DISTANCE LEARNING PROSPECTUS 2019 - University of Otago
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2019 DISTANCE LEARNING PROSPECTUS
CONTENTS
Welcome – Vice-Chancellor 1 Child Health 37
Welcome – Director, Distance Learning 1 Continence Management 37
Distance Education 2 Dentistry 37
Enrolment and Fees 4 Family and Systems Therapies 38
Forensic Psychiatry 38
Higher Education Development Centre 5
General Practice 39
Higher Education 5
Hazard Assessment and Management 41
Humanities 7 Health Management 41
Anthropology 7 Human Nutrition 42
Children’s Issues 7 Interpersonal Psychotherapy 43
Education 8 Medical Technology 44
Māori, Pacific and Indigenous Studies 11 Mental Health 45
Religious Studies 12 Musculoskeletal Medicine/Musculoskeletal
Social Work 14 Management 46
Theology 17 Nursing 48
Obesity Prevention and Management 50
Sciences 23
Obstetrics and Medical Gynaecology 51
Aquaculture and Fisheries 23
Occupational Health and Safety 52
Bioengineering 23
Ophthalmology 52
Chemistry 23
Oral Health 53
Introductory Chemistry 24
Pain and Pain Management 53
Chemical Hazards 24
Perinatal Mental Health 54
Computer Science 24
Periodontology 55
Materials Science and Technology 24
Pharmacy 55
Science Communication 25
Physiotherapy 57
Surveying 25
Primary Health Care 58
Business 26 Public Health 59
Business Administration 26 Radiation Therapy 61
Entrepreneurship 28 Rehabilitation 61
Information Science 29 Rural and Provincial Hospital Practice 63
Tourism 29 Sport and Exercise Medicine 64
Surgical Anatomy 65
Health Sciences 31
Travel Medicine 65
Addiction and Co-existing Disorders 31
Ultrasound (for general medical practitioners) 66
Aeromedical Retrieval and Transport 32
Aviation Medicine 32 Qualifications 68
Bioethics 36
Most papers in this prospectus require access to both a computer and the internet.
Papers marked with this icon can be studied by students residing overseas AND have
no requirement to attend any course component in New Zealand.
While all reasonable efforts have been made to ensure that the information contained in this prospectus is
correct at the time of publishing, matters covered by this publication are subject to change. The University
reserves the right to introduce such changes (including addition, withdrawal, or restructuring of papers and
programmes) as it may judge to be necessary or desirable. The introduction of some papers and programmes
in 2019 is subject to final academic and resource approval. The detailed regulations of the University
concerning programme requirements and other matters are published in the University of Otago Calendar.
Welcome
Welcome to the University of Otago Welcome to Otago’s
Founded in 1869, the University of Otago is New Zealand’s
oldest university with an international reputation for excellence
Distance Learning Programme
in teaching and research. We also have a long tradition of The University of Otago has over 130 programmes (including
distance learning in fields where the University has specialist endorsements) available for you to study by distance. With our
knowledge and expertise. From the very beginning, Otago emphasis on providing distance programmes in areas where
professors worked hard to make our world-class education we have specialist knowledge and expertise, it isn’t surprising
available to all. In the 1880s, James Gow Black, the foundation to find that a majority of programmes focus on aspects of
professor of hemistry, would regularly tour the goldfields of the Health Sciences. However, we also have a number of
entral tago to teach and give scientific demonstrations in programmes in Business, Sciences and the Humanities
those distant communities. fields, in areas of particular e pertise such as usiness
Administration, Entrepreneurship, Chemical Hazards, Science
Fast forward to the 21st century, and the University now Communication, Indigenous Studies, Social Work, and
delivers a large number of courses by distance in the Theology and Religious Studies.
Humanities, Sciences, Business, and Health Sciences. Our
courses are comprehensive, known for their rigour and Our distance papers are taught by people who are wonderfully
relevance to the modern world. They are also highly accessible: knowledgeable about, and interested in, the subjects they teach.
the latest technologies support students’ learning. Not surprisingly, given Otago’s research strength, they are also
excellent and highly committed researchers. Another strength
All students who are enrolled at Otago, whether at any of the is the support that comes from the administrative staff who
University’s regional hubs or through distance courses, can underpin the workings of each paper. These people are pivotal
expect access to up-to-the-minute knowledge, guided by world- in ensuring that the papers run smoothly.
renowned experts and delivered through sophisticated learning
technologies. Otago graduates are in high demand – both It’s not all about us though! Many of you will be studying
within New Zealand and internationally. because you want to update your professional knowledge or
advance your career. Others will be studying out of interest or
As an international university grounded in the South Island to satisfy a sense of curiosity about a particular topic.
community, Otago welcomes enrolments from throughout the
ustralasian and acific regions and e tends this welcome to Whatever your motivation, our aim is to provide you with a
those from all parts of the world. I warmly invite you to join great Otago learning experience and to help you attain the
our University by enrolling in one of our distance learning goals you have set for yourself in your course of study.
programmes. Best wishes for your study this year.
Nau mai, haere mai.
PROFESSOR HARLENE HAYNE DR SARAH STEIN
ONZM, PhD, HonDSc, FRSNZ Director, Distance Learning
Vice-Chancellor
1
Distance Education
For more than 30 years, the University of Otago has been offering distance learning programmes that enable you to update your
qualifications wherever you live. Distance study connects you with the best minds without leaving your home or workplace. While the
University’s outstanding reputation for excellence in research attracts a diverse range of learners, a large number of distance students
are involved in postgraduate study, working to advance their careers or keep abreast of the latest developments in their field.
