Productivity Commission Inquiry Final

LEARNERS AND LEADERS: A FOREWORD

EDUCATION, CREATING HEALTHY THINKING AND HEALTHY LEADERS

Iwas recentlydiagnosedwithbreast cancer andunderwent somefairlycomplexsurgery.Afterthesurgery,therewerecomplicationsincluding infection, pneumonia, and pulmonary embolism, whichresulted in me being off work and fully dependent on nurse andhomehelpcareforfivemonths.WhenIraisedmyconcernsaboutthesecomplicationswithoneofthe“lead”doctors,theysaidthatiftheyweretodoitagain,theywouldhavedonenothingdifferently.

Thisstatementhasdisturbedmeverydeeply.WhatIheardatthatmomentwasaspecialistclaimingthattheyhadnothingtolearnornothingthattheycouldhaveimproveduponandthatthisexperiencehadtaughtthemnothingaboutpatientcare.

ThisexperiencehasmademequestionwhatmakesagreatdoctororsurgeonandultimatelywhatmakesagreatNewZealander,agreathumanbeing?Andtoask,wheredowelearnhowtodothisortobecomethis?

I believe our health system is a barometer for our values as asociety...howwe“treat”ourmostvulnerableisadirectindicatorofhowwethink,feelandfunctionasasociety.

So,ismystoryanoutcomeofourcurrenteducationsystem?Ifso,whatismissing,whatwouldourdreameducationsystemlookandfeellike?

In my experience, if there is one thing that unites all the greatthinkers, leaders, humanitarians and creators of our world,regardless of gender, ethnicity, religious persuasion, etc… is theknowledge that we always must keep questioning and that wealwayshavemoretolearn.

I have come to deeply believe that a deep sense of curiosity, apersonal humility and the unwavering human quality to keep onimprovingmustbeattheheartofoureducationsystemifwearetocreate a truly civil society and one where all citizens truly takeresponsibilitynotonlyforthemselvesbutforthosearoundthem.

So, here is the opportunity, here is what “healthy thinking” from“healthyeducation”mightlooklike:

Asapatient,whatifIlearnthowto“lead”myownhealthstoryandexperience.ImagineifIknewhowtospeakupwhenIhadconcerns,if I asked questions when I have doubts, if I could challenge theprocesswhenIseethesystemfailnotonlymebutothersaroundme.

WhatifbeingagreathealthprofessionalmeantIwouldwelcomethisfrommypatientsandthatIfeelaresponsibilitytoquestion,tohavehumility,tolearntolistendeeply,andtochallengetheculturearoundmeifitisnotputtingthecareofpatientsatitsheart.

Andwhatifwrappedaroundthis,healthmanagerscreatedacultureofopenness,generosity,curiosityandlifelonglearningthatsupported,nurturedandrewardedthesevalues?

Somehowwemustfindawaytoputtrustandcareattheheartofourpractiseandourleadership.Weallmustlearnhowtobemorecourageous.

SowheredidIlearnaboutleadership?Notatatertiaryinstitution,notatschoolbutthroughlifeexperienceandthroughorganisationslikeBe.Leadership,theSirPeterBlakeTrustandLeadershipNZ,throughleadingthinkersandwriterslikeMegWheatleyandPeterBlock.ThroughobservingpeoplelikeDameTarianaTuriawhoistheembodimentofstrength,courage,humilityandlove,andfinallythroughthedeep,unwaveringcaringIhaveexperiencedoverthelastfewmonthsfromfamilyandfriends.

MydreameducationsystemwouldnurtureandgrowourleadersofNewZealand,whethertheychoosetothenspecialiseinhealth,sport,design,business,politicsormedicine,withafoundationofcuriosity,generosityofspirit,compassion,joyandtrustinourabilitytoalwaysdobetter…Wethenjustmighthavethesocietythatwecanbetrulyproudofaskiwis.

Deepdownweallknowthis,becausethisismanaakitanga,thisiskaitiakitanga,wearehosts,wearetheguardiansnotonlyofthelandbutofoneanother,wearethecaretakerssoletus“learn”howtotakebettercareofoneanother.Thatismydreamforoureducationsystem.

MinnieBaragwanathChiefExecutive

Be.Accessible

LEARNERS AND LEADERS Aspartofengagingwiththecommunityaboutthefutureofhighereducation,weapproachedanumberoflearnersandleaderstosharewithustheirdreamsforoureducationsystem.Minnie’smovingandpersonalstatementisonewhichwethinkmakesanappropriateforeword.Wehaveincludedothersthroughoutoursubmission.

Itisimportanttonotethattheirstatementsstandontheirownandshouldnotbeinterpretedasawholesaleendorsementofeverythingsetoutinthisdocument.

ABOUT ED. COLLECTIVE Ed.Collectiveisasmallnot-for-profitwithbigdreamsforNewZealand’seducationsystem.WebelievethatNewZealandisrichintalentandthatgreatlearningexperiencesandstronglearnercommunitiessitattheheartofaprosperousfutureforthisgreatcountryofours.Webelievethatthevoicesoflearnersshouldbepartofshapingthatfutureandtheeducationsystemthatwillenableit.Ourworkincludesgatheringandsharingtheviewsoflearnersinthehopethat,together,wecanmakeeducationbetter.Waybetter.

LEARNERS AND LEADERS

“HOW we show up in life and to work, is going to be far more critical than WHAT (the

qualification)wehaveachieved.Ithinkapersonwithcreativeliteracy,theskillstonavigatean

increasinglycomplexsocietywithcompassionandsavviness,andwitha“borderless”attitude

(empathetic,inclusiveandgenuinelycuriousaboutothers),hasafarbetterchanceofsuccess.

The challenge for education is to provide the opportunities for learners todiscover this for

themselves!”

QiujingEasterbrook-Wong

Co-founderandCEO,BorderlessProductions

EXECUTIVE SUMMARY

Tertiaryeducationplaysakeyroleinenablingourlearnersandyoungpeopletobeeverythingtheycanbe.This,inturn,powersoureconomy,reducesburdensontheStateandmakesthisgreatcountryofoursgenerallyabetterplacetolive.Yes,thesystemanditsinstitutionshaveservedusallwellforalongtime.

However,theworldhaschangedaroundus.Learnersacrossthecountryarefacingmountingdebt,increasedcostofliving,challenginghousingprospects,uncertainemploymentoutcomesandevenlesscertainemploymentfuturesinthefaceoftechnologicaladvancements.Thepaceofchangeisaccelerating–therecentemploymentofthefirstartificiallyintelligentlawyerbeingjustoneexampleofdisruptionthatmayaltertheemploymentlandscapeforaprofessionpreviouslyperceivedasuntouchablebytechnology.

TheProductivityCommission’sinquiryintonewmodelsoftertiaryeducationisnotbeforeitstime.Theproudhistoryofourinstitutions,theirstaffandtheirservicetothenationshouldnotstopusfromaskinghardquestionsaboutthefutureandwhetherwhatwasgreatinthepastisstillgreat,andwhetheritwillremainso.

