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    The analysis of inquiry in students' conversations in the biochemistry laboratory : the elucidation of proton-coupled electron-transfer reaction mechanism in manganese superoxide dismutase through structural analysis of mutants : a dissertation presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Chemistry at Massey University, Manawatū, New Zealand
    (Massey University, 2023) Hermawan, Jatnika
    Superoxide dismutases (SODs) have very significant biological importance, protecting organisms against reactive oxygen species such as superoxide. They are also known as the fastest enzyme with the largest kcat/Km of any known enzyme. To perform super-fast enzymatic function, SOD must shuttle proton-coupled electrons in an efficient systematic way. However, since its discovery in 1968, the mechanistic nature of SOD catalytic function remains vague. Wide-ranging approaches have attempted to uncover the catalytic mechanism of the manganese-containing SOD, MnSOD, but there were experimental limitations that obstructed the investigations. Here, the structural analyses of two dimer interface mutants of MnSOD, S126D and S126W, explored possible changes in water structure near the active site providing new information to examine the hypothesis of the Glu170 bridge as a key player in the proton shuttle in the outer-sphere mechanism. To gain insight into the mechanism of the proton-coupled electron-transfer (PCET) reaction mechanism, the technique of single-crystal X-ray crystallography was used to observe the three-dimensional structure of Escherichia coli MnSOD mutants, analytical ultracentrifugation was used to observe quaternary association in solution, and protein stability was assessed by differential scanning calorimetry. The key residue Ser126 at the conserved but asymmetric dimer interface of the MnSOD was mutated with the initial intent to generate a monomeric species. Ser126 is not essential for activity and is not part of the active site, whereas Glu170 forms part of the dimer interface where Glu170 from one subunit forms part of the active site of the second subunit of the dimer. The loss of activity occurring in a monomeric MnSOD may indicate an alternative catalytic mechanism of the MnSOD enzyme. The substitution of Ser126 to Asp, intended to produce a monomeric species by charge repulsion, surprisingly produced a dimer at pH>7.5 with little change in structure at the Mn active site, but there was a 94 % reduction in catalytic activity. Partial loss of activity in Ec-MnSOD-S126D may be due to electrostatic effects of the negative charge ~7 Å from metal centre perturbing the Mnᴵᴵᴵ/Mnᴵᴵ redox couple. The substitution of Ser126 to Trp, intended to produce a monomeric species by steric bulk, enforces mostly monomeric Ec-MnSOD S126W in solution form, coupled with a 99.9 % reduction in catalytic activity. Here one mutation to a conserved dimer interface led to altered tertiary structure and a completely different dodecameric domain-swapped quaternary association in the crystalline state and complete loss of activity in Ec-MnSOD-S126W in the solution state. In the course of evolution, higher and less often lower degrees of oligomerisation have arisen. Evolving complexity does not require multiple mutations. As part of the scholarship requirements, this dissertation contains a pedagogical component. Student conversations in a guided inquiry third-year biochemistry laboratory were recorded and analysed to discover the extent of higher-order critical thinking that might occur. Although students initially struggled to move beyond core first-year laboratory skills, they were at all times strongly engaged in the project-style experiment, which ran over three five- to eight-hour sessions. Some progress in the level of inquiry was captured from their conversations from the first to the third laboratory session. A simple diagram and table were developed to help guide teachers in a guided inquiry-based learning in higher education.
