Ako Aotearoa Projects in Progress Colloquium 2018 - National Project Fund 7 November 2018 James Cook Hotel Grand Chancellor Wellington
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Ako Aotearoa Projects in Progress Colloquium 2018 National Project Fund 7 November 2018 James Cook Hotel Grand Chancellor Wellington
Published by Ako Aotearoa – The National Centre for Tertiary Teaching Excellence www.ako.ac.nz Date: November 2018 ISSN 2624-0742 online ISSN 2624-0734 print This work is licensed under the Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by-nc-sa/4.0/ or send a letter to Creative Commons, PO Box 1866, Mountain View, CA 94042, USA.
Welcome to the Ako Aotearoa Projects in Progress
Colloquium 2018 – National Project Fund
Mihi
Tihei winiwini! Tihei wanawana! Tihei mauri ora!
Mauri ora ki te rangi; mauri ora ki te whenua!
Mauri ora ki a tātau katoa i te āhuatanga ki ngā mate o te wā!
Piki mai, kake mai ki tēnei wānanga whakawhitiwhiti mātauranga.
Nā tāu kete mātauranga, nā tāku kete mātauranga, ka puta te māramatanga.
Mauri moe, mauri mate; mauri tū, mauri ora!
Tēnā koutou katoa i te āhuatanga ki ō tātau tini mate. Ko rātau rā ērā i para ai i te huarahi mō tātau ngā uri whakaheke.
Nāreira, rātau ki a rātau; tātau ki a tātau. Tihei mauri mate; tihei mauriora!
Heoi anō, nau mai rā tātau ki tēnei hui whakawhitiwhiti mātauranga. Mā tāu kete kōrero, mā tāku kete kōrero, ka anga
whakamua ai, ka angitū ai ā tātau whāinga me ā tātau mahi.
On behalf of Ako Aotearoa, I am delighted to welcome you to the Ako Aotearoa Projects in Progress Colloquium 2018 –
National Project Fund.
We are very much looking forward to hearing more about your project and how it is developing. The colloquium
provides an opportunity to share with colleagues from other organisations and disciplines who may have very different
perspectives and contexts, but actually share many similar issues. We hope that, as in our previous national and
regional colloquia, you will be surprised by some of the connections you will be able to make between what at first
sight seem totally different pieces of work.
What characterises projects funded through Ako Aotearoa is that they should all have a very clear line of sight to
improving educational outcomes for learners. While we talk about the National Project Fund we are looking for how
they will add value and create sustainable change in tertiary teaching and learning that is of clear benefit to all
learners, and particularly Māori and Pacific learners.
You are, hopefully, looking forward to sharing the progress results of your work. The colloquium provides an
opportunity to share what you hope to achieve, how that work is progressing and any challenges affecting this. Some
of the solutions may well be in the room and this forum provides an opportunity to extend your network of associates
and critical friends.
These days enormously encouraging and challenging. We do see some excellent and exciting work and want to ensure
you are all in the best position to do well and to share the results widely. The challenge for Ako Aotearoa is to work out
how we can support you to ensure your project generates the maximum impact and contribution to attaining stronger
outcomes for learners and Aotearoa.
Heio anō. Nāku noa, nā
Helen Lomax Beatrice Dias-Wanigasekera
Director | Tumuaki Project Funds Manager
Ako Aotearoa Projects in Progress Colloquium 2018 1
Contents
Welcome to the Ako Aotearoa Projects in Progress Colloquium 2018.................................................................................. 1
Programme........................................................................................................................................................................................... 3
Project summaries
Learner access and pathways, youth guarantees, educational outcomes............................................................................. 4
Set for life – Best practice guidelines for vocational education and training for New Zealand ........................................ 6
8
Enhancing the readiness to practice of newly qualified social workers.................................................................................. 9
Communities of practice..................................................................................................................................................................... 11
A cross-disciplinary comparison of the approach to developing work ready plus graduates........................................... 13
How employers have influenced the participation and success of women in trades where they are
traditionally under-represented......................................................................................................................................................... 14
Hūtia te punga........................................................................................................................................................................................ 15
Hīnātore: Upskilling Māori and Pasifika workplace learners........................................................................................................ 16
Multiliteracies-based e-assessments: Developing guidelines for effective e-assessments for learning........................ 18
The making of lawyers: A longitudinal study................................................................................................................................... 19
The 10 habits of phenomenal educators for Pasifika learners ................................................................................................... 21
He vaka moana....................................................................................................................................................................................... 23
Pacific learner success ....................................................................................................................................................................... 24
Delegate contact details...................................................................................................................................................................... 25
2 Ako Aotearoa Projects in Progress Colloquium 2018
Programme
WEDNESDAY 7 NOVEMBER
8.45-9.15 REGISTRATION / TEA & COFFEE
9.15-9.30 WELCOME & POWHIRI
SESSION 1
9.30-9.50 Learner access and pathways, youth guarantees, educational outcomes
Presenters: Doug Reid, Adelaide Reid (Community Colleges New Zealand)
9.50-10.10 Set for life – Best practice guidelines for vocational education and training for New Zealand
Presenters: Ken Eastwood, Catherine Stevens (Skills Organisation)
10.10-10.30 Hub 1 - ka nanakia hoki ‘ki’ te numeracy: Better than expected