Ed.CollectivebelievesthatatalentedandconnectedNewZealandisonecharacterisedbyoutstandinglearningexperiencesandstronglearnercommunities.Wealsobelievethatourcommunitiesoflearners(inalltheirdiversity)needtobeengagedinshapingthefutureofhighereducationinthiscountry.Alongwithotherscommittedtolearnervoice,wehavemadeastart.

Aspartofinformingoursubmission,wehavetestedsomeideasforchangebysurveyingnearly2000learnersandinterviewingstudentsandemployers.Thisworkwillcontinueasweseektogatherasmanyviewsaswecan.Theideaswehavetestedinclude:

§ Openingtertiaryinstitutionsyear-round;

§ Integratingaccreditationacrossinstitutions;

§ Recognisingdifferenttypesoflearning;

§ Professionalapprenticeships;and

§ Efficienciesandcollaborativeopportunities.

Wehavefoundlearnersandemployerseagertodiscussideasforchangeandrecommendfurtherworkisdoneonthis.

WehavealsoaddressedmanyofthequestionssetoutbytheCommissionintheIssuesPaperfortheinquiry.Someofwhatwehavetosayandshareisquitecriticalofthestatusquo.Webelievethatalotofthesystemisdesignedforthesystem,ratherthanlearners.

Thisinquiryisanopportunityforthesystemtoembracethechangeanddisruptionoccurringineducationaroundtheworld.Itcaneitherchoosetobepartofthatchangeandhelpshapeit,orwatchithappen.Thatmaysoundalarmist,butthereareorganisationswithproudhistoriesofdominatingmarketsworldwidewhichnolongerexisttodaybecauseofafailuretoevolveandadapttomodernrealities.

Whilesomeofwhatiscontainedinthissubmissionmightcomeacrossasharsh,itissaidoutofrespectandadesiretoseeoureducationsystemhonourandcontinuethatproudlegacyofteaching,achievementandcontributiontosociety.Thewaythingsaregoing,thatisfarfromcertain.Itmaybethatchangingwhatisinplaceistoohardandthatsomethingnewwillneedtobeestablished.Eitherway,wethinkthisisausefulconversationtobehaving.

CONTENTS

LEARNERS AND LEADERS: A FOREWORD ........................................................................................................................... 3

LearnersandLeaders.........................................................................................................................4

AboutEd.Collective...........................................................................................................................4

EXECUTIVE SUMMARY ........................................................................................................................................................ 6

INTRODUCTION ................................................................................................................................................................... 8

PURPOSE VS. INTENTION ................................................................................................................................................... 9

IDEAS FOR CHANGE .......................................................................................................................................................... 13

Open,FlexibleLearning....................................................................................................................13

OpenYear-Round.........................................................................................................................13

IntegratedAccreditation..............................................................................................................15

CreditWhereIt’sDue......................................................................................................................17

Pass-Outs.....................................................................................................................................17

RecognitionofPriorLearning......................................................................................................17

AlternativeAccrediTation............................................................................................................18

RecognitionofCurrentLearning..................................................................................................20

Intention-FocusedLearning.............................................................................................................20

ProfessionalApprenticeships.......................................................................................................21

Competencies..............................................................................................................................21

ASmarter,CollaborativeSystem.....................................................................................................22

SharingResources........................................................................................................................22

GlobalResources.........................................................................................................................22

INQUIRY QUESTIONS & ANSWERS .................................................................................................................................... 25

CLOSING STATEMENT ....................................................................................................................................................... 54

ACKNOWLEDGEMENTS ...................................................................................................................................................... 54

FURTHER INFORMATION .................................................................................................................................................. 54

BIBLIOGRAPHY ................................................................................................................................................................. 55

INTRODUCTION

1. Ed.CollectivebelievesinatalentedandconnectedNewZealand,madepossiblethroughoutstandinglearningexperiencesandstronglearnercommunities.Webelievebuildingthatfutureshouldplacelearnersatthecentre,honourstudentvoiceinallitsdiversityandappreciatethatthepursuitofhigherlearningtodayismoredifficultthanithaseverbeenbefore.ItwilltakeasharedbeliefthataprosperoussocialandeconomicfutureforNewZealandwillbepoweredbyournation’stalent,andforallsystemstakeholderstoworkinconcertwitheachothertoachievethataim.

2. Whileourtertiaryeducationsystemhasaproudhistory,theworldhaschangedaroundus.Learnersarenotonlygrapplingwithfeesincreasingyearonyear,livingcostsalsocontinuetoclimb.Qualificationsarenotworthmorethantheywereyesterdayand,ifwageincreasesarenotinlinewiththerisingcostofstudying,thefinancialreturnwillcontinuetodropovertime.Itisunreasonabletoexpectlearnerstopaymoreandmoreforeffectivelylessandless.

3. Muchofthediscoursearoundhighereducationconcentratesonthecosts,whoshouldpayandhowmuch.Forsome,theansweristoallowthefreemarkettosetthefeesandthatlearnersshouldbearthefullcostoftheireducation.Forothers,theanswerisforGovernmenttopayforthelot.Othersstillthinktheanswerliessomewhereinthemiddle.However,thecostsaretheproductofthestructuresandoperatingmodelsthatareemployedacrossthesector.Weneedtoaskourselvessomechallengingquestionsaboutwhatwecoulddodifferently.Thisinquiryintonewmodelsoftertiaryeducationisagreatstart.

4. Oursubmissionbeginswiththepurpose(s)ofthetertiaryeducationsystemandnotesadistinctionbetweensystemicpurposeandlearnerintention.Wethendiscussspecificideasforchangethatwebelievewouldmakeadifferencetothelearningexperienceandlearnercommunities.Finally,wehaveansweredanumberofthequestionssetoutintheinquiry’sIssuesPaper.

5. Aspartofinformingthissubmission,Ed.Collectivehassurveyed(inpersonandonline)nearly2000learnersatvariousstagesoftheirjourney–someareatschoolandplanningtostudynextyear,othersareinthemidstofearningtheirqualifications,whileothershavegraduated.Wehavealsointerviewedlearnersandemployers.ThisispartofanongoingeffortbyEd.Collectivetogatherandsharetheviewsoflearners.Thisworkwillcontinue.Wherewehavelearners’viewsonatopic,wehaveincludeditinthetextunderaheadingWhatdolearnersthink?.OurinterpretationofthoseviewshasbeenclearlysetoutunderaseparateheadingOurcomment.Weappreciatethatourswillnotbetheonlypossibleversionandunderstandthatthereadermaydrawdifferentconclusions.

6. Wehavealsobeenfortunatethatallsortsofleadershavebeenwillingtosharewithustheirhopesandaspirationsforthefutureoftertiaryeducation.Whattheyhavesaidcanbefoundthroughoutthisdocument.Theirstatementsshouldbereadasstandalonepersonalexpressionsandshouldnotimplytheirwholesaleendorsementfromthemofeverythingcontainedinthisdocument.