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    University students’ and staff’s perceptions of third-party writing assistance and plagiarism : a mixed methods study : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in English at Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2023) Möller, Ami
    Considering plagiarism as the by-product of undeveloped and inadequate composition skills, it seems reasonable for a student to seek assistance to improve their writing. But when does writing assistance stop constituting help and start constituting plagiarism? Little research, especially in Aotearoa New Zealand, investigates perceptions about situations where students use assistance during the process of composing their assessments. This thesis uncovers the intricacies of perceived [un]acceptability of third-party writing assistance scenarios through an examination of what undergraduate students and teaching staff in Aotearoa New Zealand believe about instances of collaborating, editing, repurposing, and ghostwriting. The study uses a convergent mixed methods design comprised of a primary qualitative track and a supplementary quantitative track. Both approaches use an original set of fictional, yet realistic, scenarios of writing assistance that vary in amount, scope, and quality. Thematic analysis of semi-structured interviews with students and descriptive statistics and quantitative content analysis of an anonymous online survey of staff provide insight into both groups’ beliefs. Themes of labour and learning included situational features participants identified as why writing assistance was acceptable or unacceptable. All students and most staff viewed scenarios where a student subverted the labour of writing, like obtaining an assessment composed by someone else, as unacceptable. Participants in both groups considered scenarios that involved collaborating acceptable when situations included an explanatory discussion, which they perceived as active and engaged learning. Between these scenarios, though, existed a distinct lack of certainty regarding the boundaries of acceptability and plagiarism—especially when it came to instances involving editorial interventions, repurposing of text, and technology-based phrasing tools. Contributions from the findings include confirming earlier reports of students’ limited conceptions of plagiarism; illuminating an added complication in determining acceptability based on how a student operationalises assistance; and enhancing our understanding of when writing assistance constitutes plagiarism. The unique implementation of embedding scenarios into qualitative interviews contributes a fresh approach to academic integrity research. And the bespoke set of scenarios offers potential utility as a learning support tool. Implications include refocusing acceptability onto how assistance is utilised; considering cognitive offloading in response to efficiency motives; integrating direct, sustained dialogue about writing assistance into instruction; and requiring transparent declarations of use in assessments.
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    The dynamics of willingness to communicate in synchronous Chinese online language teaching and learning : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand
    (Massey University, 2023) Huang, Huan
    While there has been growing academic attention to researching the dynamics in willingness to communicate (WTC), the variability in learners’ WTC over different timescales has remained relatively under-researched, particularly in online language learning contexts. Although research on the dynamics of WTC has largely drawn from the learners’ perspectives, little attention has been paid to individual learners’ WTC by focusing on the perceptions of both the teachers and the learners. This study was carried out in a one-to-one Chinese language learning videoconferencing setting, where one tutor was partnered with one learner (four pairs in total) undertaking five or ten sessions, each lasting 20 minutes. This Synchronous Chinese Online Language Teaching (SCOLT) project, jointly offered by Beijing Language and Culture University (BLCU) and Massey University (MU), was purposefully built to support adult distance language learners of Chinese in New Zealand in experiencing learner-centred, personalised language learning in online environments. The study aims to explore the unique experience of each learner and to understand their WTC in Chinese (WTCC) across different timescales, including over single interactions, single sessions, and a series of sessions. Taking into account multidimensional factors affecting learners’ WTCC, the tutors’ and learners’ perceptions across different timescales were also examined. Informed by Complex Dynamic System Theory (CDST), this study employed a qualitative longitudinal case study research design. Multiple methods were applied for data collection, including the idiodynamic method, the experience sampling method (ESM), journals, the Session-based WTCC scales, stimulated recalls based on the learning session recordings, and a pre-session questionnaire. In order to portray insights about WTCC within each dyad, this study also conducted the idiodynamic method with the tutors to collect their views about their learners’ WTCC during communicative activities. Findings suggest how learners’ WTCC on multiple timescales fluctuated during Chinese language communication activities. Learners’ WTCC changed and stabilised over time, emerging from their interactions with the tutors, and the online environment. Furthermore, the dynamic and non-linear nature of learners’ WTCC also appeared in micro timescales, such as minutes and seconds, which were influenced by the complex interplay of the individual (learners’ self-perceived communicative competence, negative and positive emotions); the situational (topic-related factors, tutor-related variables, and the multimodality); and learners’ agency to reinforce or resist the impacts of the factors at a specific time. The four learners showed quite different dynamics in WTCC, highlighting the uniqueness of individuals and the inherent complexity of WTCC systems. In addition, tutors’ and learners’ perceptions of learners’ WTCC became more consistent over time with a desire to build and maintain the relationship and to select communication topics convergent with learners’ communication needs. However, the respective ratings did not always match due to the complex and dynamic nature of learners’ WTCC. This study contributes to the literature in the field of learners’ WTC research by extending our understanding of the dynamics of learners’ WTCC in online Chinese language learning context. Based on the findings, this study has implications for research methodology and theoretical frames, shedding light on how learners’ WTCC change at different timescales. Implications for online language learning and teaching are identified which can inform one-to-one contexts, teacher training and future research.
