Massey Documents by Type
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Item Mature students : life choice or life's necessity : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Policy at Massey University(Massey University, 2001) Barratt, Diane RuthThis thesis has two key strands: mature students, and the funding of tertiary education. Primarily, it concerns the reasons mature students decide to study, the financial and non-financial barriers they face, and the strategies they implement to overcome those barriers. It does this in the context of current tertiary education sector policy regarding the funding of tertiary education, for the purposes of assessing the fit between the needs of mature students and the policy environment. Mature students: life choice or life's necessity? became the focus. To operationalise the phrase, five objectives were formulated. Using survey research, with a sample population drawn from the Student Learning Centre database, 38 participants indicated a willingness to participate in this research. Overwhelmingly, the primary reason the respondents of this research were at the university was for their future careers. While many respondents thought it was important that personal considerations, e.g. some interest in the subject, were taken into account, these personal considerations were very much secondary. The barriers faced by mature students are academic, primarily a lack of study skills; domestic, primarily as a result off family demands; and financial. While both the Student Loan and Student Allowance Schemes assist mature students in their academic pursuits, they are also hindrances. Many mature students would be unable to complete their studies if they did not have the support of their families. Suggestions have been made for future policy directions at two levels: institution-specific and sector-wide.Item Switched on : - what factors motivate tertiary students to achieve 100% course attendance? : a thesis submitted in partial fulfilment of the requirements for the degree of Master of Philosophy in Humanities and Social Sciences at Massey University, College of Humanities and Social Sciences, Palmerston North, New Zealand(Massey University, 2014) Van Gent, Maraea PatriciaWhat causes tertiary students to never miss a day of class for their entire course? This study explored the narratives of students who had achieved 100% course attendance in a provincial tertiary institution in New Zealand. The aim of this study was to identify factors that contributed to why students decide to fully attend their chosen tertiary course and provide some understanding of the underlying motivations that contribute to the achievement of this phenomenon. Kaupapa Maori and Western research methodologies were utilised to gather data from nine participants in the School of Applied Technology in a New Zealand polytechnic. Data gathered from semi-structured interviews was collated and categorised into themes. An important consideration for this research was that the participants’ voices were heard and their meanings established through a collaborative process. This study showcased some highly motivated and inspirational students who accomplished an amazing academic achievement, against all the odds. The majority of the participants were from non-traditional and commonly categorised ‘at risk’ student groups. Despite the many risk factors such as negative educational experiences and influences in their past, ethnicity, age, and level of academic abilities, these participants provide some valuable information on how they succeeded. Findings from this research provide some confirmation that students are able to succeed in their academic endeavours and achieve their dreams if their motivation, goals and beliefs are strong enough to overcome obstacles that they may encounter in their learning journey. Finally, the intention of this study was not only to capture the participants’ stories as exemplars of student success but also to inform student engagement, retention and successful completion policies and practices in tertiary institutions. Developing and trialling new interventions based on this study could potentially improve academic outcomes for students, teaching staff and tertiary institutions with benefits for families, communities and New Zealand’s social and economic future.Item Illuminating the assessment practices of teachers in NZ outdoor education tertiary programmes : a thesis presented in partial fulfilment of the requirements for the degree of Master of Education (Adult Education) at Massey University, Manawatu, New Zealand(Massey University, 2011) Chapman, Stephen RaymondThe purpose of this research study was to illuminate the assessment practices of tertiary outdoor education teachers in the polytechnic sector. Outdoor education as a theoretical model and practice was quickly revealed as a contested space. One of the main issues in contention was the place of outdoor recreation, adventure and risk within outdoor education. There appeared a strong move by academics (M. Brown & Fraser, 2009; Irwin, 2010; Martin, 2005a) to reposition outdoor education as environmental and sustainability education. The data was gathered through a questionnaire, observation of teachers as they assessed students, and from interviews with teachers. Using an illuminative evaluation approach, three themes were identified: teacher perceptions of assessment, the focus of assessment, and the practices used to make assessment decisions. Teachers were generally highly skilled outdoor education practitioners, however, there were indications that there were gaps of understanding of theoretical assessment concepts. Teachers seemed to find summative assessment challenging but they routinely used formative assessment to promote learning and worked hard at providing quality opportunities for learning. Outdoor recreation in outdoor education was not contested by these teachers, although there was an over-emphasis on assessing technical outdoor pursuit skills, which resulted in a lack of assessment of other less tangible aspects of outdoor education. The use of assessment criteria was common practice although there were questions about how clearly these described the standard. The role of professional judgement in assessment decisions were treated with suspicion because it was seen as too subjective. However, it became clear that professional judgement was an essential aspect of their assessment practices. Criteria and professional judgement revealed themselves as mutually inclusive. In conclusion, while teachers seem very skilled at providing quality-learning experiences, there appear to be opportunities to further develop teacher assessment practices, for example, through exploring approaches that assess less tangible aspects of practice such as leadership, judgement and decision-making.Item Culture cross : foreign students intercultural interactions on a New Zealand university campus : a thesis presented in partial fulfilment of the requirements for the degree of Master of Arts in Social Anthropology at Massey University, Manawatu, New Zealand(Massey University, 2010) Bragg, Alaric Bernard MarshallThis MA Thesis examines foreign students on-campus intercultural interactions at a New Zealand university – namely, the Massey University Turitea campus in Palmerston North. Prior research has shown that many foreign students in New Zealand universities have tended to spend their on-campus activities with other international students, usually from their own countries, rather than New Zealand ones, while other foreign students are largely interested in and open to intercultural interaction with New Zealanders when on campus. The purpose of my research was to examine and assess the nature, degree and reasons that foreign students engage in intercultural interactions when on-campus, and determine what my findings indicated towards the greater international student community in New Zealand. One of two methods that I used during my fieldwork consisted of interviewing seven research participants, who I contacted through personal friendships and Massey University clubs and organizations associated with foreign students, about their on-campus intercultural interactions. The second method was a level of participant observation, in which I participated in and observed my research participants during their academic and social university activities to assess their on-campus intercultural interactions. Major findings include the significant role of social and sports organizations in helping foreign students establish intercultural interactions, which are also promoted for many foreign students new to Massey via orientation programs, and the importance of campus accommodation facilitating foreign students intercultural interactions. Major conclusions include the need for more emphasis on internationalization at the Massey campus and the necessity of increased opportunities for intercultural interaction in and out of class.