Unique programme Getting started give opportunities for you to broaden
your perspectives and develop critical,
Distance study at the University of Otago Choosing the right paper to study is analytical, and problem-solving skills.
is focused on those areas in which the sometimes di cult. This Prospectus Connection with other people who share
University has specific e pertise. While describes the papers available. You your enthusiasm for the subject you’re
you will see many Health Sciences papers, will find out information about who to studying enlivens your self-directed study
you will also see many papers from across contact for advice about your academic and links you to a broader community of
the other ivisions, all re ective of tago s programme, and you will also read about enquiry. You’ll be creating a learning space
reputation for excellence in a variety the way in which your paper or course may for yourself wherever you might be:
of fields. The full range of papers and be organised. We strongly recommend
programmes draws on established strengths that you consult a course adviser before • talking with your lecturers and other
in responding to identified needs within the selecting your papers. See otago.ac.nz/ students in real time to get immediate
widespread communities we serve. course-advice. With the right advice, you
feedback on ideas
can enrol with confidence. • discussing ideas online, over time,
allowing you to consider evolving
Flexible and personal perspectives in a time e ible manner
Students value distance education for the
Learning with Otago • studying independently, accessing
digital and hardcopy resources designed
e ibility it offers. ost learning occurs Once you’re enrolled, you’ll have access to
to help focus your study
in your space, in your time. The emphasis course materials and resources, and to a
of the way we teach is on understanding range of ways of communicating with your • engaging independently with lecturers
you as a learner and supporting your lecturers and interacting with your fellow as they present core teaching material
engagement within the course. students. n effect, you ll be able to create a for your course of study.
learning space for yourself. Your study may involve some or all of the
The istance earning ce collates following:
Lifelong learning the Information and Support Booklet, which Going online
Learning never stops! The University’s contains useful information about the
services the University provides for you The opportunity to access course materials
excellence in research signals its
while you study. It also gives advice about and library resources online and to interact
commitment to understanding more about
how you can make your study an enjoyable with lecturers and fellow students via the
the world around us. In the same way, the
and successful experience. This booklet internet will considerably enhance your
distance education programme provides
is available on our website at otago.ac.nz/ study. Most courses require access to both
opportunities for students to continue
courses/distance_study/#infosupport
the internet and email.
learning, to build on current qualifications
and to stay up to date in their own areas
Course material Web-conference sessions
of expertise. Web-conference teaching promotes and
You’ll receive information about how
the course will be run, along with details strongly emphasises participatory study.
Sessions are a combination of lecture and
Professional or personal interest of study modules and assessments and
tutorial but will, more than likely, look very
required readings. In most papers, course
University of Otago distance students are material is accessed electronically through different to the face to face e periences of
a diverse group. Many are professionals the internet. these that you may have had in the past.
who are studying to enhance their Whatever form they take, they can easily
qualifications. or them, the interplay of Interaction with others involve a range of experts from throughout
work and study forms an important part Distance learning provides you with New Zealand or other parts of the world.
of enriching their understanding of what considerable control over the time you Residential schools/workshops
they are learning. Others are studying spend studying.
for personal interest, drawing on the rich, Some programmes require you to attend
At Otago we also recognise that learning residential schools on campus in New
research-informed teaching expertise that
on your own all the time isn’t always the Zealand, although not necessarily for
tago staff bring to their interactions with
best way to develop your understanding all papers. These schools vary in length
students. For both groups, Otago study
of the topics you’re studying. Interactions from a day to a week and may be held
means excellence.
with your lecturers and your fellow students in Auckland, Christchurch, Dunedin,
2
Wellington, or at various other locations n the guide you can find information Distance Learning Office
throughout New Zealand. about how to request books using Library
Search | Ketu, to be sent to your home Dr Sarah Stein
Papers that do not require attendance at Director, Distance Learning
any course component in New Zealand are address (a free service within New
Zealand), and have scans of articles and Tel 64 3 479 5809
indicated with an icon in this prospectus. Email distance.learning@otago.ac.nz
book chapters emailed to you.
Please do contact us at any time if you have Please note the availability of some
Supporting learners any queries: papers may have changed since this
Prospectus was printed.
The University supports distance students Email ask.library@otago.ac.nz
in many ways. Tel 0800 347 826 (0800 DISTANT) For up-to-date information, contact the
within New Zealand department concerned.
Study support Tel 64 3 479 8940
There is a wealth of information for A Guide to Library Services for distance
students available on the University’s students is available to all enrolled distance
distance learning website (distance.otago. learning students at otago.ac.nz/courses/
ac.nz), including tips for successful study; distance_study/#library
managing university communications;
accessing online resources; and web links Disability Information and Support
for help with assignments such as finding Disability Information and Support
and referencing information; academic provides learning support, advice,
writing; changing your course; and advocacy and information to students
examinations. with disabilities, impairments, medical
conditions or injuries.
University of Otago Library
The University of Otago has a world- The support provided is varied and may
class library to support staff and include access to specialised equipment,
students engaged in teaching, learning quiet study rooms, note-taking, subject
and research. Library resources are tutoring, reformatting of course materials,
increasingly available online as e-journals and alternative test and examination
and e-books and these are particularly arrangements. Our Student Advisers
useful for distance students. are available to discuss each student’s
requirements and work collaboratively to
Subject guides are a valuable resource put together a support plan.
when starting out or returning to study.
From the Library home page (otago. Tel 0800 80 80 98 (New Zealand only)
ac.nz/library) click on Search > Subject or 64 3 479 8235
guides and select your subject area to find Email disabilities@otago.ac.nz
recommended databases and other library Fax 64 3 479 5873
tools to support your study. Also listed in Web otago.ac.nz/disabilities
each subject guide are the contact details Teaching and counselling support
for the librarian who can offer specialist
help in your subject. As a distance student, you are encouraged
to eep in regular contact with the staff
Distance students responsible for providing your course.
The Library has been supporting Distance Coursebooks and the Distance Learning
students for as long as the University Information and Support Booklet provide names
has been offering distance courses. We and addresses of staff to contact should you
understand the challenges that go with have concerns about any aspect of
studying off campus and have developed your study.
a guide to Library services for distance
students. ou can find a lin to this on
the Library’s home page under “distance
students”.
3
Enrolment and fees
Enrolment A student who has previously been The due date for the submission of
admitted to another New Zealand your application depends on the type
s a first step, if you are intending to ta e university can normally transfer their of programme you are applying for.
any distance learning papers, you are entrance qualification from that university See otago.ac.nz/important-dates for the
encouraged to contact the department to the University of Otago. applicable dates.
or departments concerned to check your
eligibility to take your planned course. university entrance qualification is If you are currently enrolled at Otago, and
essential for admission to the University. wishing to continue in the same programme,
Every distance learning student must However, most programmes have higher you do not need to submit a new application,
complete enrolment for study online for requirements, and not all students with but you will need to complete course
every year in which papers are being taken. a university entrance qualification will enrolment. For applicable dates, see
This is in addition to any correspondence necessarily be admitted. otago.ac.nz/news/events/keydates
with teaching departments. We have
developed a helpful step-by-step guide Students applying for admission to the Course enrolment must be completed by
about the enrolment process for distance University must also be competent in the all students via eVision and consists of the
learning students: use and understanding of written and following steps:
spoken English and may be required to • Annual details
otago.ac.nz/courses/distance_study/
provide evidence of proficiency in nglish
otago090601.html • Paper selection
as part of the application process.