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    Positive emotions in English language learning in the Vietnamese tertiary contexts : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Manawatū, New Zealand
    (Massey University, 2023) Nguyen, Thi Anh Hong
    This thesis explores the emotions students experienced during their English language learning trajectories in the Vietnamese tertiary context. It specifically focuses on the students’ positive emotions and on the role of hope as a mediating factor in triggering shifts in students’ emotions from negative to positive. Drawing on a sociocultural approach, this study explores the contribution of positive emotions in their English language learning. This qualitative study aims to contribute to our understanding of the complexity, diversity, and dynamics of emotions in English language learning as well as the role of Vietnamese culture in the emotions students experienced. The study is based on written narratives and interviews with students taking English language courses within three affiliated universities in Vietnam. The data were obtained from a total of 185 written narrative responses and 10 student interviews. Narrative analysis (Barkhuizen et al., 2013) was used to analyse small stories in the written narratives and thematic analysis (Talmy, 2010) was used for analysing the interview data. The findings indicate that both positive and negative emotions co-existed in the students’ English language learning experiences. The range of activity-related, success-linked, and failure-linked emotions highlighted by the findings illustrate that activity-related emotions such as enjoyment and excitement positively triggered students’ engagement, while negative emotions such as boredom negatively impacted it. Success-linked emotions originated from students’ self-assessed successes in meeting personal study or learning goals, their parents’ or teachers’ expectations, or the standards imposed by the community or society as a whole, with positive achievement emotions strongly associated with positive outcomes. In contrast, failure-linked emotions were associated with the students’ failure in achieving personal targets and in meeting the expectations others had of them, their recognition of their own shortcomings in relation to accepted social standards, or from negative evaluations from other people. Importantly, the findings showed that emotions are socially and culturally constructed, and in particular associated with the features of the local Confucian cultural heritage. Overall, the thesis illustrates the role of people living around students or in interactions with them in the emergence and development of emotions associated with English language learning. Finally, hope, as an emotion, emerged as playing a significant role in the transition between negative and positive emotions. The insights of the study contribute to the theory of emotions in language learning by delineating in detail the close and reciprocal relationship between emotions, self-efficacy and motivation, and by providing evidence of the role of hope in motivating students. It also contributes to our understanding of the role cultural factors play in shaping students’ emotions. The findings have implications for policymakers, educational trainers, school managers, teachers, parents, and language learners.
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    Dialogic activity : a study of learning dialogues and entanglements in a vocational tertiary setting : a thesis presented in partial fulfilment of the requirements for the degree of Doctorate in Education at Massey University, Albany, New Zealand
    (Massey University, 2022) Simpson, Ann Middlebrook
    New Zealand’s economic growth continues to place major pressure on the trades sector. To meet future demand for qualified builders, plumbers, electricians, and engineers, trades education has become available at no cost to students for two years. To attract student interest further, tertiary institutions now offer courses in a range of delivery options. Blended learning (BL) is one of these delivery modes and involves a combination of traditional face-to-face and digitally mediated approaches. This research explored students’ dialogic activity in a BL environment, within a trades educational institution. The dialogues that emerged during trades training courses were examined in relation to a complex assemblage of elements, which included interactions between students and teachers, and the digital and materials artefacts in the BL environments. The research used an interdisciplinary lens, employing theories of socio-materialism and dialogism, to unpack forms of dialogic activity that emerged within the BL environment. That same lens was used to reveal the part that material and digital artefacts played in the emergent dialogic activity. Conducted as a multiple case study, the research involved observations of instructors and student participants from three Level 3 pre-apprentice trade programmes, which provided a wide range of data over the course of one semester. Datasets from Automotive Engineering, Electrical Engineering and Mechanical Engineering, as the three cases involved, were analysed to explore the contextual meaning of the learning dialogues and activities in action. The findings revealed that learning dialogues occur in multiple contexts and environments. Artefacts and their properties, BL designs, open and flexible learning spaces, environmental conditions, health and safety considerations, embodiment, multiplicity, mediation, and class culture, all have a significant influence on dialogic activity. The findings offer important insights about the link between course design and learning and identify dialogic activity as an interdisciplinary phenomenon that warrants further investigation.