Presenters: Pania Te Maro, Liza Kohunui (Te Whare Wānanga o Awanuiārangi)
10.30-10.45 MORNING TEA
SESSION 2 Tertiary learners and learning for work
10.45-11.00 Enhancing the readiness to practice of newly qualified social workers
Presenters: Neil Ballantyne (Open Polytechnic), Jane Maidment (University of Canterbury)
11.00-1.15 Communities of practice
Presenter: Anne Greenhalgh (Workforce Development Limited)
11.15-11.30 A cross-disciplinary comparison of the approach to developing work ready plus graduates
Presenters: Qilong Zhang, Meghan Ruha (Toi Ohomai Institute of Technology)
11.30-11.45 Question time
11.45-12.00 How employers have influenced the participation and success of women in trades where they
are traditionally under-represented
Presenter: Mark Williams (Building and Construction Industry Training)
12.00-12.15 Hūtia te punga
Presenters: Dr Eruera Tarena, Porsha London, Sharon Armstrong, Piripi Prendergast (Tokona Te Raki)
12.15-12.30 Hīnātore: Upskilling Māori and Pasifika workplace learners
Presenters: Laloifi Ripley (Careerforce), Dr Nicky Murray, Anne Alkema (Industry Training Federation)
12. 30-12.45 Question time
12.45-1.00 Completed project celebration
He tātua o kahukura – Associate Professor Leonie Pihama (University of Waikato)
1.00-1.45 LUNCH – Whitby restaurant – buffet lunch on the 17th Floor
SESSION 3
1.45-2.00 Multiliteracies-based e-assessments: Developing guidelines for effective e-assessments for
learning
Presenter: Dr Selena Chan (Ara Institute of Canterbury)
2.00-2.15 The making of lawyers: A longitudinal study
Presenters: Professor Lynne Taylor, Professor Ursula Cheer (University of Canterbury)
2.15-2.30 Question time
2.30-2.45 The 10 habits of phenomenal educators for Pasifika learners
Presenters: Cherie Chu (Victoria University), Janice Ikiua-Pasi (WelTec/Whitireia)
2.45-3.00 He vaka moana
Presenters: Dr ‘Ema Wolfgram-Foliaki, Dr Hinekura Smith (Auckland University)
3.00-3.15 Pacific learner success
Presenters: Sam Uta’I, Ashalyna Noa (Ara Institute of Canterbury)
3.15-3.30 Discussion – better outcomes for Pacific learners – opportunities and barriers
3.30-3.45 Summing up & reflections
Ian Rowe (Actg. Deputy Director, Sector Services)
3.45-4.15 POROPOROAKI and FAREWELL
4.30-5.30 Completed project celebration plus networking event
Taikākā – Associate Professor Jenny Lee-Morgan (University of Waikato)
Te Whaihanga – Professor Dory Reeves (The University of Auckland)
Ako Aotearoa Projects in Progress Colloquium 2018 3
Learner access and pathways, youth guarantees,
educational outcomes
Presenters
Doug Reid (Community Colleges New Zealand),
Adelaide Reid (Community Colleges New Zealand)
Project team
Doug Reid, Adelaide Reid (Community Colleges New Zealand),
Ria Schroder, Sarah McKay, Mark Turner (The Collaborative)
Doug Reid Adelaide Reid
Overview of the presentation Progress to date
There have been a variety of educational interventions Data from 2 surveys (entry and exit) with 437 young
for young people who leave school without qualifications people have been analysed. These data provided
in Aotearoa New Zealand however the impact of information on participants’ experiences at school, in
these interventions for the young people involved Youth Guarantee and during their transitions. Logistic
is not well documented in research. One current regression analysis of survey data identified that
government intervention is Youth Guarantee Fees Free participants who entered Youth Guarantee with 14 or
which provides school leavers who have few or no more NCEA credits, came from a high decile school, or
qualifications with the opportunity to achieve NCEA L1, 2 who knew what they wanted to do after Youth Guarantee
or 3 and National or New Zealand Certificates. were more likely to gain NCEA Level 2 from Youth
Guarantee.
This project focuses on the experiences and
perspectives of learners in Youth Guarantee Fees Free We have analysed data from 5 interviews with young
training programmes and seeks to explore in detail people. We began with 63 participants and retained
the value of Youth Guarantee Fees Free for our young 35 for the fifth interview – this level of attrition was
people. It is centred on three research questions: expected. Through thematic and longitudinal analysis
— What is the profile of young people on the Youth we have identified 5 main themes which encapsulate
Guarantee Fees Free scheme? the iterative process of transition and development
— What are the longer-term effects of educational experienced by the young people in this project:
interventions for this group?
— Self-development: desire for growth and access to
— How do youth participants and service providers
opportunity
perceive the role that Tertiary Education
— Control: being an active participant in transitions
Organisations (TEOs) and Youth Guarantee Fees
— Fit: belonging and alignment between self, current
Free play in addressing the educational and
context and planned pathways
employment needs of participants?
— Networks and Support: a stable base for
Data have been gathered from the 2015 Youth Guarantee participants’ transitions and development
Fees Free learner cohort at three TEOs: Community — Direction and Stability: purpose and a framework to
Colleges, Unitec and YMCA. Learners participated in guide transitions
two online surveys, at the start and end of their Youth
Three interim reports have been released for this
Guarantee Fees Free programme. Twenty percent of the
project.
survey cohort is participating in in-depth interviews
until the end of 2018. Focus groups with TEO staff have
provided another perspective on the experiences of
young people in Youth Guarantee Fees Free.
4 Ako Aotearoa Projects in Progress Colloquium 2018
Next steps planned to facilitate change Emerging issues, challenges and
towards impact highlights
We have produced three reports for this project so Analysis of the project data has identified a lack of
far. The most recent Interim Report is a short project coherence between young people’s experiences of
summary which was added to our outputs in response transition and the assumptions about transition upon
to an increase in interest in the project from wider which government policy is based. We found that young
stakeholders, particularly government agencies. Having people experience transition as an iterative process,
this report has allowed us to build on initial engagement and Youth Guarantee was just one of many transition
with the project. We have used the interim findings in experiences. The policy view of Youth Guarantee Fees
discussions on youth policy and its application with the Free as a start point in a linear pathway fails to account
Ministry of Education, NZQA and the Ministry of Social for the wider context of young people’s lives.
Development.
