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    Self-educated achievers : can unlettered theologians reach their potential? : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education, Massey University, Albany Campus, New Zealand, 2002
    (Massey University, 2002) Peterson, Ruth
    The past 20 years have seen a period of continuing change in New Zealand education. The change in overseas governments' entry requirements for New Zealanders to live and work in their countries, the evolution of "Education Permanente"¹ The key philosophical ideas of "Education Permanente" are that education is no longer limited to a particular period of one's life, and encompasses formal, non-formal and informal educational activities., Government policy to promote community education - have had an impact on the motivations of adults to enter formal education. It seemed relevant to visit the topic of self-education to discover what, if any, changes have occurred in the motivations of self-educated theologians in the last two decades. It was my intention to identify any patterns used by the theologians for self-directed learning during this period. The literature review established five themes relevant to the study. In brief these themes are that adults are self-directed to a greater or lesser degree; that meaningful learning takes place when adults are in control of their learning; that given the right environment, all adults can develop intellectually; that a variety of factors may determine whether adults choose to leam through formal or independent means, and that the context of learning is determined by who you are, how wealthy you are and what access you have to resources. It was important in this study to balance the assumptions of andragogy with the 1986 critique by Stephen Brookfield. [FROM FOREWORD]
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    Modernist expert to postmodernist innovative cultural hermaneutist : a journey in adult education : a thesis submitted to Massey University (Wellington) in partial fulfillment of the requirements for the degree of Master of Education (Adult Education)
    (Massey University, 2004) Palapathwala, Ruwan Bandara
    The repercussions of the turbulent years of the greater part of the twentieth century have been responsible for the demise of both the Enlightenment project and the modern period which was its bearer. This modern period was characterised by legitimising grand metanarratives (récits) that were built on the foundations of rationality, optimism and progress in which reality was represented, understood and lived. Human emancipation was expected to be the ultimate goal. An impressive modernist representative of these metanarratives in the field of my own academic expertise, theology, is the German philosophical theologian, Paul Tillich (1886-1965). His "theology of culture" was a significant theological adult educational project in which he had attempted to represent and convey reality (and meaning) to a generation of adults in the postwar era of the 20 th century. Postmodernism has come to be characteristic of our experience of the world and our present worldview. It questions the legitimacy of the modernist project and along with it the modernist approach to education. In the context of discussing self-directed learning and its application in my own role as an educator, in this thesis I use Paul Tillich's "theology of culture" as an example of a collapsed modern metanarrative to examine how the educator as an "innovative cultural hermeneutist" would better reposition his/her role as an adult educator in the present.
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    Developing clinical skill competency of undergraduate nursing students utilising a simulated psychomotor skill laboratory and model of self-directed learning : an evaluation research study : a thesis presented in partial fulfilment of the requirements for the degree of Master of Philosophy in Nursing at Massey University
    (Massey University, 2003) Vernon, Rachael Anne
    Nursing education today emphasises higher-level thought processes than in the past. The requirement for Bachelor of Nursing students to also demonstrate competence in the core clinical skills is critical for safe professional practice. Balancing curricular emphases on technical knowledge, clinical and interpersonal skills, ethical decision-making, and other critical thinking skills is becoming increasingly difficult for nurse educators. Changes in the health sector have resulted in increased complexity of care, reduced numbers of venues for clinical practicum experiences, and increased financial costs associated with student practicum. The commitment to ensure that students have requisite clinical skills appropriate to each stage of their programme, prior to their clinical practicum involves curricular, pedagogical and financial considerations. Drawing on international literature and a Faculty committed to the development of nursing knowledge and skill, discovery, reflection and self-directed learning, the Eastern Institute of Technology (EIT) implemented the use of the Clinical Arts and Technology Centre and a cooperative model of self-directed learning into the Bachelor of Nursing curriculum in January 2000. The Clinical Arts and Technology Centre is an "enhanced" clinical simulation laboratory that provides students with the facilities and resources to support and enhance their knowledge and skills in preparation for clinical practicum. This Evaluation Research study explores and determines the effectiveness of the Clinical Arts and Technology Centre and the cooperative model of self-directed learning in terms of student clinical competency outcomes, and student satisfaction with the facility and model of self-directed learning. An extensive review of literature was undertaken in relation to the development and use of clinical simulation laboratories, clinical simulation, and models of self-directed learning in nursing education. A combination of qualitative and quantitative data collection methods were used including a pre piloted research questionnaire and a collation of student competency assessment outcomes. One hundred and fifty-six EIT Bachelor of Nursing students participated in the study. Statistical research findings and themes that emerged demonstrated a high level of overall student satisfaction with the facility resources and model of learning and provide direction for future facility and resource development, and ongoing quality improvement initiatives.
