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    Massey University and Palmerston North : an impact study of some relationships between university and city
    (Massey University, 1978) Gover, Adrian Donald
    An examination of the regional impact of a non-profit making institution is central to this study. This type of institution is seen as not merely a response to a local or national need but also as a determinant of regional population and economic change. The development of Massey University since 1966 was the example selected for analysis. The study seeks to add to the more usual type of impact analysis by examining population and spatial changes as well. It also seeks to derive relationships that may be of use to planners of other similar institutions. The population base prior to, and after 1965 was examined in terms of growth, structural change, and migration dynamics. The population components directly attributable to the university were also measured, then subtracted from the established base population. This revealed the probable population impact that the university had made upon the city of Palmerston Worth. It was estimated that the migration gain of 5000 from 1966 to 1971 would have been a net loss of 500 if the university had not intervened. Infrastructure additions of 874 dwelling units, and over 30 classrooms were estimated to have been needed to provide for the estimated 8% of the total population that could be directly attributed to the university. Suburban growth in new housing areas and in the central city area were seen as one consequence of this. Economic impacts were examined by way of an economic base ratio to derive a static employment, multiplier. When the calculated multiplier value of 1.36 was applied to the 788 Jobs created by the university it was estimated to have generated a further 286 in supportive industry. Regional income multipliers were derived from three surveys of income, consumption and expenditure patterns. The first survey was of academic staff, and a multiplier value of 1.34 was derived. The second survey was of non-academic staff members, and from this a multiplier value of 1.30 was established. The survey of students yielded a multiplier value of 2.27. The economic base multiplier value of 1.36 was applied to the regional expenditure of the university itself. From this information it was determined that an estimated $18.15 million was added to the regional income in 1976 from all the previous sources. The relationships between all of the estimates may be expressed in terms that may be of interest to those involved in the planning of other tertiary institutions within the region. They are as follows: For every 100 internal students enrolled, full-time and part-time; 35 staff members and dependents were added to the city population. 16 housing units were required. 19 jobs were created at the university. 6 jobs in supportive industry were created in the city. 0.72 classrooms were required for dependent children. $377,075 was added to the regional income from all sources.
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    A comparative study of Massey University Centre for University Extramural Studies (CUES) and the University of Zambia Centre for Continuing Education, Department of Correspondence Studies : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education at Massey University
    (Massey University, 1981) Chiwaura, Harrison Jonas
    Because the future of developing countries, to a greater extent, depends and will continue to depend, on the provision of higher educational opportunities, the present thesis aims at elucidating the characteristics of a general distance education model, which will, hopefully, assist the reader to comprehend more fully the two distance education systems discussed - one in a developed and the other in a developing country. The main aim of this thesis is to bring to light what distance education at tertiary level can do in the provision of manpower requirements and this point is largely addressed to educationist in developing countries who may already be in distance education or are contemplating to set up a distance education scheme at tertiary level. It is the belief of the author that the provision of higher education through correspondence is an endeavour by universities and colleges to make opportunity of access much wider and not just for more young students but for a wider range of age in society and thereby provide (not all) the manpower that our present sophisticated economies need. If these universities and colleges disperse their activities, it is imperative that they do it effectively and efficiently.
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    A comparative analysis of student and tutor expectations and experiences within a university tutorial setting : a thesis presented in fulfilment of the degree of Master of Arts in Second Language Teaching at Massey University
    (Massey University, 1999) Dowds, Dorothy Ann
    The changing face of tertiary education within New Zealand has brought with it new challenges. One of these challenges has been catering for the increasing numbers of international students that choose to study at Massey University. This study focuses on the needs of these students in their first year at university in the context of the university tutorial. The study compares the expectations and experiences of students with English as their second language with those of students with English as their first language. It also draws a comparison between the views of these two groups of students with those of the tutors involved in the course. Information was gathered from the three groups of participants, by a survey, on their expectations and experiences of learning that takes place within the interactive tutorial setting. Additional data was obtained by interviewing a sample of the students with English as a second language. The study reveals that there is a pronounced similarity between the expectations and concerns of both groups of students. All students and their tutors support the need for interactive learning. Despite this acknowledgement, high proportions of the students were dissatisfied with their personal performance within the tutorial. Language limitations were an acknowledged barrier to interaction for L2 students but these difficulties were not confined to international students with many local students having equally strong concerns. Lack of adequate preparation was raised as a major factor in the student's ability to participate successfully within the tutorial. . Tutors need to have skills that provide a positive interactive learning experience the will lead to a higher level of academic achievement for all students regardless of diverse abilities.
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    A cross-perceptual study of quality in a university distance education programme : a dissertation submitted in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Management, Massey University
    (Massey University, 1997) McIlroy, Andrea
    This thesis reports a study carried out at a large New Zealand university. It investigated the major dimensions of quality in undergraduate Business Studies courses taught in the distance mode. In particular, it examined whether different stakeholders had the same or different perceptions about these dimensions. The study reported used both qualitative and quantitative methods to collect information from three groups of stakeholders - students, teaching staff and senior managers. Focus groups were carried out with students and staff and individual interviews were conducted with senior managers. The qualitative data collected from these, in combination with themes from the international literature, were structured into seven broad phenomenological scales: course structure and content; face-to-face contact; assessment; communication; standards and evaluation; and programme integrity. These provided the basis for the design of a questionnaire which was sent to a sample of undergraduate students and teaching staff in the Faculty of Business Studies at Massey University. The triangulation of methods and data permitted the comparison of the perceptions of the three groups of subjects on a number of aspects of quality on each of the scales. This analysis revealed substantial areas of congruence as well as some incongruence in perceptions of quality. There were also some differences in perception between students with relatively low experience of learning at a distance and those with high experience. From the analysis, implications and conclusions were reached about good practice and how quality could be improved. This has particular relevance in relation to the satisfaction levels of the primary stakeholder group, students, as well as for improving the cost efficiency and the effectiveness of the distance education operation.
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