Our data show that it is important to account for young
We have presented data from this project at Industry people’s contexts, the complexity of their individual
Training Federation (ITF) conferences, most recently experiences and the significant role of identity
the joint NCVER, ITF and Ako Aotearoa ‘No Frills’ development when examining the impact of Youth
conference in Sydney. We have also participated in Guarantee Fees Free.
panel discussions and presentations on youth transitions
The willingness of young people to share their stories
hosted by The Collaborative.
has been a real highlight. In our final round of interviews
Findings from the project have been shared with we plan to ask participants about their experience of
staff at the participating providers. At Community being part of this project. Informal feedback indicates
Colleges, participation in the project has deepened that participants enjoy the opportunity to share their
staff understandings of research and the collection experiences and find that this helps them reflect on
of evidence; and how this can contribute to improved their progress.
outcomes for young people. Community Colleges is
Recently the Ministry of Education has shown an interest
currently drawing on project findings to develop a new
in this project, particularly the feedback from young
transition programme for young people.
people about Youth Guarantee and transitions. This has
Our sixth and final interview with young people is opened up a dialogue between Community Colleges and
currently underway. The final round of data analysis will the Ministry.
be completed next year, with the final report due in June
2019.
Ako Aotearoa Projects in Progress Colloquium 2018 5
Set for life – Best practice guidelines for vocational
education and training for New Zealand
Presenters
Ken Eastwood, Catherine Stevens (Skills Organisation)
Project team
Authors: Ken Eastwood, Nigel Studdart, Sarah Rennie (Skills Organisation)
Ken Eastwood
Overview of the presentation Diagnostic tools (such as those used by skills’ literacy
The project purpose was to research successful and numeracy specialists) were used to test foundation
interventions that would lead to a more joined up and skills levels. This meant that appropriate remedial
demand-responsive vocational education and training interventions could be facilitated for learners to achieve
(VET) system. required competency levels for success.
The four key areas of delivery were: the learner journey; While the majority of school learners were year 12 and
industry engagement; connection with stakeholders and 13, “WorkChoice”-led experiential learning opportunities
service providers; reflection, programme development were also facilitated for large groups of year 9 and
and best practice guidelines. The project was intended 10 students involved practitioners from a range of
to lead delivery and change across these areas. industries who assisted with informing career plans and
expanding options beyond personal networks of learners
The goals set for the project to achieve were:
and family.
— Effective pastoral care and support for learners
— Transitional support for learners when entering the Navigators also supported work experience employers
world of work and facilitated communication loops between
— Assessment and support in the development of workplaces, schools and providers. The navigator
foundation and employability skills of all learners collated feedback from learners, employers, and the
— Increased qualification completion rates for learners project team during and at the end of the project. An
— Increased support and workforce capability for independent auditor conducted exit interviews with
employers learners, schools and employers to cross reference
— Cross-sector connectivity and collaboration findings.
The project was led by The Skills Organisation with the
Tertiary Education Commission (TEC), Ako Aotearoa, The
Primary Industry Training Organisation (Primary ITO) and Progress to date
local employers. Two projects were run in parallel: one Feedback and data was collected and analysed
in Auckland and the other in Northland. The Northland from learners, schools/providers, employers, project
work included partners Te Matarau Education Trust, governance and navigators and from diagnostic tools
NorthTec and Whangarei Boys High School (WBHS). The used. Families and school staff were found to be
Auckland work included fourteen schools and Manukau powerful influencers of learner career decisions that
Institute of Technology (MIT). Referral criteria were used were not always aligned with or supportive of pathways
to select 123 learners (38% Pasifica and 26% Maori) from preferred by learners.
school, pre-trades and ITO cohorts. Navigators faced resistance to individual learning plans
One of the key interventions was a “navigator”. In in some schools that refused to include level two
partnership with existing school/provider staff, this skills demanded in the workplace. Affected learners
person met learners one on one monthly for between already had their NCEA level two credit quota despite
34 and 50 minutes. Their aim was initially to inform and some of the associated skills relating to these credits
triage learners, provide them with career information, in this quota having limited value in the workplace.
and develop individual learning plans. They then Some schools may have overly focussed on NCEA
inducted learners and provided them with pastoral credits achieved rather than on structured learning
support and work experience opportunities, as well as that enhances employment outcomes and a successful
ensuring they received appropriate learning support. career. Of those learners with level two NCEA that
6 Ako Aotearoa Projects in Progress Colloquium 2018
were tested with the Literacy and Numeracy for Adults • The Set4Life navigator in Whangarei is now
Assessment (LNAAT) tool, 59% were below the reading employed as a Pathways advisor. They work with
threshold and 31% below the numeracy threshold schools, providers and employers, using Set4Life
expected to succeed in the workplace. findings as part of a co-designed career and
business skills needs solutions
Timetabling that fits work place learning varies across
• Work is underway to implement the findings from
schools and can be a barrier to learning out of school
Set4Life into a co-designed programme with
as part of a 3+2 or 4+1 school/work experience model.
involvement by Iwi, a large PTE Trades Academy,
This causes learner stress when core in school learning
NorthTec, BCITO, the Far North Community of
missed during work experience learning must be caught
learning and Kaitaia College, local firms and
up with.
government agencies through the Te Hiku Social
Employers often reported work experience being Accord. This work builds on tertiary education
used as a “dumping ground for learners to suit the feasibility study work completed in 2016 with the
school”. Some teachers noted that learners were often Te Hiku Make it Happen group sponsored by MPI,
not selected as part of a planned on the job learning TPK and TEC
experience but rather as a way to deal with disruptive
For this work, Skills is planning to employ a navigator
behaviour or to fit teacher absence or scheduling.
to facilitate the work. Both Skills and BCITO apprentice
Employers, learners and schools all appreciated the
support staff and the Skills’ WorkChoice team will
fit for purpose programme induction by navigators to
support the Navigator role.
ensure clarity of expectations, essential employability
skills, awareness of goal setting and necessary
foundation skill development.
Emerging issues, challenges and
Navigators worked to inform learners about public highlights
transport where that was an option and facilitated The Set4Life work has been very useful in informing
drivers licence achievement and providing advice on the practice of the Skills Organisation in the Transitions
getting and maintaining a car where appropriate. space. It has raised awareness of the value of an
Of the 25 schools consulted in Auckland, 14 referred outcomes approach in improving outcomes of learners.
learners to the Set4life programme but only 46% met It has also demonstrated the value of supporting work
the Set4Life criteria (that had been shared with schools) experience in the Whangarei and Auckland schools and
and were enrolled in the programme. firms that the project touched. Many of those that were
involved are now participating in co-design workshops
More than 80% of learners and 68% of work experience that seek to optimise the Skills’ WorkChoice work in the
employers reported a positive experience with the transitions space.
project activities.
