Framework; and the need for polytechnics to determine their customers' needs, be they students and/or industry. Thirdly there is a dilemma faced by institutions in trying to find a balance between providing the raft of facilities and services their customers need and expect, with the financial constraints of bulk funding and acceptable fee levels. Finally the results show that the primary marketing tool of the institution is student satisfaction with the education received and services provided. This is communicated by word of mouth and at no cost to the institution and outweighs the influence of expensive marketing strategies.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 An assessment of the United Nations Principles for Responsible Management Education (PRME) : a thesis presented in partial fulfilment of the requirements for the degree of Master of Business Studies in Management at Massey University, New Zealand(Massey University, 2012) Win, S NAlthough the United Nations Principles for Responsible Management Education (PRME) was introduced in 2007, there is little or no research examining the impacts of PRME on its signatories. PRME introduced a Sharing Information on Progress (SIP) Policy in 2008 requiring its signatories to produce SIP reports on their progress on the implementation of PRME. The study aims to measure the impacts of PRME, influential reasons for supporting PRME, activities reported in 212 SIP reports written in English by 180 signatories and how PRME differs from other voluntary declarations on sustainability in higher education. The study comprises a six part methodological process, comprising; (1) surveying 171 signatories to examine impacts of PRME and influential reasons in supporting PRME, (2) the first part of content analysis of 212 SIP reports to examine the quality of reported activities, (3) the second part of content analysis of 212 SIP reports to examine the quality of reports, (4) the content analysis of the website information of six Australian non-PRME business schools to examine whether activities of the PRME signatories differ from those of non-PRME institutions, (5) examination of characteristics of the PRME signatories in terms of the size of institutions, locations, countries of origin, their accreditation statuses and academic membership in the United Nations Global Compact and (6) a comparative assessment of PRME and other declarations in the higher education sector. The study shows that PRME does not make significant changes in the activities of its signatories. The signatories do not understand the principles and their concepts due to lack of clarity of the concepts framed in the principles.
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