To enrol at the University of Otago you must • Course approval
ll students are classified as either domestic
hold a University ntrance qualification • Course enrolment declaration.
or international students. Domestic
and be admitted to a programme of study.
students are those who are New Zealand Payment of fees must be arranged by:
Enrolment in some papers may be subject to
citizens (including citizens of the Cook
additional approval. • 11 January (for Summer School papers),
Islands, Tokelau and Niue), permanent
or
residents of New Zealand or Australia who
are resident and studying in New Zealand, • 10 February (for courses beginning in
University Entrance or Australian citizens resident and studying the first semester), or
Every student must be aged 16 or over by in New Zealand. All other students are • 10 July (for courses beginning in the
the first day of formal classes in his or her international students. second semester).
course and: International students (including New Fee invoices will be available via your
• have obtained a university entrance Zealand permanent residents studying eVision portal once you have completed the
qualification from the ew ealand outside New Zealand and Australian enrolment process:
school system (NCEA Level 3 passes or citizens and permanent residents studying otago.ac.nz/evision
earlier ew ealand qualifications), or outside New Zealand) will normally be
charged international fees. Penalty fees will be imposed where full
• be granted admission ad eundem
payment is not received by the due date on
statum (i.e., “at an equivalent level”) at
your tuition fee invoice.
entrance level (normally on the basis
of overseas school qualifications) or on The enrolment process
the basis of tertiary-level passes (for
students with university-level passes,
For information on the enrolment process Further information
at Otago see:
but not a completed degree, from an Tel 0800 80 80 98 within New Zealand
otago.ac.nz/enrolment
overseas institution or from a non- 1800 468 246 from Australia
university institution in New Zealand), Or consult the Guide to Enrolment, which is 64 3 479 7000 from outside
or at graduate level (for students who available in hardcopy or online: New Zealand
have completed a degree (or equivalent otago.ac.nz/publications Email university@otago.ac.nz
qualification) at an overseas institution Web ask.otago.ac.nz
Or visit our step-by-step guide to
or at a non-university tertiary institution
enrolment for distance learning students:
in New Zealand), or
otago.ac.nz/courses/distance_study/
• be granted discretionary entrance (for otago090601.html
domestic students under 20 years of age
applying on the basis of NCEA Level 2 You can apply online at the University’s
results or equivalent), or website otago.ac.nz
• be granted special admission (for Applications should be submitted by the
domestic students aged 20 years or due dates. Later applications may be
over, who do not otherwise qualify for accepted if facilities for tuition remain
admission). available, but you may be liable for an
additional fee.
4
HIGHER
EDUCATION
The University of Otago’s Higher Education Development Centre (HEDC) offers three distance programmes for those wanting to
enhance their knowledge and understanding of teaching, learning, and academic practice in higher education.
Qualifications s a c in i ucation
30 points (first semester)
ost a uat tificat in i ucation t i An introduction to qualitative approaches to research of teaching
ost a uat i lo a in i ucation i i and learning in higher education. Using individual and peer
ast o i ucation supervision, participants explore methodological issues and plan
a research project that is the focus of HEDU 510 or HEDU 590.
Note: The Postgraduate Certificate and Postgraduate Diploma may be
endorsed in Clinical Education and the Master of Higher Education may be Prerequisite: HEDU 502 or HEDX 502 or EDUC 505
endorsed in Educational Technolog y.
Restriction: HEDX 503, EDUC 506
Limited to: PGDipHighE, MHEd
Programmes of study
ost a uat tificat in i ucation t i ca ic a s i in i ucation
The PGCertHighE is restricted to graduates and consists of 30 points (second semester)
two papers that can be completed in a minimum of one and a A critical examination of academic leadership using
maximum of three years’ part-time study. contemporary leadership theories. Understanding how academic
ost a uat i lo a in i ucation i i leadership is situated in a contemporary higher education sector.
The PGDipHighE is restricted to graduates who have experience Limited to MHEd
in teaching in the tertiary sector. The diploma consists of
Note: HEDU 504 is a compulsory paper within the Master of Higher
three taught papers (HEDU 501, 502 and 503) and a research
Education programme (MHEd).
dissertation (HEDU 510) and can be completed in a minimum of
two and a maximum of four years’ part-time study.
cial o ic
ast o i ucation 30 points (second semester)
The MHEd is restricted to graduates who have experience in Educational research of a topic that is situated within the context
teaching in the tertiary sector. The Master’s consists of four of teaching and learning in higher education.
taught papers (HEDU 501, 502, 503 and 504) and a research
Prerequisite: HEDU 503 or HEDX 503
dissertation (HEDU 590) and can be completed in a minimum of
two and a maximum of six years’ part-time study. Restriction: HEDX 510
As one of the principal modes of teaching is online learning, all Limited to: PGDipHighE
students are required to have access to the internet. Note: Students may be admitted with approval from the Head of Department
The follo ing papers are o ered in 2019 of the Higher Education Development Centre.
itical ction on i ucation
s a c o ct
30 points (full year)
60 points (8 Jul - 14 Feb; 18 Feb - 5 Jul)
A critical examination of personal theories of tertiary teaching
within a comparative framework of contemporary literature and Supervised educational research of a topic that is situated within
practice. the context of teaching and learning in higher education.
Restriction: HEDX 501, EDUC 507 Limited to MHEd
Limited to: PGCertHighE, PGDipHighE, MHEd
Further information
Note: Restricted to selected professional students.
Mr Russell Butson
a nin o an actic in i ucation Higher Education Development Centre
30 points (full year) Tel 64 3 479 5789
Examination of contemporary research on student learning. Email russell.butson@otago.ac.nz
ploration of the effects of participants teaching practices on Web otago.ac.nz/hedc
how students learn in order to enhance student learning outcomes.