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    Mentoring and self-directed learning : issues of leadership, power and ethics : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education) at Massey University
    (Massey University, 2004) Aurora, Caroline
    Mentoring has long been accepted as a means of personal and professional development. It is an accepted tool used in a variety of settings, including education and business. This thesis aims to provide a theoretical study of mentoring. The intention is to see how leadership, power and ethical practice impact on the self-directed learning that is required for mentoring relationships to be successful. Insights into issues and practices in mentoring provide valuable insight for practitioners - mentors in particular, but also for educators of adults everywhere. The research was based on a number of questions: What is mentoring? What constitutes a successful mentoring relationship? What role do leadership, power and ethical practice play in successful mentoring relationships? Why is self-directed learning important, and how is it influenced by leadership, power and ethics? Philosophical foundations of the thesis are identified. Feminism and classical liberal thought are shown how they influence the choice of research project and methodology, and have an impact on data analysis and recommendations. The researcher undertakes a review of literature on mentoring. This review, together with four mentoring stories taken from professional experience, provides the basis of the theoretical study, and generates data. In addition to the data obtained from a review of literature, four case studies provide insights into mentoring practice. Analysis of the data is followed by a number of recommendations for practice, addressing issues in a way that readers will be able to generate their own solutions to the problems identified.
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    Research as learning : the realities of action research in a New Zealand individualised learning programme : a thesis presented in fulfilment of the requirements for the degree of Doctor of Philosophy in Education at Massey University
    (Massey University, 1994) Poskitt, Jennifer Mary
    The thesis portrays an action research study of an individualised learning programme in a rural New Zealand secondary school. The study considers the nature of action research, individualised and cooperative learning programmes, and the role of innovation and reflection in a school undergoing change. "Achieve", the title of the programme, predominantly encompasses individualised learning although elements of cooperative learning are also included. The fundamental basis of the programme is developing student responsibility for their own learning. The gap between the theoretical and the practical domains of the programme is exposed with students requiring considerable guidance in the transition from teacher-directed to self-directed learners. Various issues arise in the concepts of learning alone and together, the provision of choices and control, and the role of reflection and innovation in schools undergoing change. Inconsistent practices in developing students as independent learners are only made explicit through considerable observation, reflection and critical discourse. Action research is the means through which teachers improve their understandings, situation and practices. However, at the outset, few teachers at this school were ready for action research. Reflective skills are activated and extended through a series of staff discussions, centring around observational and interview data. Teachers gradually become aware of inconsistent understandings and practices. With the involvement of an outside researcher their reflective capacities are developed, research comes to be valued and the quest for data stimulates the development of teachers' own research skills, and changes in the school culture. A three part developmental sequence is proposed for the involvement of outside researchers. It entails a progression from practical to theoretical phases. Various principles and procedures of action research are questioned, among which are: that teachers are ready to and are sufficiently skilled to conduct action research projects, that all teachers are reflective on their practice, and that school cultures are conducive to action research. A tentative theory of readiness is proposed for schools not formerly exposed to action research. The three phases incorporate involvement in a second-order action research study. This enables participants to discern the value and relevance of research, to stimulate interest in and development of reflective research skills, and to develop a questioning inquiry for greater involvement in the research. Thus, a second-order study can be transformed into a first-order action research study, enabling the development of teachers-as-researchers.