7. NewZealandisacountryrichwithtalent.Anextraordinaryfutureawaitsourpeople,familiesandcommunitiesifwecansupportourlearnerstobeeverythingtheywanttobe.Ed.Collectivebelievesthat,together,wecanallmakeeducationbetter.Waybetter.Wearepleased,therefore,toprovideoursubmissiontothisinquiryandlookforwardtothediscussionsahead.

PURPOSE VS. INTENTION

8. TheProductivityCommission’sIssuesPaperpresentedanumberofdifferentperspectivesonthepurposeoftertiaryeducation.TheviewsofTreasury,theTertiaryEducationUnion(TEU)andTeWānangaoRaukawawereprovided,aswasadescriptionofhowthepurposeisindirectlyframedintheEducationAct1989.

9. Itwouldhavebeenusefultoincludeaquestionintheinquiryaboutwhatsubmittersbelievearethefunctionsoftertiaryeducationandtheirrelativeprioritynowandintothefuture.Theworldhaschangedsignificantlyovertheyearsandwhatpeoplebelieveislikelytohaveevolved.Itwouldalsohavebeenusefulforthequestionofpurposetohavecomefirst,toframetherestoftheinquiry.

10. Thatsaid,ratherthanweighinontertiaryeducation’spurposefromasystemperspective,wehaveinsteadfoundithelpfultothinkofthingsinthecontextofalearner’sintention.Wecouldendlesslydebatethesocietalandeconomicpurposesoftertiaryeducationandwhichfunctionsaremoreimportant.Whatlearnerswantoutoftertiaryeducation–howtheyseeitservingthem–isapersonal,individualmatter.ItisnotforGovernmentoritsagencies;thesystemoritsinstitutions;orindeedorganisationslikeourstodictatealearner’sreason-why.It’stheirs.Itbelongstothemalone.

11. Thatsaid,clearlyaresonancewithoralignmentofsystemicpurposeandindividualintentioniscrucialtoasuccessfulexchangebetweenthelearnerandsystem.Thedifficultyisthatlearnersaresorarelyaskedthequestion.Wethinkthisshouldchange.Havingthisinformationforeachoftheirlearnerswouldmeaninstitutionswouldbebetterinformedand,therefore,betterabletoprovidethemwithrelevantguidanceandsupport.Itcouldalsoinformfuturemeasuresofinstitutionalperformance.

Whatdolearnersthink?

12. Aspartofrespondingtothissubmission,weaskedlearnersandintendinglearnerswhattheirreasonswerefordecidingtostudy.Weaskedintwoways.

13. Thefirstallowedthemtorateasetofreasons(inadditiontospecifyingtheirown),indicatingagainsteachalevelofimportancewithaweightingattachedtoit(‘Veryimportant’,‘Somewhatimportant’,‘Don’tknow’and‘Notatallimportant’).

14. Wereceived813responses.Basedonweightedaverages,theorderofreasonswere:

1. Iaminterestedinmysubjectandjustwanttolearn(1.71)2. Ithinkaqualificationwillhelpmegetabetterjob(1.59)3. IamgoodatmysubjectandthinkIcandowell(1.35)4. ThejobIwantrequiresmetohaveaqualification(1.27)5. Myfamilywantsmetostudy(0.43)6. MyfriendsarestudyingandIwanttostudywiththem(-0.37)

SURVEY QUESTION

Peoplemakechoicesforanumberofreasons.Whatwerethereasonsyoudecidedtostudy?Please

ratehowimportantthefollowingreasonsweretoyou.

15. Thesecondquestionaskedthemtospecifythemostimportantofthesereasons.

16. Wereceived767responsestothisquestion.Themaindifferencebetweenthetwosetsofresponsesisthat“ThejobIwantrequiresmetohaveaqualification”and“IamgoodatmysubjectandthinkIcandowell”swappedplacesintheorderofimportance(3rdand4th).

17. Theresponses“Iaminterestedinmysubjectandjustwanttolearn”(33%)and“Ithinkaqualificationwillhelpmegetabetterjob”(32%)werethemostpopularresponses.

OurComment

18. Bothquestions,askedofabroadgroupoflearners,confirmthatmanylearnerswanttofollowtheirinterestsand‘just’learn–oftendiscussedas“learningfortheloveoflearning”orsimilar.Bothintermsofweightedimportancefromthefirstquestionanditsproportioninthesecond,thisreasoncameoutontop,ifonlyjust.

19. However,itisimportanttonotethat50%oflearnersidentifiedwork-relatedreasonsasthemostimportantreasonforpursuingstudy–eithertheythinkaqualificationwillhelpthemtogetabetterjob(32%)orthatthejobtheywantrequiresaqualification(18%).Thereasonweprovidedthesetwopossibleresponseswastoenableustodistinguishbetweenthosewhoareheadingintotertiarybelievingitwillhelpthemgetahead,andthosewhosecareeraspirationsrequireaqualification(e.g.doctors,nurses,lawyersetc.).

20. Thefactthatsuchalargeproportionoflearnershavecareer-focusedreasonsisofnosurprise.Tertiaryinstitutionshaveknownthisforyears,withalotoftheirmarketingpromisesanchoredaroundtheideathattheirdegreesgettheirlearnersbetterjobsandfulfillingcareers.

21. Thedifficultyisthatdespitethemillionsspentonmakingthosebrandpromises,thebillionsofdollarsofpublicassetsdeployedtohighereducation,morebillionsinvestedbylearnersandthetaxpayeronthedelivery,wehaveverylittlereliableorusefulinformationonwhether(ortowhatextent)thosepromisesarebeingdelivered.

Recommendation

22. Webelievethatthelearner’sintentionshouldinformhowtertiaryinstitutionsteachandsupportthemandthatthosewhoarestudyingfortheloveofitwillneedtobesupporteddifferentlyfromthosewhowantacareeroutcome,whethergeneralorspecific.

23. Werecommendthatinstitutionsbeginaskinglearnerswhattheywantoutoftheirstudiesaspartoftheenrolmentprocess.

SURVEY QUESTION

Whichwasthemostimportantreasontostudy?

IDEAS FOR CHANGE

24. Thisinquiryanditsrecommendationshavethepotentialtohavefar-reachingimpactsonNewZealand’stalentdevelopmentlongintothefuture.Wecouldnotmisstheopportunitytotestsomeideasforchangewithlearners.Thissectioncoversthoseideasandprovidestheresponsesfromthelearnercommunity,wherewehavethem.Wearenotclaimingtobethefirstortheonlygrouptohaveideaslikethosecontainedinthissubmission–indeed,wehavebeenpleasedwithhowmanypeopleandorganisationsshareourbeliefintheirpotentialtochangethelearningexperience.However,wearetakingapurposefulapproachtogatheringtheviewsoflearnersandwehopethatcontributiontothediscussionwillbewelcomed.

25. Theideasthemselvesrangefromthecommon-sensetothosethatarelikelytobemorechallengingforthesystemanditsinstitutions.

OPEN, FLEXIBLE LEARNING 26. Inaworldofincreasingopenness,immediacyandflexibility,thereismuchaboutthetertiary

educationsystemthatremainsclosed,slowandfixed.Theimplicationsofsmallchangestothewayinstitutionsoperatecouldhaveprofoundimpactsonlearners’lives.

