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    Indigenous scholars struggle to be heard in the mainstream. Here’s how journal editors and reviewers can help.
    (The Conversation Media Group Ltd, 2021-04-12) Movono A; Carr A; Hughes E; Higgins-Desbiolles F; Hapeta JW; Scheyvens R; Stewart-Withers R
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    The Losses of Leadership? Masks, Mirrors and Meaning when Leading in Higher Education
    (Journal of Higher Education Policy And Leadership Studies, 2024-09-30) Quinton J; Brabazon T
    Leadership – as a noun, trope, imperative, directive and proxy - is used repetitively in higher education. It is an empty signifier. While noting this lack of definitional clarity, leadership roles in universities remain competitive and coveted. Titles, salaries and profile follow. Within universities, the attributes of successful leaders are rarely studied. Instead, Goffmanesque frontstages are assembled that construct a seamless story of promotion and achievement. This positional power subverts accountability, transparency and scrutiny. These frontstages mask, minimize and decentre failures, inconsistencies and detours that deflect from a crisp narrative of success. There are also losses in and from leadership. This theoretical article deploys distinctive and provocative literature from outside of the United States, United Kingdom, and Canada. Activating the leadership research from Aotearoa / New Zealand, the Philippines, China, Iran, and Saudi Arabia, this article investigates the consequences of marginalizing academic success in teaching and research as a requirement for leadership roles and positions. This article shows that communication skills are more significant in creating organizational success than neoliberal-framed financial ‘management.’ With little attention to followership or failures, what is lost from leadership?
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    Development and evaluation of a predictive algorithm and telehealth intervention to reduce suicidal behavior among university students.
    (Cambridge University Press, 2024-04-01) Hasking PA; Robinson K; McEvoy P; Melvin G; Bruffaerts R; Boyes ME; Auerbach RP; Hendrie D; Nock MK; Preece DA; Rees C; Kessler RC
    BACKGROUND: Suicidal behaviors are prevalent among college students; however, students remain reluctant to seek support. We developed a predictive algorithm to identify students at risk of suicidal behavior and used telehealth to reduce subsequent risk. METHODS: Data come from several waves of a prospective cohort study (2016-2022) of college students (n = 5454). All first-year students were invited to participate as volunteers. (Response rates range: 16.00-19.93%). A stepped-care approach was implemented: (i) all students received a comprehensive list of services; (ii) those reporting past 12-month suicidal ideation were directed to a safety planning application; (iii) those identified as high risk of suicidal behavior by the algorithm or reporting 12-month suicide attempt were contacted via telephone within 24-h of survey completion. Intervention focused on support/safety-planning, and referral to services for this high-risk group. RESULTS: 5454 students ranging in age from 17-36 (s.d. = 5.346) participated; 65% female. The algorithm identified 77% of students reporting subsequent suicidal behavior in the top 15% of predicted probabilities (Sensitivity = 26.26 [95% CI 17.93-36.07]; Specificity = 97.46 [95% CI 96.21-98.38], PPV = 53.06 [95% CI 40.16-65.56]; AUC range: 0.895 [95% CIs 0.872-0.917] to 0.966 [95% CIs 0.939-0.994]). High-risk students in the Intervention Cohort showed a 41.7% reduction in probability of suicidal behavior at 12-month follow-up compared to high-risk students in the Control Cohort. CONCLUSIONS: Predictive risk algorithms embedded into universal screening, coupled with telehealth intervention, offer significant potential as a suicide prevention approach for students.
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    A critical systems view of quality assurance in New Zealand universities : a thesis presented in partial fulfilment of the requirements for the degree of Doctor of Philososphy in Education at Massey University, New Zealand
    (Massey University, 2011) Paewai, Shelley Ruth
    The present study uses a critical systems approach to explore quality assurance in New Zealand universities. It combines information from the international and New Zealand literature with findings from a case study university to investigate perceptions of quality and quality assurance at different levels of the New Zealand university system. The research shows that existing approaches to quality assurance have not followed the principles of quality management to improve the core productive enterprise of the organisation. Instead, the approaches have been advanced in agencies outside universities to the point where they now exist in and of themselves, and for purposes that are no longer transparent to those involved or affected by them. The research addresses a perceived gap in terms of defining academic quality in a manner that acknowledges the purposes of universities and their complexity. Current approaches to quality assurance emphasise financial and activity-based accountability which arguably have little to do with improving the quality of teaching, learning and research. By shifting the focus from ‘defining quality’ to articulating the relationship between quality assurance, accountability and quality improvement, standardised approaches such as audit, accreditation and performance reporting can be incorporated alongside the more flexible and adaptive approaches required for the improvement of teaching, learning and research within universities. Insights regarding a clearer pathway for the application of quality assurance in New Zealand universities are outlined. Main issues to be addressed if the quality assurance system is to be improved are related to its purposes, roles and functions, evaluation methodologies and terminology. In particular, there is a need for explicit acknowledgment of the essential role played by the discipline, and the functions of universities and their staff must be better articulated and understood. Improvement of the quality assurance system is also reliant on acceptance of the work already undertaken and its ‘messiness’. Improving teaching, learning and research is not a linear, standardised or tidy business. It is a complex process of developing individual and collective capabilities, taking risks, learning from failure and striving to continuously extend success.