Restriction: HEDX 502, EDUC 505
Limited to: PGCertHighE, PGDipHighE, MHEd
5
STUDENT PROFILE
Logan Skerrett
Bachelor of Theology with Honours
Logan Skerrett worked as a bricklayer after leaving school, but his religious
convictions led him to change direction and begin studying to become an
ordained minister.
He was happy to start a degree course, but work and family commitments and
deep connections with his community and church meant he really didn’t want
to leave his Mount Maunganui home.
“We could stay So Logan enrolled for a Bachelor of Theology endorsed in Biblical Studies
taught through Otago’s distance learning programme.
close to our family
“It meant that as a family we could maintain our life here and stay with our
and lifelong friends local church that we were heavily involved with and didn’t want to leave. We
while I furthered could also stay close to our family and lifelong friends while I furthered my
my education and education and forged a different path for our future.
forged a different While many distance students go part-time, Logan completed his
undergraduate degree mainly full-time.
path for our future.” “The set up at Otago is amazing. Everything is readily available online and it’s
really easy to access the lecturers who are quick to respond to your questions.
Study gets better and better as you progress through the course and get to
understand what the University wants and how to best provide it.
“There’s good interaction with other students on teaching days, and I didn’t
feel at all isolated being off campus.
After graduating, Logan found himself with a gap year before he could enter
training to become an ordained minister, so he enrolled in a distance-taught
Bachelor of Theology with Honours in Biblical Studies, giving him the
potential for further advancement such as a PhD.
tago offers a very robust and ecumenical course denominationally sourced
from a lot of different perspectives. ve very much enjoyed my distance
learning e perience with tago. t s wor ed for me on so many different
levels.”
6
HUMANITIES
Anthropology Children’s Issues
The nthropology and rchaeology epartment offers The hildren s ssues entre offers three main distance learning
the following two papers by distance learning as part of papers. A fourth research-only paper is available to a small
its postgraduate programme for the Bachelor of Arts with number of students with a strong research background and
Honours in Anthropology and Postgraduate Diploma in Arts access to research data. These interdisciplinary papers are
in Anthropology. We also welcome students from outside of primarily designed as professional development opportunities
our programme who have a cross-disciplinary interest in these for practitioners working in a range of areas with children,
particular topics, but who may not have the prerequisite papers for young people, and their families wh nau, including social
entry, to request special permission to take these papers. Students workers, teachers, nurses, family lawyers, police, psychologists,
from the sciences, health sciences, bioethics, gender studies and policy analysts, researchers, family support and community
other social science programmes are all welcome to apply. development workers.
o i s c nolo i s an icin s Qualifications
20 points (full year)
Anthropological analysis of what it means to be human in living ost a uat tificat in il n s ssu s t s
and working with innovative medical technologies such as ost a uat i lo a in il nt actic i
genetic testing, xenotransplantation, intensive care units, organ
transfers and gender reassignment surgeries.
Programmes of study
Prerequisite: 72 300-level ANTH or ARCH points
ost a uat tificat in il n s ssu s t s
Note: May not be credited together with ANTH 411 passed in 2002-2004. The PGCertChIs comprises two compulsory papers, CHIC
401 Understanding Children and Childhood: Theory into
nt o olo o il Practice, and CHIC 402 Promoting Children’s Participation and
20 points (full year) Protection.
A cross-cultural and historical investigation of beliefs and activities
seen as manifestations of evil in the world, drawing on ethnographic These interdisciplinary postgraduate papers are intended to
research, historical studies and anthropological theory. meet the needs of a diverse group of professionals who work
with children, young people, and their families wh nau in such
Prerequisite: 72 300-level ANTH or ARCH points fields as social wor , education, justice, law, health, psychology,
family support and community development, and who have an
Further information interest in studying current research, policy and practice issues
which affect the development, well being, and rights of children
Professor Ruth Fitzgerald
and young people. The courses are also an option for internal
Department of Anthropology and Archaeology
postgraduate students at the University of Otago studying in
Email ruth.fitzgerald@otago.ac.nz
relevant disciplines.
7
Applicants for CHIC 401 and/or CHIC 402 must be graduates
or possess an appropriate professional qualification requiring at Education
least three years of full-time tertiary study, or have alternative The University of tago ollege of ducation offers internet
qualifications or e perience related to hildhood tudies that are based postgraduate papers ideal for practising teachers looking
acceptable to the Pro-Vice-Chancellor (Humanities). to upgrade or e tend their e isting qualifications, and for other
graduate professionals with an interest in education.
ost a uat i lo a in il nt actic i
The PGDipCCP (120 points) comprises two compulsory papers:
CHIC 401 and 402; and two optional papers drawn from the
Qualifications
following distance-taught papers when available: CHIC 407, 480, ac lo o ts it onou s ons in ucation
SOWK 520, and CHHE 701; or one substituted optional paper ost a uat i lo a in ts i ts in ucation
(30 points), with the approval of the Director of the Postgraduate
ast o ts in ucation sis
Diploma programme, drawn from existing University of Otago
papers. ast o ts in ucation ou s o
ost a uat tificat in ucation an a nin t n
The follo ing papers are o ered in 2019
ost a uat i lo a in ucation an a nin i n
8 s a c tu
ast o ucation an a nin n
30 points (first semester or second semester)
This single-semester paper, within the Postgraduate Diploma in octo o ucation
Child-Centred Practice, involves the undertaking of a small-scale octo o iloso
independent research study on a child-centred practice issue.
It results in an 8,000-word research report. Supervision and
Professional qualifications
support are available from an assigned supervisor. The topic is
selected by the student, with its nature and scope being refined In addition to the Postgraduate Diploma in Arts (PGDipArts),
and negotiated in consultation with the supervisor. aster of rts ( ), h , three professional qualifications are
available:
Note: Admission requires approval from the Director of the Children’s
Issues Centre. ost a uat tificat in ucation an a nin
t n
o unit il alt ost a uat i lo a in ucation an a nin i n
30 points (first semester or second semester)
ast o ucation an a nin n
Community aspects of child health and child health services.
These programmes are designed to meet the professional
Restriction: CHHX 701
development needs of teachers in the early childhood, primary
Limited to: DCH, MHealSc, PGDipHealSc and secondary sectors, and to help teachers further develop
Note: A compulsory paper for DCH; may also be taken by other approved their critical knowledge and understanding of issues related to
health professionals. teaching and learning in Aotearoa New Zealand, including their
own teaching practices.