One of the biggest challenges to the project has been
Of the 123 learners involved across both the Auckland recruiting and retaining suitable project management
and Northland projects, 36% were employed, 51% and navigator staff. This was especially difficult in a small
returned to school and 7% went on to further study as regional city like Whangarei. The resulting changes in
at the end of the project with 6% dropping out of the key personnel, often at critical times in the project, has
project. made project management, continuity and retention of
findings and insights very difficult. The project was also
impacted by changes to personnel in project partner
Next steps planned to facilitate change organisations, which led to changes in focus.
towards impact More positively, the Skills Organisation has formalised
— Work was published as part of the International
research as a business priority with the appointment
Conference, The Future of Education held in
of an experienced and well qualified research manager
Florence, Italy, 2018
which will enable future research activity. The willingness
— Presentation at 27th National VET Research
of young people to share their stories has been a real
Conference ‘No Frills’ Conference, 2018
highlight. In our final round of interviews we plan to ask
— Poster and associated handout (attached) that won
participants about their experience of being part of this
the people’s choice award for best poster at the
project. Informal feedback indicates that participants
27th National VET Research Conference ‘No Frills’
enjoy the opportunity to share their experiences and
Conference, 2018, in Sydney
find that this helps them reflect on their progress.
— Presentation at Ako Aotearoa’s annual event –
Recently the Ministry of Education has shown an interest
The National Project Fund (NPF) Colloquium 201, to
in this project, particularly the feedback from young
be held on 7th of November 2018.
people about Youth Guarantee and transitions. This has
— The Skills Organisation is implementing the findings
opened up a dialogue between Community Colleges and
from the study in the transitions space through
the Ministry.
its wholly owned company WorkChoice. This work
includes:
Ako Aotearoa Projects in Progress Colloquium 2018 7
Ka nanakia hoki ‘ki’ te numeracy:
Better than expected
Funded through Ako Aotearoa’s Hei Toko Project Fund
Presenters
Pania Te Maro, Liza Kohunui (Te Whare Wānanga o Awanuiārangi)
Project team
Pania Te Maro, Liza Kohunui, Dr Vaughan Bidois
(Te Whare Wānanga o Awanuiārangi)
Pania Te Maro
Overview of the project Next steps planned to facilitate change
Our investigation team were interested in mapping towards impact
numeracy assessment data, students’ perspectives and Our next steps are to complete data analysis to ensure
attitudes toward numeracy and their views and priorities that we have completely captured what students
for te reo and mātauranga ā-Iwi. The overall aim of this are articulating, and to ensure that we have a robust
mapping was to explore the design of a teaching tool/ coverage of the most relevant literature. We are also
model for teaching and learning of numeracy that is arranging meeting with an app design team to see how
potentially most applicable and relevant to students possible the student’s “wish lists” are, and what would be
in Wānanga settings. We considered that we needed the next steps in designing and trailing such an app.
to examine a learning/teaching tool that goes beyond
linking aspects of knowing the learner, knowing the
demands and knowing what to do, and more closely Emerging issues, highlights and
consider the aspect of knowing the learner beyond challenges
knowing their assessment results. We wanted to test The most critical issues are access to student groups,
the notion that student’s personal experiences would this has to do with two main aspects. The first is that
add to the assessment results to create a more holistic some students study in a noho-based system which
picture of what we could provide for their own personal means being tight with time frames for firstly ensuring
development while in their tertiary studies. We also that they have time set up for their assessments, and
wanted to examine if in doing that, could we design the secondly for making time to interview them without
kind of adaptive resources and tools that could cater imposing on their study time but trying to capture them
for a wider range of demands and needs for a range of while they are on campus as some live quite a distance
contexts. This meant asking students about their ideas away. For campus-based students it is about finding time
about what a tool such as an app should include. that does not impact on their study time, and we have
been fortunate to have Kaiako set up time for the work,
as they can see the benefits from the research. There
Progress to date is potential for huge issues for the research if Kaiako or
To date we have collected data from a range of students the institution does not see any relevance in developing
studying at tertiary level for a range of reasons. Initial such a tool for students.
analysis of their quantitative data alongside their
interview data has been triangulated with research It has been affirming to see the overall positive reaction
literature and we have been able to find patterns that of the majority of students to the idea of having an
inform the affective aspects of numeracy learning that app that can support them in learning numeracy. The
inform us that a resource designed with students’ ideas main positive of the introduction of the project to the
will be relevant to students and is something that they students has been their initial negative reactions to
are positive about being able to access. There is some numeracy or mathematics being explained. Being able
evidence that if the tool is designed well, students will to do short workshops with them to indicate some of
access it regardless of its relevance to their course the work that could be done on the app and seeing their
(and this will also depend on their Kaiako support and reactions when they are exposed to the idea that they
encouragement). We also have a range of ideas from always have had the potential to do well in maths. One of
students about what they believe should be in such an the major findings that was unexpected is the idea that
app. students want to do numeracy work simply to be able
to rid themselves of the stigma of being “dumb” and to
prove to themselves and others that they can do maths.
(This is whether it is contextualised or not).