27. Itisimportantthat,inasystemassmallasours,weexploiteveryopportunitytomaximisetheinvestmentlearnersandthetaxpayermakeeachyear.Twoideaswehavetoachievethisare:

§ Openpublictertiaryinstitutionsatfull-noise,year-round;and

§ Fullrecognitionoflearners’achievementsacrossthesystem’sinstitutions.

OPEN YEAR-ROUND

28. Traditionally,tertiaryinstitutionsteachinacomprehensivewayforaround22-24weeksperyear.Another4-6weeksisallocatedtostudybreaksandexaminations.AsmallselectionofcoursesisavailableoverSummerSchool,incaseswhereitisoffered.Theresultisthat(notcountingSummerSchool),ineachhalfoftheyear,only11-12weeksisspentteaching.

29. Whatiftertiaryinstitutionswereopenatfull-noise,allyear-round?Forexample,running3fulltrimesterseachyear,amountingto33-36weeksofteaching–theremaining3-4monthsoftheyearbeingspentonstudybreaks,examsandholidays?Whatmightthebenefitsofthatbetolearners?Learnerscould:

§ Completea3-yeardegreein2years;

§ Study3daysaweekandwork2daysaweekandstillcompletein3years(whichshouldbehelpfultothosewhoarevulnerablefinancially);

§ Takeatrimesteroffforworkexperienceopportunitiesthroughouttheyear,ratherthanjustoversummer;and

§ Takeatrimesteroffeachyearwheneveritsuitedthemforaholiday,andstillcompletein3years.

30. Furthermore,itwouldmean:

§ Noteveryonewouldbehittingthegraduateandholidayjobmarketsatthesametime;

§ Noteveryonewouldbeseekingandleavingaccommodationatthesametime;and

§ Thepublicwouldreceiveimprovedvalueoutofthebillionsofdollarsofpublicassetsthatsitun-orunder-usedfor50%oftheyear.

31. Thislastpointisimportantfromasystemperspective.Theproperty,plantandequipmentacrossuniversities,polytechnicsandwānangaisvaluedatover$8.5B1.Whenthisinvestmentisconsideredalongsidethefactthatcomprehensiveteachingonlyoccursfor22-24weeksperyear,webelievethereisroomforimprovedreturnthroughincreasedutilisation.

32. Aspartofexploringtheappetiteoflearnersforthischange,weincludedacoupleofquestionsinsurveysthisyear.

33. Wereceived1369responsestothequestionabove,with77%ofrespondentsbeing‘Veryinterested’(41%)or‘Somewhatinterested’(36%).

34. Inprevioussurveysin2014and2015,weasked600BayofPlentyschool-agedlearnersthesamequestionwith‘Yes’or‘No’asthepossibleresponses.60%responded‘Yes’.

35. Beyondthepotentialforincreasedspeedofcompletion,oneofthebenefitsidentifiedistheabilitytostudypart-timeandstillcompleteinthreeyears.Weaskedlearnersthefollowingquestion.

36. From1371responses,74%responded‘Yes’,11%responded‘No’andtheremaining15%were‘Notsure’.

OurComment

37. Clearly,thereisanappetitefromlearnersforthekindofflexibilityandspeedthatwouldcomewithtertiaryinstitutionsbeingopenyear-roundforcomprehensiveteaching.Therewouldstillbe25%-30%oftheyear‘free’forexams,holidaysandrotationformaintenancepurposes.

38. Itshouldbenotedthatinstitutionsalreadyoperateinthisway(orsimilar)foraselectionofprogrammes.Thereistalkfromsomethattheyintendtodomore,whichisfantastic.Weshoulddoitforthemall.

39. Whileimplementationofthisideaacrosstheboardwouldrepresentasubstantialdeparturefromcurrentpractice,itreallyisjustproposingwedomoreofthesame–justmoreefficientlyandinawaythatprovidesmoreflexibilitytothelearner.Asafirststep,though,andonethatwoulddeliversubstantialbenefittolearners,webelieveitwouldbeagreatstart.

Recommendation

40. Werecommendthat:

1. Anyfundingregulatorybarrierstoyear-roundcomprehensiveteachingberemoved;and1ThisfigureisbasedoninformationcontainedinthemostrecentpubliclyavailableAnnualReportsof16tertiaryinstitutionsacrossNewZealand.

SURVEY QUESTION

Howinterestedwouldyoubeinshorteningthelengthofyourstudy(e.g.completea3-yeardegree

in2years)bystudyingoverthesummer?

SURVEY QUESTION

Would you like the option to studypart-time and havemore time towork if you coulddo so

withouthavingtostudyanylonger(e.g.youcouldstillcompleteadegreein3years)?

2. Anyregulationsthatmightinhibitstudents’abilitytoenrolyear-round(e.g.loansandallowanceregulations)orworkpart-timewhilestudyingpart-timeshouldalsobemodifiedtoaccommodatethem.

INTEGRATED ACCREDITATION

41. Atthemoment,eachinstitutionsetsouttheregulationsforawardingqualifications,includinghowmany(orhowfew)creditscanbegrantedforstudycompletedatotherNewZealandinstitutions.Theregulationsandproceduresarecomplex,withsomesetattheinstitutionlevelandthosesetforindividualprogrammes.Thepracticalrealityisthatlearnersmovingbetweeninstitutionsarerarelyabletodosowithoutsufferinganacademicpenaltyofsomekind,andhavingtocomplete‘additional’credits.

42. Itisunderstandablethateachinstitutionwouldwishtoprotectits‘brand’(andindeedtherevenue)associatedwithlearnerspursuingaparticularpathofstudyandbeingawardedoneof‘their’degrees.However,acoupleoffundamentalssuggestthatmovinginstitutionsshouldbeeasierandcheaperthanitiscurrently–particularlyintheuniversitysubsector.

1. Universitieshavetheirprogrammesapprovedbythesamebody(CUAP),comprisedofrepresentativesfromalluniversities.

2. Programmesareauditedbythesamequalitybody(AQA),establishedbytheNewZealandVice-Chancellors’Committee/UniversitiesNewZealand.

43. If,ineffect,ouruniversitiessignoffonthequalityofeachother’sprogrammesandcourses,thereisnoquality-basedreasonwhytheyshouldnotgiveequalrecognitiontotheachievementsofeachother’slearners.

44. Learnersmoveinstitutionsforarangeofreasons–oftenunrelatedtostudy.Theprinciplethesystemshouldadoptistomakethingsassimpleandasaffordableaspossibleforlearnertomoveforwardandcompletewhattheystarted.

45. Forexample,ifalearnercommencesadegreeattheUniversityofCanterburybut,duetofamilyreasonshastorelocatetoAuckland,theinstitutionsshouldmakethetransitionaspainlessaspossible.Insuchacase,havingtheaddedpressureofhavingtotakeonmoredebtandspendmoretimetocompletetherequirementsofthesamedegreeatauniversityinAucklandwouldmakethingsthatmuchharder.Giventheinstitutions’roleinvalidatingthequalityofeachother’sdegrees,italsoseemsunnecessaryandunfair.