The follo ing papers are not o ered in 2019 Admission requirements for the professional programmes
n stan in il n an il oo o into include e perience of wor ing in a relevant field of education and
Practice evidence of ability for advanced academic study.
o otin il n s a tici ation an ot ction The Doctor of Education degree (EdD) is designed with an
il nt actic explicitly professional orientation as an alternative to the PhD.
ocial ic s s a c an aluation The internet is the main delivery system. Students will require
access to an internet-connected computer. Previous computing
Further information experience is not required. All papers are internally assessed.
There are no final e aminations.
Administrator
Children’s Issues Centre lease note that not all papers may be offered in any one year.
Tel 64 3 479 5038 For the most up-to-date information on paper availability visit
Email cic@otago.ac.nz the University of Otago College of Education website:
Web otago.ac.nz/cic
otago.ac.nz/education
Programmes of study
ac lo o ts it onou s ons an ost a uat
i lo a in ts i ts in ucation
EDUC 407, 480, and 60 further 400-level EDUC points
ast o ts in ucation t sis o tion
The MA in Education (thesis) can be completed in either one (if
students already have a relevant postgraduate qualification) or
two years of full time study. The first year comprises completion
of papers, including a research methods paper, and the second
year comprises completion of a 120-point thesis.
8ou s o ou s o in ucation o tion u nt ssu s in ucation
The Coursework MA programme is designed to provide a multi- 20 points (first semester)
disciplinary grounding for Humanities students in a range of An introduction to postgraduate study and its required academic
subjects as preparation for further study or future employment. skills through discussion and critical evaluation of national and
The programme will take either 12 months or three semesters of international trends in education.
full-time study to complete. The programme can also be studied Limited to: PGCertEdLn, PGDipEdLn, MEdLn
part-time. The Coursework MA option consists of HUMS 501 or
HUMS 503, HUMS 502, and three EDUC 400-level 20-point onc tualisin an si nin Qualit ucational
papers. s a c
20 points (first semester)
ost a uat tificat o ucation an a nin Issues of research design and methodology for students who are
t n studying policy, practice and professional issues in education.
The PGCertEdLn (60 points) may be completed in the
equivalent of one year of part-time study (to be completed within Restriction: EDUC 412
three years of admission) enabling teachers to continue teaching Limited to: PGDipEdLn, MEdLn
while they study. The PGCertEdLn consists of EDUC 402 plus
EDUC 400-level papers to the value of 40 points. s a c si n an t o olo i nc
as actic in ucation
ost a uat i lo a o ucation an a nin
20 points (first semester)
i n
Issues of research design, methodology and practice for
The PGDipEdLn (120 points) is normally completed in one year
researchers inquiring into professional practices of teaching and
of full-time study (and must be completed within two years of
learning as they arise in education settings.
admission) or the equivalent in part-time study (to be completed
within six years of admission) enabling teachers to continue Restriction: EDUC 411
teaching while they study. The PGDipEdLn consists of EDUC Limited to: PGDipEdLn, MEdLn
402, 403; 411 or 412; plus optional 400-level EDUC papers to the
value of 60 points. c nolo n anc a nin
20 points (full year)
ast o ucation an a nin n Introduces various theoretical perspectives on the use of
The MEdLn (180 points) may be completed in eighteen months technology to enhance teaching and learning and discusses
(two semesters of full-time study followed by completion of the the practical issues resulting from this. Issues on knowledge
Research Project or Professional Inquiry focusing on the area of construction and creation, and the culture of change, are also
endorsement), but will normally be completed in three years of considered.
part-time study (to be completed within eight years of admission)
enabling teachers to continue teaching while they study. Students Prerequisite: 54 300-level EDUX or EDUC points
can choose the amount of research they include, focusing either Restriction: EDUX 423
on classroom-based research or research in education more
broadly. The MEdLn consists of EDUC 402, 403, 411 or 412, cial o ic
and 495; plus optional 400-level EDUC papers to the value of 60 20 points (full year)
points; and EDUC 591 or 592. This paper involves advanced, independent study. You will study
a topic of your choice, with the support of a lecturer in the field.
octo o ucation Prerequisite: 54 300-level EDUX or EDUC points
The EdD is a doctoral programme developed for educational
professionals which takes 6–8 years of part-time study. The Restriction: EDUX 429
programme of study includes a year of half-time coursework
nt o uction to nt n t as a nin
EDDC 911 (running July-June) followed by the completion and
20 points (first semester)
presentation of a research proposal over the next 6–9 months.
Focuses on the use of the Internet and the World Wide Web
Once this is approved, students move to the thesis stage of the
as tools for teaching, learning and research. Examines how
research. During this stage they will conduct a research study,
teaching resources can be searched, gathered and evaluated on
and write up the results. As they do this they will also complete
the Internet. Ethical issues relating to use of the Internet are also
a research to practice portfolio, highlighting the impact of their
discussed.
EdD experiences on their practice.
Prerequisite: 54 300-level EDUX or EDUC points
octo o iloso Restriction: EDUX 317 and EDUC 317
Entry to PhD study normally requires at least a BA(Hons)
or PGDipArts, and students must be able to show they have Note: Not available to students who have already completed EDUX 413,
advanced knowledge of the educational area in which they wish which is an advanced paper that follows on from EDUX 435.
to study, experience in conducting research and knowledge of
research methods. 8 a s i o a nin
20 points (full year)
The follo ing papers are o ered in 2019 A critical examination of theory, research and practice relating
(* Students who have not passed the normal prerequisites may to leadership for learning in educational settings. Students will
be admitted with approval from the Dean of the College of review a range of models, case studies and research findings.
Education.) This paper uses print-based material and the Internet as the
principal delivery systems.
Prerequisite: 54 300-level EDUX or EDUC points
9t at ic ucational ana nt 8 iss tation
20 points (full year) 60 points (25 Feb 2019 - 10 Feb 2020)
A critical examination of contemporary literature and research Aims at developing students’ professional skills as teachers.
on the theory and practice of strategic educational management tudents will engage in critical re ection on their professional
across a range of education sectors. practice by documenting their goals, growth, achievement and
Prerequisite: 54 300-level EDUX or EDUC points professional attributes developed throughout the course of study.