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    Rapua te mea ngaro : exploring the access of Māori to veterinary education in Aotearoa New Zealand : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy at Massey University, Palmerston North, New Zealand
    (Massey University, 2021) Jillings, Eloise Katherine Puia
    Currently there is no research literature regarding the ethnicity of veterinary applicants, veterinary students, or the veterinary workforce in New Zealand. Recent unpublished data indicates only 2% of veterinarians identify as Māori, despite Māori comprising 16.5% of the New Zealand population. This PhD is the first step in addressing this gap and bringing to light the important issues of Māori representation and inclusion in veterinary education and subsequently the veterinary profession in New Zealand. The thesis has two overarching goals. The first is to explore how the access of Māori to veterinary education, and therefore the veterinary workforce, is influenced by sociodemographic factors under three separate admission processes. The second is to explore the impact of sociodemographic factors and academic achievement prior to admission on the academic success of Māori once selected into the program. The studies in this thesis were conducted with Kaupapa Māori research positioning. The thesis presents a quantitative analysis of veterinary applicant and selected student data from 2003 to 2019. Descriptive statistics and linear and logistic regression are utilised to explore the representation of Māori in the veterinary applicant and selected student cohorts, the association of sociodemographic variables and selection assessments, and academic outcomes of Māori and non-Māori once selected. From this thesis it has been shown that Māori were underrepresented in the veterinary applicant pool and experienced more educational barriers than non-Māori. Māori are also underrepresented in the selected student cohort, and had 0.37 times the odds of selection than non-Māori prior to introduction of an equity process for Māori student selection. Scores on five of the six selection assessments were associated with ethnicity, with Māori receiving lower scores. However, once selected into the veterinary programme, there was no difference in the academic outcomes of Māori and non-Māori. Introduction of the equity process for Māori was not associated with a decrease in academic outcomes post-selection, and introduction of non-academic criteria into the selection process was associated with an improvement in academic outcomes. The veterinary profession is not representative of New Zealand. Māori underrepresentation is also seen in the veterinary applicant and selected student cohorts. This needs to be addressed for reasons of Indigenous rights, social justice, social mobility, and to ensure the veterinary profession benefits from Māori worldviews and therefore is relevant to a growing Māori population. Enacting initiatives aimed to widen access to the veterinary programme, with the eventual goal of improving representation of Māori in the veterinary workforce, needs to be a priority for Massey University, the sole provider of veterinary education in Aotearoa, and the wider profession.