46. Greaterintegrationacrossourinstitutionscouldalsopromotegreatermobilitymoregenerally,allowingourlearnersandyoungpeopletoseeandexperiencemoreofthecountry.Forexample,whatifstudentscouldcompletetheirfirstyearatanAucklanduniversity,theirsecondatVictoriaUniversityinWellingtonandtheirfinalyearatCanterbury?

“IfIcouldchangeonethingabouttertiaryeducationinNZ,it’sthatweraisetheaspirationsof

allNZerstobelievethisisanachievablepathwayopentothem.Therealprizeisnotjustthe

qualification at the end of study, but as a country to raise a generation of strong learners,

thinkersand‘adaptors’capableandreadytonegotiatethecomplexandfast-pacedfuturethat

liesaheadforusall.”

ShelleyCampbell

CEO,SirPeterBlakeTrust

47. Weinitiallythoughtthisarrangementmightbeparticularlyappealingtointernationallearnersandmuchlesssotodomesticones,butwedecidedtoaskanumberoflearnerstheirthoughtsonthis–irrespectiveoftheirdomesticorinternationalstatus.Wediscusstheresultsbelow.

48. Weaskedtwoquestionsinrecentsurveysthatrelatetobetterintegrationofaccreditationacrossinstitutions:Thefirstrelatestoacademicpenalty.

49. From1371responses,71%answered‘Yes’,12%responded‘No’andtheremaining17%were‘Notsure’.

50. Thesecondquestionrelatedtomobilitywhilestudying.

51. Wereceived745responsestothisquestion.Theresultswere:

§ Veryinterested(23%)

§ Somewhatinterested(33%)

§ Don’tknow(13%)

§ Notatallinterested(31%)

OurComment

52. Theviewsoflearnersonwhetherornotstudentsshouldbeabletomoveinstitutionswithoutacademicpenaltyisfairlyclear,althoughperhapsnotentirelysurprising.However,33%oflearnerswhostartadegreehavestillnotfinishediteightyearslater(MinistryofEducation,2014).Doingmoretomakethingseasierforthosewhomovecannotbeabadthing.

53. Weweresurprisedatthelevelofinterestincompletingaqualificationindifferentpartsofthecountry,giventhatthemajorityofrespondentswereborninNewZealand(69%).Ifitisapopularideawiththeinternationalstudentmarket,itcouldmakeNewZealandamoreattractivelearningdestination.

Recommendation

54. Webelievethatinstitutionsshouldbesupportedtoaligntheiracademicregulationsfordegreesandmajorstheyshareincommonwitheachother,approachingthechallengewiththeguidingprincipleofmakingitaseasyaspossibleforlearnerstomovebetweeninstitutions.

55. Furthermore,itshouldbepossibleforstudentstospreadtheirstudyloadacrossinstitutionsconcurrently.Forexample,studentsshouldbeabletoenrolinaBachelorofCommerceattheUniversityofAucklandandelecttouseaselectionofcoursesfromAucklandUniversityofTechnologytowardscompletionoftheirdegree.Thisparticularexamplewouldfurtherpromote

SURVEY QUESTION

Doyouthinkstudentsshouldbeabletomoveinstitutionswithoutacademicpenalty?

SURVEY QUESTION

Howinterestedwouldyoubeincompletingyourstudiesindifferentpartsofthecountry?(justfor

example,1yearinAuckland,1yearinWellingtonand1yearinChristchurchorwhereveryoulike).

theideaofa‘learningprecinct’acrossthetwouniversities.However,thesecondinstitutioncouldjustaseasilybeaMasseyAlbanyoranextramuralpaper.

56. Systemsforstudentloansandallowancesmaywellneedtobemodifiedtoaccommodatethiskindofapproachtostudy.

57. Therefore,werecommendthat:

1. Thesystemmovetoamodelofaccreditationthatisascommonaspossibleandthatenablesseamlessmobilitybetweeninstitutions.

2. Thestudentloansandallowancessystemsupportsstudentswhowanttospreadtheirstudyacrossmultipleinstitutions.

3. Markettestingiscarriedoutwithprospectiveinternationalstudentsregardingtheabilitytocombinestudywithtravelandcompletetheirqualificationsacrossdifferentinstitutions.

58. Weappreciatethatlargeinstitutionscantakeyearstoshiftpracticeandachievinggreaterintegrationacrossqualificationscouldtakeyears.Inthemeantime(andperhapsasasolutionmoregenerally),Governmentcouldstartawardingqualificationstopeoplewhohavemetrequirementssetatasystemlevel.

59. Forexample,wherealearnerhasachieved120pointsateachoflevels5,6and7,theNZQAcouldawardthemadegree.Clearly,thiswouldnotbeworkableinallcasesorallqualifications,butshouldbefairlystraight-forwardforaproportionofstudypathways.Itisworthlookingat.

60. Thisapproachwouldenablemovementonachievinggreaterintegrationacrossinstitutionsinashortertimeframethatmightotherwisebethecase.

61. Basedonthis,wealsorecommend:

4. TheNZQAinvestigatethefeasibilityoftheorganisationawardingdegrees,diplomasandcertificatesinamodelwherelearnerswouldsubmittheirtranscriptsforconsiderationagainstspecifiedcriteria(orsimilar).

CREDIT WHERE IT’S DUE 62. Thecostofhighereducationforthosepayingforit–thelearnersandthetaxpayer–continuesto

climb.Weshouldbelookingforeveryopportunitytogivelearnerscreditwhereit’sdue,ratherthanlookingforreasonswhytheyneedtostudyforlonger.Threeideasthatwehavecollectedfromothersinourdiscussionsinclude:

§ Givingstudentstheopportunitytobeassessedbeforecommencingacourseand,iftheymeettherequiredstandard,awardingthemthecredit;

§ ProvidingmoreopportunitiesforRecognitionofPriorLearning;and

§ Ensuringthatasfewlearnersaspossibleleaveaninstitutionwithoutsomekindofqualification.

PASS-OUTS

63. A‘Pass-Out’wouldenablelearnersabouttoembarkonadegreetositatestorbeassessedagainstthestandardsforfirst-yearsubjects.Forthosesubjectsthattheypass,theycanbegintheirstudiesat2ndyear.Studentswouldpayafeetocoverthecostsoftheassessment.Thiscouldreducethetimeandmoneystudentshavetospendcompletingtheirqualification.

RECOGNITION OF PRIOR LEARNING

64. Inthiscontext,wearereferringtoRecognitionofPrior(non-formal)Learning–i.e.notrecognitionofformallearningachievements,whichwehaveaddressedunder‘IntegratedAccreditation’above.

65. Itisunderstoodthatlearningdoesnotjustoccurinalecturetheatreorintheclassroom.Peoplelearnatremendousamountinthecourseoftheircareersandvolunteeringintheircommunities.Webelievethatthesystemneedstodomoretoenablepeopletogainaccreditationfortheirknowledgeandmasteryofskillsgainedthroughtheirlifeexperience.