(Only available to currently enrolled MEd students.)
tu i s in ac ucation lo nt Prerequisite: 54 300-level EDUC or EDUX points
an a nin
20 points (first semester) Restriction: EDUX 580
Inquiry into teacher education in its international context, Limited to: MEd
addressing issues of programme design, implementation, Note: The duration of this paper is 12 months
evaluation, and teacher educator development and learning.
Limited to: PGCertEdLn, PGDipEdLn, MEdLn o ssional actic o t olio
60 points (25 Feb 2019 - 10 Feb 2020)
ualit i sit an ucation Aims at developing students’ professional skills as teachers.
20 points (first semester) tudents will engage in critical re ection on their professional
Investigates theories of equality and applies them to poverty, gender, practice by documenting their goals, growth, achievement and
ethnicity, culture and ability. Critically addresses the question of professional attributes developed throughout the course of study.
why educators should be concerned about societal inequalities. (Only available to currently enrolled MTchg students.)
Prerequisite: 54 300-level EDUX or EDUC points Prerequisite: (EDUX 440 or EDUC 440) or (EDUX 423 or
EDUC 423)
6 nto in ac s
Restriction: EDUX 590
20 points (first semester)
Critical examination of mentoring practice related to professional Limited to: MTchg
growth of teachers at all levels. Note: (i) The duration of this paper is 12 months. (ii) Intake for the first
Prerequisite: 54 300-level EDUC or EDUX points semester only
Restriction: EDUX 462
s a c o ct
Notes: May not be credited with EDUX 433 passed in 2011 or 2012. 40 points (22 Feb 2019 - 15 Feb 2020)
A supervised research dissertation of up to 15,000 words on an
8 s a c tu approved topic.
40 points (full year)
Pre- or corequisite: EDUC 411
Independent in-depth exploration of an educational issue,
comprising either a review of relevant literature, or completion of Limited to: MEdLn
a study approved by the Dean of the College of Education. Note: The duration of this paper is 12 months
Prerequisite: 54 300-level EDUC or EDUX points
o ssional n ui
Restriction: EDUX 480, EDUC 481 40 points (22 Feb 2019 - 15 Feb 2020)
Limited to: BA(Hons), MEd, PGDipArts Development of professional skills as a teacher and engagement
Note: The duration of this paper is 12 months in critical re ection on professional practice by documenting
goals, growth, achievement and professional attributes developed
ou t in ction throughout the course of study. Requires students to identify a
20 points (first semester or second semester) need in their profession.
Students make explicit links between research, theory, and Pre- or corequisite: EDUC 412
practice, re ecting on how their learning e periences continue to
Limited to: MEdLn
in uence their practice.
Note: The duration of this paper is 12 months
Pre- or corequisite: EDUC 591 or EDCU 592
Limited to: MedLn octo o ucation ou s o
60 points (3 Jan - 21 Jun; 8 Jul - 20 Dec)
s cti s on ac in an a nin ngages students in critical re ection on their professional
20 points (second semester) practice and prepares them for their thesis and research to
An exploration of current theory and research on learning and practice portfolio research.
teaching relevant to a broad range of educational settings.
Limited to: EdD
Limited to: PGDipEdLn, MEdLn
Note: Students must enrol for EDDC 911 twice: in the second half of the
cial o ic
first year of study and the first half of the second year of study.
20 points (second semester)
The paper is arranged around several discussion conferences, The follo ing papers are not o ered in 2019
each looking at a separate topic related to the knowledge- ucation in alan olic an at ssu s
building communities (KBC) model. Conferences normally run no ation an o unication c nolo in
for two weeks and involve a combination of readings and online ucation
asynchronous discussions.
s a c in ucational ssu s
Prerequisite: 54 300-level EDUX or EDUC points
at atics ucation a nin an ac in
108 cial o ic co in a s a c ca a l ac oit t nua an o an olonialis
unio an oun ult it atu in ultu al ont ts 20 points (first semester)
n e amination of ori attitudes to whenua (land) through
cial o ic ti anga (customary lore), and the in uence of colonialism in the
cial o ic i ital c nolo i s an no l ori world using and ourt inute oo s.
uil in
Prerequisite: 36 300-level ANTH, GEOG, HIST, MAOR,
itical nal sis o ac in MFCO or POLS points or 30 LAWS points at 300-level or above
s a c in sonal ac in actic Restriction: MAOX 404
acific ucation ssu s ultu ntit an
c oolin s ntin acific isto i s
nclusi ucation 20 points (first semester)
Themes and theories in the representation of Indigenous histories
cisin o ssional a s i
of otearoa and other slands of the acific.
a o in a l il oo ucation
Prerequisite: 36 300-level HIST, MAOR or PACI points
6 onst uction o u iculu in a l il oo
ucation Restriction: MAOX 407
ta i i t au a a o i an n i nous
Further information ucation
20 points (second semester)
Postgraduate Administrator
University of Otago College of Education
A critical analysis of the inter-relationships between language,
Tel 64 3 479 4974
knowledge, culture and power in education in the struggle
Email postgrad.education@otago.ac.nz
of indigenous peoples for self-determination, with a focus on
Web otago.ac.nz/education
empowering communities.
Prerequisite: two 300-level MAOR, PACI, INDV or EDUC
papers
Māori, Pacific and Indigenous Studies Limited to: BA(Hons), PGDipArts, MInDs
Te Tumu, the chool of ori, acific and ndigenous tudies, Note: May not be credited together with MAOR 410 passed in 2015.
offers the degree of aster of ndigenous tudies by distance
learning. cial o ic
20 points (second semester)
political and historical perspective on leadership in the acific
Qualification and programme of study and how indigenous acific people are affected by and also
ast o n i nous tu i s n in uence leadership processes and changes in their communities,
The MindS programme of study consists of EITHER a research societies and states. Analysis of leadership theories and models
thesis (INGS 5) and a core paper (INGS 501), or a research for their relevance in specific societal and state conte ts from
report (INGS 590), and a core paper (INGS 501) and two the acific.