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    The use of horses for undergraduate practical teaching : animal welfare and teaching implications : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Veterinary Sciences at Massey University, Palmerston North, New Zealand
    (Massey University, 2021) Guinnefollau, Lauréline
    Teaching horses are used at Massey University, New Zealand during practical classes for equine and veterinary science students to develop, improve and refine their skills. The purpose of this thesis was to investigate the management and use for teaching of these horses and to assess the potential impact of the teaching-related activities on the horses’ behaviour and welfare. The knowledge and competency of students in the veterinary programme at entry level and later in their programme were studied using a questionnaire to provide information on the level of competency of students at entry to the qualification and later after exposure to horses during teaching. The results confirmed previous findings about these students’ background (i.e. mostly urban upbringing, mostly female). Confidence around horses and experience with horses were limited for most students entering the veterinary programme. First-year students had greater difficulty in interpreting a horse’s behaviour, less understanding of equine learning mechanisms and poorer self-assessed equine handling skills compared to 4th-year students. The students’ correct interpretation of equine behaviour was associated with a history of pet ownership, the presence of horses on the students’ family property while growing up and the year of study (i.e. students’ advancement in the programme). The use of the horses kept at Massey University for teaching was studied retrospectively over a calendar year. There were seven different types of equine practical teaching classes but each of the three teaching herds was used only for a specific subset of practical class types. A relatively low frequency of teaching-related activities was reported, although there was some variation in the type and number of student interactions and frequency of use of individual herds and horses. The behavioural activities, i.e. time budgets and herd dynamics, of the teaching horses at pasture were explored at the beginning, during and at the end of a semester of practical teaching. The horses’ time budgets were similar to that of free-ranging populations with a majority of feeding and resting behaviours. Social interactions were mostly submissive, and of mild intensity when agonistic. In addition, hierarchies were relatively linear and stable across time, and a high behavioural synchronisation was reported between pairs of nearest neighbours. The teaching horses’ perception of humans was investigated at the beginning, during and at the end of a semester of practical teaching, through a human-approach test. Horses’ positive responses to human approach and contact were associated with a slow pace, straight arms and gaze directed at the horse’s shoulder. Horses were significantly less likely to accept human contact if they had been used for teaching more often in the weeks prior to the test. The behavioural and physiological responses of the horses were evaluated during three types of practical teaching classes (i.e. animal handling, medical rectal- and mare reproductive rectal examinations). Heart rates during practical teaching classes were consistent and in the range of a resting horse. Horses spent most of the time eating hay but ate less during an interaction with students in the mare reproductive rectal examination class compared to being in stocks with no interaction. No change in behaviour was reported in medical rectal examination classes. The results reported in this thesis provide significant insight about the use for teaching of horses in equine and veterinary science degree programmes. The findings suggest that the teaching horses experienced limited physical, physiological and behavioural stress due to their use for practical teaching classes. Therefore, there may be an opportunity to increase the horses’ use for teaching to enhance equine and veterinary students’ learning outcomes. Additional work, however, is required to identify other equine welfare indicators that could be applied during equine practical teaching classes to further evaluate the impact of the student-horse interaction. In order to optimise the horses’ use for teaching, more research is also warranted to identify the most efficient practice to teach students safe and appropriate equine handling skills and to improve their confidence around horses.
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    An investigation into the preparedness for and experiences in working with Māori nursing students among New Zealand tertiary institutes, schools and nurse educators : a thesis presented in partial fulfilment for the requirements for the degree of Doctor of Education, Massey University, Manawatū, Aotearoa New Zealand
    (Massey University, 2020) Roberts, Jennifer
    Nursing education in Aotearoa New Zealand is situated in a unique bicultural context. Māori, the Indigenous people of Aotearoa New Zealand have overall, poorer outcomes in health and education compared to non-Māori, which relate to the colonial legacy of the nation. One strategy to address Māori health outcomes is to increase the Māori nursing workforce. Despite a range of strategies in tertiary education and in nursing, the number of Māori nurses remains relatively static, and overall Māori nursing students do not have equity of educational outcomes in nursing. With a critical lens informed by Freire’s Pedagogy of the Oppressed, this explanatory sequential mixed method study uses a questionnaire followed by interviews to understand the experiences and preparedness of nurse educators in working with Māori nursing students. The findings of the questionnaire demonstrate that throughout New Zealand, nursing schools and the educational institutes in which they are situated are informed by a range of strategies aimed at supporting Māori learners. Overall, nurse educators felt prepared to work with Māori, but the questionnaire also revealed resistance to Māori as priority learners. This finding was followed up in the interviews. Interview findings demonstrated that environments encompassing te ao Māori (the Māori world) and staff practises that aligned with this were enabling for Māori nursing students. Despite this, a counter-narrative described many barriers to this becoming fully realised in nursing education practice. Ongoing colonising practices in education, racism, varied understandings and practices of Cultural Safety and dissatisfaction with current Cultural Safety regulatory guidelines were found to be hindering a nursing culture that is responsive to Māori. The research posits that the nursing profession needs to develop a shared critical consciousness and refocus efforts to position Cultural Safety as a critical concept in nursing education and practice. One method proposed to achieve this is in returning to the original intent of Kawa Whakaruruhau/ Cultural Safety and begin to apply it as a decolonising model for nursing education and practice.