66. Wearetoldthatthefutureisgoingtoseemoreandmorepeopleneedingtoretrainasindustriesshiftandevolveinresponsetotechnologicaladvancementsandotherfactors.Inthiscontext,thesystemwouldbenefitfromanimprovedability/willingness/processestoassesslearners’knowledgeandskills–andthenprovideappropriatecredittowardsaqualification.

67. Tertiaryinstitutionsalreadyproviderecognitionofnon-formalpriorlearningandsoclearlywearenotrecommendingitsintroduction.However,itisoftencomplicated,comeswithlimitationsandtherearefewincentivesforinstitutionstoprovidetherecognition–todosomeansthatthelearnerisrequiredtoenrolinandpayforfewercourses.Anecdotally,learnershavesaidthingsoftheprocesslike“itwouldactuallyhavebeeneasierjusttodothecourse”.

68. Inordertoshiftthis,thereareacoupleofpossibilitiesworththinkingabout–changetheincentivesforinstitutionstoprovideRPLtolearnersorenableindependentorganisationstocarryouttheassessmentsandrequireinstitutionstorecognisethem.

ALTERNATIVE ACCREDITATION

69. ThesubjectofRecognitionofPriorLearningandtherationaleforimprovinghowitisawardedoverlapswithanotherideagainingincreasingattention-alternativeaccreditation.

70. Localtertiaryinstitutionsusedtobetheonlyaccessiblerespositoryofknowledge.Thisisnolongerthecase.Thebestmindsandinstitutionsintheworldaremakingtheircontentavailableonlineatlowornocost.Insomecases,accreditationisofferedforafee.Inothers,theysimplyprovidealearningopportunityforthosewhoareinterested.

71. Beyondcontentproducedbytertiaryinstitutionsaroundtheglobe,thereareYoutubelessonsonabroadrangeofsubjects–createdbypeoplewhoaredoingitfortheloveofteachingandconsumedbypeoplewholovelearning.

72. Whatifthesystemwereabletoassesspeoplewhohadbeenthroughalearningexperience–perhapscreatedbyHarvardorStanford,perhapsbyanindustryexpert–andprovidethemwithaccreditationfortheirknowledgeandmasteryofthecontent/subject?Howtodothisinarobustwayisanunansweredquestion,butnotaninsurmountablechallenge.Thesystemanditsinstitutionshaveanopportunitytoleadandshapehowthiscouldwork.

“Tertiary education should provide a platform for learners to pursue subjects that they are

passionateaboutashappinesstendstobreedsuccess.Whileengagingthemintheirlearning,it

shouldalsodevelopthemwithaninquisitivemindforextendingtheirperspectivebeyondthe

unacceptablenorms.A foundationforfuturechange-makers, leaders,anddisruptors tohelp

solvetheglobalissuesandleadtoabetterworldforfuturegenerations.”

TristanPang

AcademicProdigy,Producer,Broadcaster

73. WeaskedthefollowingquestionsoflearnersthatrelatetoRecognitionofPriorLearningandalternativeaccreditation.

74. Wereceived743responsesforeach.

§ Yes–83%

§ No–4%

§ Notsure–13%

§ Yes–73%

§ No–10%

§ Notsure–17%

§ Yes–57%

§ No–15%

§ Notsure–28%

OurComment

75. Workplace-basedlearningandaccreditationappearstohavethestrongestsupportamongthethreequestions–perhapsbecauseitismostfamiliarormostreadilyimagined.However,theabilitytoassessmoreworkorvolunteerexperienceforlearningcreditalsoappearswellsupportedbylearners.

76. Althoughstillcommandingamajorityinsupport,surveyrespondentsweremuchlesssureofthethirdquestionregardingassessingalearner’sknowledgeandmasteryofcontentproducedbyanotherprovideronline.Withnearly30%notsure,itseemsthatmoreclarityabouthowsuchasystemcouldworkwouldbeneededinordertoobtainaclearerpictureofwhatlearnersthinkaboutit.Wewilllooktoinvestigatethisfurther.

SURVEY QUESTION

Ifyoucouldlearnandbeaccreditedforyourskillsthroughworkinginyourchosenindustry,would

SURVEY QUESTION

Doyouthinkmoreworkorvolunteerexperienceshouldbeabletobeassessedforlearningcredit?

SURVEY QUESTION

Thereareagrowingnumberoffreeandlow-costcoursesbeingmadeavailableonlinebyhigh-

qualityprovidersaroundtheworld.Ifyoucoulddothecourseandsitatestandgetagradelocally

forasmallfee,wouldyouwantto?

Recommendation

77. Thecombinationoftheincreasingpaceofindustrychange,theexpectedneedforpeopletoretraininthefuture,apparentshiftsinemployers’attitudesandthefactthatcostoflivingpressuresaremakingfull-timestudymoredifficultmeanthatthesystemshouldbedoingeverythingitcantorecognisetheskillsandknowledgepeopleacquireoutsidetheclassroom–inwork,volunteeringorinalternativelearningexperiences.

78. Webelievethatthesystemshouldconsiderwhatroleitshouldhave(ifany)intheestablishmentanddevelopmentofalternativeaccreditation/micro-credentialsinNewZealand.Institutionswithimmaculateinternationalreputationsaresteppingintothisspace.Whiledetractorswillpointouttheimperfectionsinthisarea,therearechallengeswiththetraditionalapproachtooandtheissuesarelikelytobecomemoremarkedwithtime.

79. Werecommendthat:

1. TheRecognitionofPriorLearningpoliciesandpracticesoftertiaryinstitutionsacrossthesystembereviewedwithaviewtosupportinglearnerstogettherecognitionwhereithasbeenearnt.

2. Governmentconsiderwhetherthesettingsadequatelyincentivise(oratleastdonotundulydiscincentivise)institutionsfromgrantingRecognitionofPriorLearning.

3. Governmentlookatanalternativeaccreditationframeworkthatlooksatwhatthelearnerknowsandwhattheycando–irrespectiveofhow/wheretheycametolearnit.

4. Thesystemlookatthefeasibilityofindependentorganisationsprovidingaccreditationinthisway,withassuredrecognitionfromtertiaryinstitutions.

RECOGNITION OF CURRENT LEARNING

80. Intheory,thisshouldbeaneasyone.Around33%oflearnerswhostartadegreedonotfinishitwithineightyears–read:theydropout(althoughnotnecessarilyfor‘bad’reasons).Approximately52%ofdiplomastudentsdonotcomplete(MinistryofEducation,2014).Asmuchaspossible,weshouldensurethatlearnersleavewithsomething.Webelievethatallmulti-yearqualificationsshouldbeabletobedisaggregatedintosub-qualifications.

81. Forexample,adegree-levelqualificationcouldbecomprisedofaCertificateandDiplomaqualification.Thatway,ifastudentleavesaftertheirfirstyear,theycanbeawardedaCertificate-or,aftertwoyears,theirDiploma.

82. Thisideaisnotnew(indeed,ithasbeenaroundforages)andtherearemanyqualificationsacrossthecountrythatalreadyhavethisarrangement,oftendescribedas‘early-exit’qualifications.