approved elective papers at 400-level. Prerequisite: PACI 301 or PACI 310 or 36 300-level ANTH,
GEND, HIST or MAOR points
The follo ing papers are o ered in 2019
n i nous o an t o The follo ing papers are not o ered in 2019
20 points (first semester)
s a c iss tation
Introduces key theory and method questions for Indigenous Studies,
focusing on the central challenge of defining ndigenous . in asifi a o n in ol n sian o uniti s
sou c ons ation an ana nt in t acific
Restriction: INGX 501
Limited to: MIndS
Further information
s a c o t Postgraduate Administrator
60 points (25 Feb 19 - 21 Feb 20) Te Tumu
A supervised research project of no more than 18,000 words School of Māori, Pacific and Indigenous Studies
(excluding notes, appendices, bibliography) on an approved topic. Tel 64 3 471 6946
Restriction: INGX 590 Email minds@otago.ac.nz
Web otago.ac.nz/tetumu/
Limited to: MIndS
Note: May not be credited together with the Master of Indigenous Studies
thesis (INGS 5)
11Religious Studies The follo ing papers are o ered in 2019
6 li ious o nts
Religious Studies seeks both to understand religion as a universal 18 points (Summer School)
human phenomenon and to explore the variety of ways in which A study of new religious movements (NRMs) in the modern
people express their religious commitments in thought and world.
action. Since Religious Studies students study a wide variety of
Prerequisite for RELS 214: 36 points
societies and cultures, this is a subject which can be profitably
included within most courses of study. Restriction for RELS 214: RELS 306, RELX 214, RELX 306
Papers in Religious Studies are designed to be accessible to Prerequisite for RELS 306: 18 200-level RELS or RELX points
everyone, irrespective of religious background. The subject Restriction for RELS 306: RELS 214, RELX 214, RELX 306
would be particularly useful to students of History, Philosophy,
Political Studies, Classical Studies, Education, Psychology, li ion a an olitics
Anthropology, and Art History. Students who have majored in 18 points (Summer School)
Religious Studies at Otago have gone on to careers in teaching, The interplay of religion, law and politics in contemporary India,
religious and social work, counselling, librarianship, business Sri Lanka, America, New Zealand, Canada and elsewhere. Case
(especially marketing) and government. study and theory. Themes include secularism, religious freedom,
pluralism and others.
Qualifications Prerequisite for RELS 235: 36 points
ac lo o ts in li ious tu i s Restriction for RELS 235: RELS 335, RELX 235, RELX 335
ac lo o ts it onou s ons in li ious tu i s Prerequisite for RELS 335: one 200-level RELS or RELX paper
i lo a o a uat s i a in li ious tu i s Restriction for RELS 335: RELS 235, RELX 235, RELX 335
ost a uat i lo a in ts i ts
ast o ts ou s o nt o uction to in uis an u is
18 points (first semester)
The ancient origins, classical traditions and contemporary
Programmes of study forms of Hinduism and Buddhism including Hindu mythology,
ac lo o ts in li ious tu i s teachings of the Buddha, religious disciplines such as yoga and
The papers that have to be included in a BA in order to major meditation, expression of devotion in art and architecture, spread
in Religious Studies are as follows: 100-level - RELS 101 and of Indian religions to the West.
RELS 102; 200-level - three 200-level RELS papers (54 points); Restriction: RELX 102
300-level - four 300-level RELS papers (72 points); plus 198
further points; must include 18 points in BIBS or CHTH and 54 nt o ucto ans it
points at 200-level or above. Up to 90 points may be taken from 18 points (first semester)
outside Arts. A reading-based beginners’ paper covering the basic elements of
Note: Every programme must also include at least one BIBS or CHTH paper. Classical Sanskrit grammar and vocabulary, designed to develop
reading skills in Classical Sanskrit.
Bachelor of Arts with Honours in Religious Studies (BA(Hons))
and Postgraduate Diploma in Arts Subjects (PGDipArts) Restriction: SANX 111
RELS 490; RELS 415; plus two further 400-level RELS papers. cial o ic u aisi in t o n o l
An approved paper may be substituted for one 400-level RELS 18 points (first semester)
paper. An introduction to Judaism in the modern world, with emphasis
on contemporary issues and debates.
i lo a o a uat s i a
Prerequisite for RELS 230: 36 points
The DipGrad can be used for many purposes, and in some cases,
effectively provides an additional major. t requires you to do Restriction for RELS 230: RELX 230
at least seven papers, of which at least four are at 300-level or Prerequisite for RELS 330: 18 200-level RELS or RELX points
above. The programme is designed for graduates and may be
completed by full-time candidates in one year or by part-time Note for RELS 230: May not be credited together with RELS 330 when
candidates over more than one year. A DipGrad is a great way taken with the same content.
to retrain or to update e isting qualifications. any students
also find it a convenient way to continue learning and that it is a s c olo o li ion
18 points (first semester)
useful bridge to postgraduate study. Must include papers worth
An introduction to the psychology of religion, with emphasis
at least 54 points from those prescribed at 300-level for the major
on what research in contemporary cognitive and evolutionary
subject requirements for the subject concerned and/or from those
psychology says about human religious belief and behaviour.
available at a higher level in the subject concerned.
Prerequisite for RELS 237: 36 points
(* Students who have not passed the normal prerequisite may be
admitted with approval from the Head of Department.) Restriction for RELS 237: RELS 337
Prerequisite for RELS 327: 18 200-level RELS or PSYC points
Restriction for RELS 327: RELS 237
Note: May not be credited together with RELS 231 or RELS 331 passed
in 2016.
128 8 li ion an u an a iou Prerequisite for RELS 225: 36 points
18 points (first semester)
Restriction for RELS 225: RELS 325
An overview of the study of religions as cultural phenomena,
with an emphasis on scientific e planations for what religions Prerequisite for RELS 325: one 200-level RELS, RELX, or
have in common and for the differences between them. PHIL paper
Prerequisite for RELS 238: 36 points Restriction for RELS 325: RELS 225
Restriction for RELS 238: RELS 338 6 6 a a ana u is
Prerequisite for RELS 338: one 200-level RELS paper 18 points (second semester)
The origins of Mahayana Buddhism in India, its spread to Tibet
Restriction for RELS 338: RELS 238
and East Asia and its relationship to other forms of Buddhism,
including Theravada.