8 Ako Aotearoa Projects in Progress Colloquium 2018Enhancing the readiness to practise of newly
qualified social workers
Presenters
Neil Ballantyne (Open
Polytechnic), Jane Maidment
(University of Canterbury)
Project team
Neil Ballantyne (Open
Polytechnic), Jane Maidment
(University of Canterbury), Neil Ballantyne Jane Maidment Kathryn Hay
Dr Liz Beddoe (The University
of Auckland), Dr Kathryn Hay
(Massey University), Shayne
Walker (University of Otago)
and Caitlin Merriman (Open
Polytechnic)
Liz Beddoe Shayne Walker Caitlin Merriman
Overview of the project Phase Two: We undertook an online survey of newly
This is a mixed methods project with the overall purpose qualified social workers (N=119) and managers of NQSWs
of developing a framework to clarify the capabilities (N=158), and interviewed a sample of NQSWs (N=15) and
of newly qualified social workers (NQSWs) and social social work managers (N=17). Managers had reasonably
workers at more experienced levels of practice. The high levels of satisfaction with the readiness to practise
project addressed three research questions each of of NQSWs (75% were very or fairly satisfied), and 85%
which was the focus of a different project phase: What is of NQSWs felt their degree programme prepared them
the current content of the social work curriculum? How very well, or fairly well. We were also able to identify
well prepared are NQSWs to enter professional social areas of knowledge where NQSWs considered they were
work? And what are the professional capabilities we expected to know more than they did, such as mental
should expect of NQSWs and of social workers working health, dealing with hostility and the legal basis for
at more experienced levels of practice? interventions.
Methods included analysis of curriculum documents, Phase Three: We are currently convening co-production
curriculum mapping, online surveys, focus groups, workshops of up to fifty stakeholders at five different
individual interviews and World Café style co-production sites in Aotearoa. Participants are informed about the
workshops. findings from phases one and two before going on to
debate, discuss and prioritise an inventory of candidate
capability statements in ten practice domains (derived
Progress to date from an analysis of four international competence and
Phase One: The curriculum mapping phase of the capability frameworks).
project developed a descriptive taxonomy of 600 terms
for indexing social work education based on an analysis
of over 400 course descriptors from 14 participating Next steps planned to facilitate change
tertiary institutions. A database was created to map towards impact
course descriptors to taxonomy terms enabling the The final stage of the project will be to consult on a draft
generation of visualisations of the declared curriculum capabilities framework based on the work to date, and
and analysis of where and when topics are said to be discuss the adoption of the framework with the Social
taught. Eight focus groups were held to explore the Workers Registration Board, the Aotearoa New Zealand
taught and the learned curriculum with social work Association of Social Workers, the Public Services
educators (N=27) and social work students (N=35) Association, and the Council for Social Work Education
contributing to the qualitative data. in Aotearoa New Zealand all of whom are represented on
the project advisory group and are strongly supportive
Ako Aotearoa Projects in Progress Colloquium 2018 9of the project. We will also discuss with the Council for could have led to a parallel project cutting across and
Social Work Education in Aotearoa New Zealand plans to perhaps duplicating our work. Thanks to the intervention
improve the curriculum based on the gaps identified. of stakeholders from our project advisory group,
including the Social Workers Registration Board, the
project team are now part of the review group and major
Emerging issues, highlights and decisions about the curriculum will be postponed until
challenges the project has completed. This places the project team
Earlier this year, the final year of our project, Minister in a strong position to influence the future of social work
Tracey Martin called for NZQA to test the need to education in Aotearoa New Zealand and highlights the
conduct a review of social work education. This initiative timeliness and value of the project.
10 Ako Aotearoa Projects in Progress Colloquium 2018Communities of practice
Presenters
Anne Greenhalgh (Workforce Development Limited)
Project team
Anne Greenhalgh (Workforce Development Limited), Lesley Petersen
(Petersen Consulting)
Anne Greenhalgh
Overview of the project enabled the tutors to engage in and benefit from the
This collaborative project involving fifteen Youth CoP meetings as there was an established understanding
Guarantee (YG) tutors from three Private Training of the CoP purpose and process, and their roles and
Establishments (PTE) – Workforce Development Ltd responsibilities as CoP members.
(WDL), The College of Future Learning (FutureCol), and
Monthly CoP meetings provided a place and space for
G&H Training Ltd (G&H) - sought to determine whether a
the tutors to share their teaching experiences, discuss
Community of Practice (CoP) is an effective mechanism
and seek solutions to teaching and learning challenges,
to support YG tutors’ pedagogical practice.
and learn from each other. The CoP prompted the tutors
According to the literature, the benefits of CoPs for to engage in critical reflection on their practice during
individual practitioners include: these meetings and in between the meetings.
— Enabling them to manage change
All participants felt that they had benefitted significantly
— Providing them with access to new knowledge
from their experience as members of an active and
— Fostering trust and a sense of common purpose in
effective CoP and were keen to continue meeting as a
the individual
CoP in the future. Although they agreed that leadership
— Adding overall value to professional lives (Young &
of the CoP should be distributed and members should
Mitchell, 2002)
take turns to assume the coordinator role, this did
The key objectives of the project were: not occur during the six-month project lifespan. This
— To investigate the effectiveness and usefulness emphasised the importance of a designated (and in this
of a CoP as a YG tutor professional development case, external) facilitator, at least in the early stages of a
mechanism newly established CoP.
— To investigate how a CoP can provide a space for
Based on the tutors’ feedback and the CoP activities
tutors to develop their signature pedagogy
they engaged in, a CoP Implementation Guideline was
— To develop CoP implementation guidelines that can
developed including aTraining Session Plan and the
be integrated within an organisation’s professional
Reflective Journal Resource. An associated output is the
development infrastructure
“Communities of Practice Training Workbook”.
Engaging the tutors in collecting evidence of their
practice, evaluating this evidence, and applying the
findings from these activities to their future practice Next steps planned to facilitate change
was a central component of their participation in, towards impact
and learning from, the project. It was also anticipated This project had a finite time-frame in which to
that the learning gained would lift internal capability design and trial a CoP to determine if this mechanism
and bring a focus to further internal professional supported YG tutors in their pedagogical practice. By
development, through building organisational systems the conclusion of the four CoP meetings, the tutors’
and expertise and developing mechanisms/channels for feedback indicated that they had benefitted significantly
staff to share their learning. from participating in the CoP and saw themselves as
continuing to benefit from belonging to a CoP in the
future.
