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    The patriot band : the school cadets from their evolution to the Great War : thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in History at Massey University
    (Massey University, 1973) Openshaw, Roger
    The writing of history consists in the complementary activities of analysis and reflection. A study of the school cadets in New Zealand from their evolution in the old established colleges till 1914, provides an opportunity for both these activities to be attempted through the medium of a relatively small but highly defined topic. As an institution, the cadets provide an interesting study in themselves, for by minutely observing the specialised activities of a large section of New Zealand society, namely its children together with those especially concerned with the cadets through education or defence, it is possible to gain a detailed understanding and insight into their beliefs and assumptions. The activities and attitudes of teachers, concerned military men, articulate members of the general public and where possible pupils, will each provide a slightly different vantage point from which to reconstruct this picture. [From Introduction]
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    Training and education for network centric warfare : issues for New Zealand's Defence Force : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Defence and Strategic Studies at Massey University
    (Massey University, 2006) Currey, Eden Douglas
    The concept of Network centric warfare (NCW) is viewed as the next revolution in military affairs. Its introduction globally will necessarily affect the way the New Zealand Armed Forces operates in future conflicts. With the increasing use of digital technology in the military environment the need for and degree of increasing knowledge of Network Centric Warfare and its concepts must be explored.This country will have to combine its own definition and understanding of NCW into the framework of its Armed Force if it wants to continue to remain interoperable with technologically advanced coalition forces. This thesis looks into the issues and solutions which have been considered by other countries in their attempts to implement the NCW concept. It examines in detail how issues and solutions could be applied to New Zealand's attempt at NCW. Chapters One and Two define the academic processes which have been used in this study. They also give a brief introduction to the broad idea of Network Centric Warfare and its origins. Chapter Three examines in detail the complex evolution of the concept of Network Centric Warfare to its present state. In particular, it looks at how the events of September 11th 2001 have redefined warfare and the impact of that revolution on the traditional NCW concept. This chapter also focuses on the advantages and disadvantages of NCW which have now been proven through the experiences of Operation Enduring Freedom and Operation Iraqi Freedom. These two conflicts have been described as the first information technology wars of the 21st century. Chapter Four focuses on how the concept of Network Centric Warfare has and will affect the specifics of personnel and make-up of the New Zealand Defence Force, as it makes the transition from a Platform centric to a Network Centric approach in warfare. The special focus in this chapter is on the New Zealand Army. The concepts of the ethos and cultural identity of a force are introduced here, with a view to revealing the influences that the adaptation of NCW methods and techniques can have on the organisation of that force. The discussion concludes that the introduction of NCW can have profound and permanent effect on a force's ethos and identity. This chapter also considers the influence of technology can help in the recruitment and retention of highly skilled people in the Army. Chapter Five shows how the adoption of the concept of Network Centric warfare also has the potential to fundamentally change the way in which higher level policy and doctrine are introduced and modified in the Armed Forces. This chapter looks at how future infrastructure and policies will need to have increased flexibility built into them from the start in order to embrace the demands of NCW for rapid developments in information technology and force-wide diffusion of such developments. Chapter Six discusses a third important consequence of adopting the concept of Network Centric Warfare. Namely, how the introduction of NCW will affect both training and education of service personnel. In particular, it examines how the change from Platform Centric to Network Centric forms of warfare puts changing demands on the skill sets and needs required of service personnel. Examples are given of the new skill sets needed in order for them to work effectively in a NCW environment. Chapter Seven discusses the formation of a new training branch of service which will need to be set up to accommodate the new methods and skills that NCW brings to the battlefield. Included in this chapter are the imperatives of Information Warfare, Electronic Warfare, and Computer Network Operations for such a branch. Alongside Air, Land, Sea and Space NCW brings with it the creation of a fifth battle space. This battle-space is cyberspace which encompasses the electromagnetic sphere, the Internet and all manner of Wide and Local Area Networks (WANs and LANs). Chapter Eight returns to the issue of training and education introduced in Chapter Six, but focuses specifically on the use of simulation techniques and technologies. Such techniques will be required in order to help train soldiers to work effectively and efficiently under NCW. Why other training methods won't work well given an NCW environment, and why simulation technologies will work, is explained with examples of each. This chapter argues in particular that simulation provides the most effective training in the unified data architecture that will be needed to provide cross platform capability and inter and intra service solutions in Network Centric Warfare. Examples of data solutions are provided to help explain the underlying simulation concepts and methods. Chapter Nine is the conclusion of this study. It reviews the results of this thesis and provides recommendations on the implementation of the Network Centric Warfare environment required in the New Zealand Armed Forces.
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    Holistic professional military development : growing strategic artists : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Education at Massey University, Palmerston North, New Zealand
    (Massey University, 2009) Simons, Murray Vaughan
    Professional military education is a well‐established system in most modern militaries. Like all things though, incremental and ad hoc improvements to legacy approaches typically lead to reduced quality. It is therefore, essential to periodically review the entire system for holistic effectiveness. For military education, this need is particularly important when the global security environment is experiencing such rapid change. Added to this is the emerging understanding of the ‘new sciences’ that provides a unique opportunity to improve cognitive agility when confronting complex adaptive systems. There is also an urgent need to acknowledge and enhance the intangible dimension of professional military education beyond mere content‐centric subject expertise. From the literature on hidden learning and constructivism, there are a number of opportunities available for modernizing the legacy paradigm of professional military education. This study investigated the role of holistic learning (formal, non‐formal, informal, selfdirected, and incidental learning) in the professional development of 29 mid‐career military officers. It involved detailed study of their participation on the seven‐month staff course at the New Zealand Defence College from May to December 2008. Mixed methodology data collection included observations, interviews, questionnaires, focus groups, and document analysis. Analytic procedures ranged from statistical comparisons through to qualitative theme constructs. The study found a number of dimensions (sources and influences) contributing to holistic learning. It also identified a number of opportunities to improve the learning experience. The findings identify a number of important factors in developing strategic artists. Of these, the greatest need is for a strategic plan to extend the current content‐centric syllabus into a full curriculum with intangible traits clearly linked to formal and informal learning activities. Specific components required in this strategic plan include an academic philosophy and a cross‐referencing matrix. The study also recommends reviewing time allocated to cross‐discipline learning of the profession and cognitive agility focused on deep learning. There is also a need to re‐examine the directing staff requirements, management of learner stress, and shaping practical‐value motivation strategies through cultural artefacts. Collectively, the findings recommend shifting from the traditional vessel‐filling paradigm of formal courses to a sociological approach of growing strategic leaders.