83. Wejustthinkthattheabsenceofthesesub-qualificationsshouldbetheexception,ratherthantherule.

INTENTION-FOCUSED LEARNING 84. Asdiscussedabove,asignificantproportionoflearnersareengagingintertiaryeducationwith

theintentionofachievinganemploymentoutcome.Theybelievethatthequalificationstheyarestudyingwillgetthemabetterjoborthejobtheywantrequiresthemtohaveaparticularqualification.

85. Wewouldliketwoideastobeexploredaspartoftheinquirythatwouldsupporttheselearners:

1. Expanduseoftheapprenticeshipmodelbeyondthetradesandintosomeprofessions;and2. Domoretodevelopthecompetenciessoughtbyemployers.

PROFESSIONAL APPRENTICESHIPS

86. Traditionally,theapprenticeshipmodelhasbeen(andcontinuestobe)successfullyemployedinthetrades.Whatifweappliedthisteachingandlearningmodelforsomeoffice-basedprofessions?

87. Forexample,insteadofcompletinga3-yeardegreeinMarketinginpreparationforanentry-levelmarketingrole,whatifalearnercouldworkinafirmwhilecompletinganalliedprogrammeofstudyoverashorteramountoftime?Orperhapssomeonewantstobecomeacomputerprogrammerand,followingashortcourseinprogramming,learnsonthejobwhilecontinuingacompanioncourseofstudy?Couldthesystem,inpartnershipwithindustry,supportlearnerstoacquirerelevantskillsalongwithworkplaceexperienceand,ultimatelymakethemmoreemployable?Couldwedoitmoreaffordablyforlearnersandthesystemwhiledevelopingtalentindemandbyouremployersmorequickly?

88. Afterinterviewinganumberofemployersandhavingreceivedunsolicitedfeedbackfromothers,thereareareaswhereourgraduatesarefallingshortofemployerexpectations.Thisisnotbecausetheyhavenotinvestedenoughmoneyorspentenoughtimeintheirlearningendeavours.Inthosecases,wearejustplaindoingitwrong.Giventhefinancialandlifesignificanceofstudyingtoday,weshouldnotsitbackandacceptthatthisisjusthowitis.

89. Wherethelearner’sintentionistoachieveanemploymentoutcome,weshouldbelookingforeverypracticalopportunitytointegratelearningwiththeworkplace.

90. Weaskedlearnersthefollowingquestionandreceived743responses:

§ Yes–83%

§ No–4%

§ Notsure–13%

Recommendation

91. Wecouldusethemoneypresentlyallocatedbywaysoffees,fundingandloansinconjunctionwithemployercontributionstocreatework-basedlearningexperienceswhicharerelevant,credibleandliveable.Thisisnottoreplacethetraditionalapproach,butasanextensionoftheoptionsavailabletolearners.

92. Atthemoment,astudentstudyingtowardsadegreepaysaround$6000instudentfeesandGovernmentputsinanother$6000orso.Addtothatthelivingcostsloanofaround$7000andthetotalcosttothetaxpayerandlearnercomestoapproximately$20,000.Ifemployersweretomakeacontribution,perhapsthetotalcouldbeallocatedacrossmonitoringoflearningoutcomes,supportfortheemployerandaliveableincomeforthelearner?

COMPETENCIES

93. Employershavenotedforsometimethatgraduatesarefallingshortoftheirexpectations–notjustintermsofcontentoftheirlearningbutalsothe‘softskills’andabilitytoadapttoaprofessionalworkplace(CommitteeforAuckland,2012).Again,noteveryonehasanemploymentoutcomeinmindwhentheyembarkonaparticularcourseofstudy.However,forthosewhodo,

SURVEY QUESTION

Ifyoucouldlearnandbeaccreditedforyourskillsthroughworkinginyourchosenindustry,would

thesystemanditsinstitutionsshouldbedoingmoretoensurethatlearnersarereadytomakethetransitiontowork.

A SMARTER, COLLABORATIVE SYSTEM 94. Asdiscussedearlier,therearebillionsofdollarsofpublicassetsthatarereallyonlyfullyutilised

for22-24weeksperyear.Therearethosewhowouldarguethatusageisnotoptimisedeventhen.

95. However,beyondtheobviousthingslikebuildingsandlearning-relatedtechnology,thereareotherresourcesacrossthesystemthatcouldbesharedtodeliverefficienciesandcost-savingstolearnersandthetaxpayer.Furthermore,thereareinternationalresourcesproducedbysomeofthebestmindsandinstitutionsaroundtheworldthatcouldbeputtogoodusebyinstitutionshereinNewZealand.

SHARING RESOURCES

96. Atthemoment,tertiaryinstitutionsemployarangeofstaffanduseavarietyofICTsystemstosupporttheircorporatefunctions–ICT,HR,Finance,Estates,Security,andsoon.Inanefforttocurbtherisingcostsoftertiaryeducationtolearners,thereisanopportunityforinstitutionstoexplorewhatefficienciesmightbeachievedthroughgreatercollaborationintheseareas.

97. Essentially,theideaisthatmultipleinstitutionscouldusecommoninformationsystemsandsharestaffwhosupportnon-learningfunctions.

GLOBAL RESOURCES

98. Earlier,wediscussedalternativeaccreditationmethodsthatwouldenablelearnerstotakeacoursefromaglobalprovideronlineandreceivedomesticaccreditationfortheknowledgeandskillstheyacquired.

99. Whatiflocalprovidersweretousecontentproducedbyhigh-qualityprovidersfromaroundtheworld(insteadofreproducingsimilarcontenthere)withaviewtoreducingcoststothelearner?Forexample,acourseproducedbyHarvardorMITwithvideolecturesandonlinematerials.AlthoughthiswouldnotnecessarilyworkforcontentthatneedstobeheavilycontextualisedorrelatedtotheuniquefactorsaboutNewZealand,itisworthexploringformoreuniversalsubjects.Further,itispossiblethatinternationalcontentcouldbeusedasthebasisoflearningandthenlocalstafffocusonprovidingtheNewZealand-specificinformation.

100. Theseareasweretrickiertoexplorewithlearnersgivenconstraintswehadatthetime.Insteadoflookingforresponsesonwhichtobasespecificrecommendationsforchange,wedecidedtotestthemoodorappetiteforthekindsofchangewehadinmindtoseewhetheritisworthfurtherinvestigation.Wecouldhavefocusgroupsandotherexploratoryexercisesdevotedtotheseareasallontheirown.

101. Weaskedthefollowingquestionandreceived743responses.

102. Theresultswere:

Idea GoodIdea NotSure BadIdea

Institutionscould

shareresources(e.g.

staff,ITsystems,

facilities)

53% 34% 14%

Usetechnology(e.g.

videolectures)

63% 22% 15%

Uselecturesand

coursematerials

producedbyother

institutions

55% 34% 11%

OurComment

103. Asstated,ourgoalwastogetaroughideaoflearners’viewsandgetanindicationofwhetheritwouldbeworthwhileconductingamoredetailedinvestigationofwhatideasforcostreductionslearnersthinkwouldworkwell.