iss tation
60 points (full year) Prerequisite for RELS 226: 36 points
ither a piece of original wor on a specified research question,
Restriction for RELS 226: RELS 326, RELX 226, RELX 326
or a more wide-ranging discussion which gives a critical account
of existing literature and knowledge. Prerequisite for RELS 326: one 200-level RELS or RELX paper
Prerequisite: three 300-level RELS or RELX papers Restriction for RELS 326: RELS 226, RELX 226, RELX 326
Restriction: RELX 490
The follo ing papers are not o ered in 2019
Limited to: BA(Hons), PGDipArts li ions o out ast sia
nt o uction to u ais istianit an sla o l istianit
18 points (second semester) o an ois li ions o out n ia
An introduction to the three major religions which originated in
6 6 n u is
the Middle East.
li ion ci nc an a ic
Restriction: RELX 101
s ntin sla
nt o ucto ans it u ist ou t
18 points (second semester) 8 i o t u a t an cono a
A continuation of SANS 111, including the study of passages
from the Bhagavad Gita and other texts. a anis
cial o ic
Prerequisite: SANS 111 or SANX 111
sian li ions an t st
Restriction: SANX 112
li ion an ntit
nci nt li ion t to so ota ia 6 6 u is tat an oci t
18 points (12 Nov - 14 Dec)
t o an o in t tu o li ion
The religious practices, beliefs and texts of ancient Egypt,
Mesopotamia and the Levant, ca. 3000–300 BCE. 6 sian li ions an t st
Prerequisite for RELS 203: 36 points
Programme of study
Restriction for RELS 203: RELS 303
ou s o ast o ts
Prerequisite for RELS 303: 18 200-level RELS or BIBS points The Coursework MA programme is designed to provide a multi-
Restriction for RELS 303: RELS 203 disciplinary grounding for Humanities students in a range of
subjects as preparation for further study or future employment.
o in sian li ions The Coursework MA requires that you take two 30-point papers
18 points (second semester) in Religious Studies, two further 30-point Humanities papers
An examination of some of the ways in which body, gender and and complete a 60-point dissertation (RELS 590 or 591).
sexuality are constructed and practised in cultures dominated by
Hindu and Buddhist ideals. olution o li ion
30 points (second semester)
Prerequisite for RELS 209: 36 points
A survey of major theories and writings on the evolution of
Restriction for RELS 209: RELS 309, RELX 209, RELX 309 religion. Provides an introduction to the methods appropriate to
Prerequisite for RELS 309: 18 200-level RELS or RELX points the study of ancient texts.
Restriction for RELS 309: RELS 209, RELX 209, RELX 309 Limited to: MA
Note: May not be credited together with RELS 233 or 333 passed in 2005. a in s in in u ts
30 points (second semester)
ci nc li ion an no l A critical study of a selected Hindu text or texts. Provides an
18 points (second semester)
introduction to the methods appropriate to the study of ancient
re science and religion in con ict eginning with this
texts.
question, the nature of religion and science and the differing
conceptions of nowledge found in scientific and religious Limited to: MA
communities are examined.
13a in s in u ist ts of this programme. Entry is by selection, and distance students
30 points (4 Feb - 19 Jun) who hold either an existing related bachelor’s degree or other
A critical study of a selected Buddhist text or texts. Provides an related qualifications and e perience are welcome to apply for
introduction to the methods appropriate to the study of ancient acceptance to the BSW programme. Distance students may also
texts. qualify for the Honours programme after completing the third-
Limited to: MA year papers. The degree is not currently available to students
studying outside New Zealand. All papers have compulsory on-
ali o ost a uat s campus workshops. Information about these workshops will be
30 points (full year) provided in course books.
Intensive Pali, reading both scriptures and commentaries from
the Tipitaka. Particular attention is paid to grammatical and The follo ing papers are o ered in 2019
stylistic features and to the manner in which ideas are presented. *Non-BSW students may be admitted to these papers with
Limited to: MA approval from the Head of Department of Sociology, Gender and
Social Work.
s a c iss tation
60 points (25 Feb 19 - 21 Feb 20 or 1 Jul 19 - 26 Jun 20) o i s an t o so ocial o
A supervised research dissertation of up to 20,000 words on an 18 points (first semester)
approved topic. An introduction to the main theoretical traditions informing the
practice of social work in the Aotearoa/New Zealand context,
Limited to: MA
their expression in Social Work methods, and the location of
these theories and models within an overview of theoretical
The follo ing papers are not available in 2019
perspectives.
u ist isual ultu in out ast sia
Restriction: SOWK 551, SOWX 301
at s in u ist tu i s
Limited to: BSW
Further information ocial o o il n an a ili s nal sis
Administrator an o
18 points (first semester)
Department of Theology and Religion
elected social issues commonly affecting children and families
Tel 64 3 479 8901
in Aotearoa/New Zealand. Social work responses and related
Email religion@otago.ac.nz
conceptual issues in social work assessment.
Web otago.ac.nz/religion/courses/index.html
Restriction: SOWK 316, SOWK 552, SOWX 302, SOWX 316
Limited to: BSW
Social Work
o uniti s an anisations nal sis
The papers in this discipline utilise an ecological approach to an o
understanding and intervening on social problems. Key values 18 points (first semester)
of social justice and human rights, together with acknowledging Organisational and community theories, patterns and change
the challenge of biculturalism and the Treaty of Waitangi, are and their application within community and social services in
fundamental to understanding contemporary Social Work. Aotearoa/New Zealand.
Students are encouraged to engage in these papers through the Restriction: SOWK 553, SOWX 303
development of personal re ection, understanding ey evidence
Limited to: BSW
and theories, critical analysis, and direct skills to prepare them
for social work practice. Practice includes work with individuals, Note: May not be taken by students who have passed both (SOWK 234 or
families, communities, organisations and in social policy SOWX 234) and (SOWK 235 or SOWX 235).
environments.
nt o uction to o ssional actic
18 points (first semester)
Qualifications Introductory study and application of social work roles and skills
ac lo o ocial o an ac lo o ocial o it in preparation for practice.
onou s ons
Restriction: SOWK 420, SOWK 570, SOWX 320, SOWX 420
ast o ocial an o unit o li
li Limited to: BSW
ast o ocial o i l o actic
36 points (full year)
Programmes of study Introduction and orientation in social service and community
settings and supervised practical wor in the field.
ac lo o ocial o
ac lo o ocial o it onou s ons Restriction: SOWK 491, SOWK 592, SOWX 491, SOWX 392
The epartment of ociology, ender and ocial Wor offers Limited to: BSW
a 4-year degree recognised by the Social Workers Registration
oard. istance papers are offered from year three ( 00 level)
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