Progress to date
Commencing the project with a training workshop As anticipated, the project findings and implementation
provided the tutors with an opportunity to explore will continue to have significant impact in that:
the concept and practice of CoPs and determine the — The CoP will be supporting tutors’ ongoing
purpose of their CoP going forward. The workshop pedagogical development
Ako Aotearoa Projects in Progress Colloquium 2018 11— Successful learning experiences will be consistent Emerging issues, highlights and
across the Youth Guarantee Cohort with evident challenges
improvement in learner outcomes and retention of The objectives of the project are evident in the
young learners outcomes to date. All participants felt that they had
— Development and sharing of teaching and learning benefitted significantly from their experience as
resources focussed on improving tutor pedagogy is members of an active and effective CoP and were
embedded in organisational practices keen to continue. At the conclusion of the project, the
— The opportunity to investigate the impact of a tutors from Workforce Development Ltd requested
CoP operating over a longer period of time was that the group should continue. The CoP has become
identified as an interesting next step as a follow self-sustaining and the model is now firmly embedded
up to this project, and also a key consideration for in Workforce Development Limited practices, with two
an organisation intending to implement CoPs as a further self-sustaining CoPs being established. From
teacher development initiative. a learner perspective, internal programme analytics
— Given the lack of published studies of any similar are showing that the company’s Youth Guarantee
use of CoPs in the New Zealand PTE sector, this achievement rates have increased in 2018 and that
project extends the scope of the existing knowledge retention rates for these students are stable.
and practice of CoPs as a professional development
support mechanism. It is anticipated that the tools Beyond the participating organisations, the research
developed here will be easily transferable and team also hoped to contribute to a wider understanding
immediately useful to other providers across the of CoPs. The use of formal and facilitated CoPs in the
New Zealand tertiary landscape New Zealand PTE environment as a teacher support
mechanism appears to be a new phenomenon.
Additionally, evidence of the effectiveness of CoPs in
the vocational education context through trialling a
pilot programme is scarce in the available literature. This
project therefore aimed to contribute to the existing
knowledge and practice of CoPs as a professional
development support mechanism in the vocational
education space, and more broadly across the New
Zealand tertiary education sector.
12 Ako Aotearoa Projects in Progress Colloquium 2018A cross-disciplinary comparison of the approach to
developing work ready plus graduates
Presenters
Qilong Zhang, Meghan Ruha
(Toi Ohomai Institute of
Technology)
Project team
Qilong Zhang, Meghan Ruha,
Heather Hamerton,
Aliyu Abdullateef, Joanne Hayes, Qilong Zhang Heather Hamerton Meghan Ruha
Joanne Donovan, Malcolm Frost,
Tina Mischewski, Ruth Barnes,
Tepora Emery (Toi Ohomai
Institute of Technology)
Aliyu Abdullateef Joanne Hayes Joanne Donovan
Tina Mischewski Ruth Barnes Tepora Emery
Project overview Next steps planned to facilitate change
In response to the uncertainty and complexity of rapidly towards impact
transforming employment contexts, this project explores In the next couple of months, the implementation of
the ways to implement the concept of ‘work ready plus’ the revised models will be completed and effectiveness
(Scott, 2016) in tertiary education. The project adopts of the revised models evaluated. Data analysis for the
a ‘multiple site action research case studies’ design revised models will be completed in the first couple of
which is characteristic of cyclical stages of planning, months of 2019. The final report of the whole project will
acting, observing, and reflecting and heterogeneous be completed by the end of April 2019.
cases of five tertiary education programmes in
different disciplines. Focusing on comparison between
programmes/disciplines, the project is aimed at Emerging issues, challenges and
developing exemplary models of approach to fostering
students’ ‘capabilities’ that address various learning and
highlights
To be supplied during the 10-minute discussion session.
teaching contexts.
Progress to date
Five initial models (Health Study, Creative Technology,
Early Childhood Education, Management, and Carpentry)
had been developed. The project is currently close
to completion of its Cycle 2 Stage 2 – revised models
implemented.
Ako Aotearoa Projects in Progress Colloquium 2018 13How employers have influenced the participation
and success of women in trades where they are
traditionally under-represented
Presenter
Mark Williams (BCITO)
Project team
Mark Williams, Greg Durkin, Loretta Garrow (BCITO), Kaarin Gaukrodge (Connexis),
Julia King (The Skills Organisation, ), Samantha McNaughton (Competenz),
Michelle Crompton (Motor Industry Training Organisation), Norm McKenzie
(The Southern Initiative: Auckland Council), Paul Hollings,
Sophie Czurajewski-Sweeney (Manukau Institute of Technology), Mark Williams
Josh Williams, Michael Ross (Industry Training Federation), Marc Elliott (UMR)
Overview of the presentation allowing participants to freely discuss their views,
This project is the second of three projects in a feelings and experiences. The interviews with the
programme of work supported by Ako Aotearoa and employer cohort (approx. 16) who have not employed
the Ministry for Women Supporting the increased women focused on barriers and attitudes to
participation and success of women in trades or STEM employment. The interviews with the employer cohort
subjects where they are traditionally under-represented. (approx. 16) who have employed women, focused on
employment, support, retention and training of women.
The goal of this project, focused on the employer
(demand side) of the participation and success equation, Finally the quantitative survey explored a range of
was to answer three questions: employment processes and identified a range of
1. What are the significant characteristics of employers perceived barriers and benefits to employing women in
who do, have or have not employed women in trades trade roles.
roles at levels four and five in construction and
engineering related trades?
2. What enablers and barriers (real or perceived) do Next steps planned to facilitate change
employers believe exist to the participation and towards impact
success of women in trades roles? and; The draft report has been presented to the Research
3. What resources do employers believe would assist Consortia Governance group and is now entering the
them to enhance enablers and break down barriers Ako Aotearoa review process. The report highlights
to the participation and success of women in trades’ the unconscious bias of those that have not employed
roles? women in a trade role while identifying the perceived
barriers to and benefits of employing women in trade
roles. The report findings and recommendations support
Progress to date six changes in employer behaviours and beliefs needed
UMR (a research company), was contracted to undertake to increase the participation and success of women in
this research. The focus was to understand the barriers, trades.
influencers and enablers of successful employment and
training of tradeswomen from the employers’ perspective.