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    Expressions of voice and trajectories of writers’ selves in academic writing : transitioning from an academic bridging course to postgraduate programmes : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Linguistics and Second Language Teaching at Massey University, Palmerston North, New Zealand
    (Massey University, 2020) Butler, Eugenia
    Abstract This longitudinal study explores the use of language involved in the construction of voice in academic scripts, as well as personal perspectives relating to the concept of voice, its perceived role and its usage in an academic script. The main aim is to demystify the perceived elusiveness of voice, and present a number of textual features which are analysed longitudinally in order to identify changes in a writer’s identity. The study draws upon previous research by Halliday (1985), Ivaniç (1998) and Thompson (2014) which has provided a framework for investigating how language contributes to the process of interpersonal communication. The qualitative data resulted from an analysis of novice postgraduate ESOL student scripts, as well as from interviews with the main stakeholders involved in academic writing: the students, ESOL teachers on the bridging programme in which they studied, and lecturers in the postgraduate courses in which they subsequently enrolled. Three longitudinal interviews involving 21 students and email interviews with nine ESOL teachers and four postgraduate lecturers provided opportunities for my participants to share their perceptions of voice in academic writing, particularly on Master’s programmes, in order to show how voice reflects beliefs, past and present circumstances, and social constructions of the self. Analysed through the theoretical framework of the Communities of Practice developed by Lave and Wenger (1991) and Wenger (1998), the findings indicate that students were interested in the textual technicalities surrounding the expression of voice. They had personal views about voice which they openly expressed in interviews and applied in their scripts. Longitudinally, the voice markers used in their texts were in assonance with their willingness to contribute new knowledge to their second language (L2) disciplinary community, an aspect also highlighted in three case studies’ findings. Overall, the expressions of voice through the textual features proposed by this study diminished in scripts in the transition from the academic bridging programme to the postgraduate studies. The teachers’ approaches to voice instruction were primarily informed by their voice acquisition experience resulting from their mainstream studies, both general and academic. The postgraduate lecturers seemed to expect simplicity in the grammatical structures used in a script but held different views relating to students’ authorial contribution to knowledge in a Master’s script.
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    Teacher perspectives on the development of business English programmes in the Thai tertiary context : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philosophy in Applied Linguistics at Massey University, Palmerston North, New Zealand
    (Massey University, 2019) Amatayakul, Panithi
    Business English has emerged as an important aspect of English for Specific Purposes in Thailand and is currently provided as an undergraduate programme in about one third of all universities. However, to date we know relatively little about how the Business English programme has been developed in the Thai tertiary context. The current study aimed to explore the development of Business English programmes in the past, present, and future, through the perspectives of Thai tertiary teachers. Firstly, the development of Business English programmes in two university contexts was explored, based on retrospective interviews with five experienced teachers. In addition, a survey which included open-ended scenarios was completed by Business English teachers (N=84) from throughout Thailand (North, Northeast, Central, and South), regarding their contemporary perspectives on Business English in the Thai tertiary context and future prospects for the field. Finally, in-depth interviews were conducted with 13 Business English teachers, focusing particularly on their contemporary perspectives on Business English and the trajectory of Business English as a tertiary subject. Overall, the findings revealed that the contemporary tertiary Business English programmes emerged from both bottom-up and top-down initiatives, and were shaped by local factors such as ongoing changes to curriculum and teaching practices. The development of the programmes was also influenced by a combination of external factors, including the government policy, English as a Lingua Franca in the Asia region and global pressures. The teachers who participated in this study thought that the future changes would be in line with these contemporary changes. It was also evident that future programmes might continue to face both internal and external challenges. The thesis concluded by reflecting on future challenges which needed to be addressed and the resulting implications for research, professional development, and practice.