To understand the perspective of employers the project Emerging issues, challenges and
undertook face-to-face interviews with eight employers
to test assumptions and questions prior to completing a
highlights
The third project in the programme of work focusing
series of 26 semi-structured interviews and ultimately a
on the baseline data and insights which can be gained
qualitative online survey responded to by 565 employers
from the governments Integrated Data Infrastructure (IDI)
from a range of trades from within the Research
is underway and will report back in 2019. The findings
Consortia. Within this sample there were two groups of
from this project reflecting the employer (demand side)
employers; those who are or have employed women (258)
perspective will be combined with last year’s project
and those who have not (307).
focusing on successful women in trades (supply side)
The semi-structured interviews with employers were along with next year’s IDI project to provide a summary
open ended questions prompting quality conversations report for the programme of work.
14 Ako Aotearoa Projects in Progress Colloquium 2018Hūtia te punga
Presenters
Dr Eruera Tarena, Dr Porsha London,
Sharon Armstrong, Piripi Prendergast
(Tokona Te Raki – Maori Futures Collective)
Project team
Dr Eruera Tarena, Dr Porsha London,
Sharon Armstrong, Piripi Prendergast
(Tokona Te Raki – Maori Futures Collective) Eruera Tarena Porsha London
Sharon Armstrong Piripi Prendergast
Overview of the presentation to identify the gap between student/apprentice and
Hūtia te punga aims to build on the established tutor/assessor experiences in ways that highlight how
practice of supporting tutors/assessors to be culturally tutors can improve their practice, so as to work more
responsive practitioners with targeted Cultural effectively and in more culturally responsive ways with
Responsiveness Professional Learning and Development Māori students/apprentices.
(CRPLD) while at the same time supporting institutions to
adjust policies, practices, systems and mind-sets to align
with contemporary approaches to culturally responsive Progress to date
pedagogy and student/apprentice learning. Data being collected, any analysis done and
This research is unique as it seeks to work from a intermediate trends, results. To date hūtia te punga
kaupapa Māori collaborative framework with three very is in its first year of implementation. A thorough
different partners – two based at institutions and one needs analysis at all three sites has been conducted
industry partner. The applied research intervention along with interviews with institution leaders, tutors/
framework seeks to understand and articulate the assessors, apprentices and students. Based on the
impact of culturally responsive PLD at three different findings from R.1 data collection we have implemented
contexts, building a strong cross case analysis. The phase 1 professional learning and development (PLD)
partners in this collaboration are committed to engage for the tutors/assessors at all three sites. Along with
in this CRPLD and are focused on long term systemic comprehensive PLD, the team have been working with
change. institution leaders to support systems change within
the wider organisations. The project is due to collect R.2
Ultimately, this project aims to co-construct and data collection in October 2018 and the interim findings
implement a transformative practice model within three will be presented at the Ako Aotearoa conference. This
separate tertiary education contexts, these are: will include an analysis of the strengths, barriers and
1. The newly established Māori agricultural program opportunities for future learning.
with Taratahi and Whenua Kura
2. Within the BCITO
3. Otago Polytechnic Tourism programme Next steps planned to facilitate change
The project focuses on co-constructing and towards impact
implementing Culturally Responsive Professional As a collaborative research team we plan on creating
Development to create effective learning pathways resources that will be helpful to other staff/organisations
for Māori learners and systems change. The aim is to intending on increasing cultural competency at their
foster more productive culturally responsive learning learning context. At this stage we anticipate that we will
contexts, in both tertiary settings and in apprenticeship develop a PLD model based on the implementation of
workspaces. The upshot of the project is that the this intervention. We intend that the model will be able
participating educational institutions will be better able to be rolled out by TTR by 2020.
Ako Aotearoa Projects in Progress Colloquium 2018 15Hīnātore: Upskilling Māori and Pasifika workplace
learners
Presenters
Laloifi Ripley (Careerforce), Dr Nicky Murray,
Anne Alkema (Industry Training Federation)
Project team
Laloifi Ripley (Careerforce), Dr Nicky Murray,
Anne Alkema (Industry Training Federation),
Cain Kerehoma (Kia ora Consulting)
Laloifi Ripley Nicky Murray
Anne Alkema Cain Kerehoma
Overview of the presentation — To what extent do these approaches incorporate
The Tertiary Education Commission’s (TEC) Workplace culturally responsive pedagogies and the concept of
Literacy and Numeracy (WLN) Fund supports around ‘ako’ and how are these practised and articulated?
7,000 learners a year to undertake learning programmes — How do Māori and Pasifika employees continue
in their workplaces, in work time. Over a third of these to develop their skills and transfer them to their
learners are Māori and Pasifika employees, a significant working, whānau and community lives?
number of whom do not hold qualifications and who
need to increase their literacy (including digital literacy)
and numeracy skills to help them do their jobs more Progress to date
easily and, for some, get them onto a qualifications or Pre-programme data have been collected from nine
career pathway. worksites in the manufacturing and construction
The Skills Highway team, who support these sectors. In addition post-programme data have
programmes, know from employers, providers and been collected from one course. This data included
the employees themselves that workplace literacy observations using, the observation check list developed
and numeracy programmes engage and retain Māori for the project; interviews with learners, tutors and some
and Pasifika employees. This project will examine the employers. Using the observation framework we are
teaching and learning processes that enable this, the looking for practices that show Akoranga, Manaakitanga,
cultural values that underpin the programmes, and will Rangatiratanga, Wairua/Mauri, and Whānau.
explore the workplace as a learning environment that We are conducting our first data analysis workshop mid-
supports ongoing knowledge and skill development of October and will have some early trend data to present
Māori and Pasifika employees. on classroom practice and learners’ motivations for
This is a qualitative study that uses interviews, digital attending programmes and the expectations they have.
technology (social media app) and observations as its This will be followed by post-programme data collection
research methods. The key questions are: and follow-ups with individual employees six months
— What factors and approaches lead to successful after the completion of the programme.
economic, social and wellbeing outcomes for Māori
and Pasifika employees in workplace literacy and
numeracy programmes?
16 Ako Aotearoa Projects in Progress Colloquium 2018Next steps planned to facilitate change Emerging issues, challenges and
towards impact highlights
As we are at the first stage of data collection we are Engaging tutors in a community of practice through
not proposing to disseminate the pre-programme data social media has been more challenging than
widely. We will provide early feedback to the tutors anticipated. We would like to talk more about this at the
involved as part of the semi-regular meetings we colloquium to get ideas on how we might do this better.
have with them. We also propose to run a session on
these findings at a Skills Highway Forum in Auckland in
December. This Forum is for workplace literacy providers
and employers.
Ako Aotearoa Projects in Progress Colloquium 2018 17Multiliteracies based e-assessments: Developing
guidelines for effective e-assessments for learning
Presenters
Dr Selena Chan (Ara Institute of Canterbury)
Project team
Dr Selena Chan (Ara Institute of Canterbury),
James Oldfield (Unitec Institute of Technology),
Steve Chapman, Keith Power, Cheryl Stokes
(Ara Institute of Canterbury), James Gropp,
Aaron Lyster (Nelson-Marlborough Institute of
Technology), Kym Hamilton (Te Tapuae o Rehua),
Kamuka Pati, Lee Baglow, Christopher Lovegrove,
Alan Warburton (Unitec Institute of Technology)
Overview of the presentation Deployment
This project’s primary aim was to develop guidelines for — Ensure teaching team capability
the effective implementation of e-assessments, through — Prepare the learner
the analysis of innovative e-assessment approaches. — Make learning overt
The project’s research methodology consisted of two — Leverage off learning analytics, for teachers and
distinct parts: learners
1. The participative action research (PAR) approach
Implementation
was used by each sub-project to refine innovative
— Review after each iteration
e-assessment processes. Through PAR, various
— Scaffold learner capability to use e-feedback so
challenges deploying e-assessment were identified,
that it becomes personalised to their own learning
reflected upon and resolved
2. Case study methodology was used to collate the Evaluation
various strategies used and to synthesise the — Re-evaluate holistically – the learning goals, the
guidelines for optimal deployment of e-assessments e-tool/s and the resulting learning
— Keep up with the play on e-tools and their
capabilities to support e-feedback
Progress to date
All the sub-projects have completed their PAR cycles. 3
of the projects continue using PAR cycles to continually
improve the use of e-assessments to support learning.
The final report has been completed and is in the
process of peer review.
The guidelines distilled to support e-assessments
include:
Selection and Development of e-assessments for
learning
— Align graduate profile and learning outcomes to
assessments for learning
— Explore and identify the difficult to articulate,
undescribed learning outcomes required by learners
to ‘become’
— Match e-tool to learning outcome/s, with emphasis
on enabling the ‘hidden’ multiliteracies / modalities
of learning
18 Ako Aotearoa Projects in Progress Colloquium 2018The making of lawyers: A longitudinal study
Presenters
Professor Lynne Taylor, Professor Ursula Cheer
(University of Canterbury)
Project team
Professor Lynne Taylor, Professor Ursula Cheer
(University of Canterbury), Erik Brogt, Valerie
Sotardi, Natalie Baird, John Caldwell (University of
Canterbury)
Ursula Cheer and Lynne Taylor
Overview of the presentation Next steps planned to facilitate change
‘The making of lawyers’ is a longitudinal study of a towards impact
self-selected cohort of students who first enrolled in — Dissemination
first year law papers at the Universities of Auckland, — Published reports on students’ experiences in each
Canterbury, and Waikato. Students from Victoria year that the study has run have been disseminated
University of Wellington who first enrolled in law papers to law staff at the participating universities,
in 2014 and who were continuing with those studies to university management at the University of
in 2017 joined the study in 2017. The expectations Canterbury and to the Deans of New Zealand Law
and experiences of New Zealand law students have Schools and the Council of Legal Education. Other
attracted little attention and this project aims to outputs for the project are published papers and
present those involved in the teaching of law students conference publications, including:
with a comprehensive pool of data to inform both • “Law Teaching on Trial: The Expectations and
their individual teaching practices and the potential Experiences of First Year Canterbury Law
enhancement of the general law school experience in Students” (2015) 21 Canterbury Law Review 82-
New Zealand. We intend that, over time, a complete law 111.
student profile will be developed which will detail the • “The Making of Lawyers: Expectations and
expectations, views and experiences of law students Experiences of First Year New Zealand Law
during each year of their law studies and in their first Students” (2015) 23 Waikato Law Review 112-150.
years in the workforce. • “Student Engagement in New Zealand Law
Schools” Australasian Law Teachers Association
Conference, Wellington, 7 July 2016.
Progress to date • “Engagement and Ethnicity in First Year New
Following completion of a literature review, students from Zealand Law Programmes” (2016) 36(5) Higher
the Universities of Auckland, Canterbury and Waikato Education Research & Development 1047-1060.
were surveyed twice in their first year of study in 2014 • “Transformation of the undergraduate New
and once in each of their second, third, fourth and fifth Zealand legal education curriculum at the
years of study in 2015, 2016, 2017 and 2018. Students University of Canterbury” Higher Education
from Victoria University of Wellington were surveyed Research and Development of Australasia 2017
in 2017 and 2018. Information collected from students Conference, Sydney Convention Centre, Sydney,
to date has included details about their backgrounds, 28 June 2017 – 30 June 2017.
reasons for studying law and future career intentions, • “Student Engagement in Second Year
learning and teaching experiences, feelings of well- Programmes in New Zealand Law Schools” (2017)
being, preparedness for the workforce and experiences 27(1) Legal Education Review 1-31.
in the workforce. Data has been analysed by university • “The Student Experience at New Zealand Law
and gender and yearly reports have been published. Schools” [2018] (4) New Zealand Law Review
(forthcoming).
As well as reporting on students’ experiences in each
year that the study has run, we have now begun to
analyse and report students’ experiences over time.
Ako Aotearoa Projects in Progress Colloquium 2018 19You can also read