104. Onbalance,acomparativelysmallproportionrespondedthatthesewerebadideasforreducingcosts.Wethinkfurtherinvestigationoflearners’viewswouldbehelpful,withaviewtoco-designingwithlearnersmoreefficientwaysofoperatingwhilemaintainingthequalityofthelearningexperience.

“Highereducationwillalwaysplayanimportantroleinoursociety.Whatitlookslikeandwhat

it focusesonwill change. Weneedour tertiary sector tobeadaptive, and respondto 21st

century learners’ needs andways of learning. Rather than competing against theworld in

traditionalways,Ihopethatourtertiarysectorhelpsfosteracommunityofcurious,passionate

andbrave thinkerswho can think critically,workwell in teams, are connectedwith global

trendsandactlocallytocreateabetterNewZealand–thatiswhatIhopethetertiarysector

willfoster.”

ShayWright

Co-founder,TeWhareHukahuka

SURVEY QUESTION

Course fees are often a source of complaint. Of the following ways that institutions could

potentiallyreducecosts,whichonesdoyouthinkaregoodideasandwhichonesdoyouthinkare

badideas?Youcanalsogiveusyourownideas.

INQUIRY QUESTIONS & ANSWERS

105. WearehappytoprovideourresponsestoquestionsposedbytheCommissionintheIssuesPaper.Thequestionswerethought-provokingandwebelievetheinquiryprocessandsubsequentrecommendationshaverealpotentialtocatalysemeaningfulchangeforlearners.

106. Thatsaid,wenoteourdisappointmentthatmorequestionswerenotdraftedwithlearnersinmindaspotentialrespondents.Weappreciatethatthereareabroadrangeofstakeholdersinthetertiaryeducationsector.However,wewouldarguethatthemostimportantstakeholdersarethelearners,arguablyfollowedbyemployers.Thequestionsthatframethisinquiryeffectivelyexcludethesegroupsfrommeaningfullyparticipatingintheprocess.Meanwhile,thesystem’stertiaryinstitutionsandgovernmentagenciesareveryeffectivelyincluded.Thisimbalancestrikesusunfair,givenwhoisshoulderingmuchoftheburdenforhighereducationandwhomightbedescribedasthebeneficiariesofit.Theresultisaclosedsystemspeakingtoitself.

107. Hereareourresponsestotheinquiry’squestions.Wherewehaverelevantviewscollectedfromlearnersoremployers,wehaveincludedthem.

Q1. Whataretheadvantagesanddisadvantagesofadministeringmultipletypesofpost-compulsory

educationasasinglesystem?

108. Theadvantagesofasinglesystemaccruetothesystemanditsinstitutions.Intermsofefficiency,relativesimplicityofthepolicyandregulatoryframeworksandintheadministrationoffunding,thesystemcanbesaidtoberelativelystraight-forward.

109. Thedisadvantagesofasinglesystemtendtoimpactonlearners.Thereasonisthatthetrade-offforsystemsimplicityisthatweareleftwithalackofflexibilityinasystemthatcannotadaptorinnovatequickly.

110. Forexample,afundingsystemthatworkswithfundamentalreferencetolearninghoursisgroundedinanumberofunhelpfulassumptions.Theseinclude:

§ Alllearnerslearnatthesamepace;

§ Learninghoursrequirethesameamountofresourceforeachoccurrence;and

§ Learningoccursinthesamewayitalwayshas.

111. Italsoincentivisesthecontinuationofcharacteristicsofthetertiaryoperatingmodelthathinderinnovation,including:

§ Learningisscheduledinawaythatisconvenientfortheinstitution,ratherthanthelearner;and

§ Institutionsareincentivisedtocreatealearningprogrammeofaparticularduration,ratherthanadesiredlearningoutcome.

112. Asareal-lifeanecdote,anumberoftechnologycompanieshaveremarkedthatuniversitycomputersciencegraduatesarenotreallyemployableascomputerprogrammersbecausetheyhavebeentaughtusingobsoletetechnology.

113. Oneputitbluntly,“wewouldhiresomeoneoutofEnspiral’sDevAcademybeforewetookaunigrad”.Enspiral’sDevAcademyisacoursethatrunsfor18weeksandcoststhelearneraround$10,000.Internationally,companieshavealsobeenabletotakepeoplefrom‘zero’toemployablecomputerprogrammersin6months.Why,then,dowesendthemessagethataspirantcomputerprogrammersneedtospendafull3yearsgettingacomputersciencedegree?Worsestill,wearenowencouragingthemtospendevenlongerandtakeonevenmoredebtstudyingingraduateICTschools.Onereasonisthatthesystemissetupinsuchawaythat

institutionsareincentivisedtomakethelearninglastaslongaspossible.Thejustificationisthatthelongertheystudy,themorepreparedtheyareforwork.Isthatreallytrue?

114. Whatfundinginstitutionsbasedondurationoflearningdoesnotdoiscreatealearningcontextthatisgearedtowardsefficiencyandorientedtowardsthelearner’sgoals–forexample,obtainingemploymentintheirchosenindustryasquicklyaspossible.

115. Infact,manyofthesystemmeasuresintendedtodriveimprovedperformance(suchasqualificationcompletions)actuallycreatedisincentivesforinstitutionstosupporttheirlearnersintoemploymentorbusinesspriortograduationandnoincentivesforthemtosupporttheirlearnersintoworkorbusinessoncetheyhavefinishedstudying.

Q2. Doprospectivestudentshavegoodenoughinformationtoenablethemtomakeinformed

choicesaboutprovidersandcourses?Whatadditionalinformationshouldbeprovided?Who

shouldprovideit?

116. Thechallengeforpolicymakers,educationalistsandemployersistoensuretheinformationavailabletolearnersenablesthemtoreachtheirfullcareerpotentialandtherebycontributefullytosociety(Basham,2011).

117. Ourexperiencewithlearnersisthataproportiondonothaveenoughqualityinformationtoenablethemtomakeinformedchoicesaboutprovidersandcourses.Further,theinformationthatisavailableislargelyproducedbytheinstitutionsandsotheymustfindtheirownwaythroughthevariousmarketingpromisesandattempttomakeadecision–withtensofthousandsofdollarsandyearsoftheirlivesatstake–manyofthemfreshoutofschool.

118. Asmentionedearlier,wehavespentsometimesurveyingpeoplewhowereeitherconsideringhighereducation,wereinenrolled,hadwithdrawnorhadgraduated.Weaskedthisquestion:

119. Wereceived697responses,whichwere:

§ Extremelyeasy(20%)

§ Somewhateasy(53%)

§ Somewhatdifficult(25%)

§ Extremelydifficult(2%)

SURVEY QUESTION

Inmaking your choiceaboutwhat to study andwhere,howeasyordifficultwas it to find the

informationyouneeded?

“Mydreamisthrougheffectiveuseoftechnology,highereducationbecomesmoreaccessibleto

allkiwisandwillnolongerbeboundbytheconstraintsoftime,geographyorcost.Wewillalso

embrace the concept of lifelong learning supporting multiple career changes, meaning we’re

continuinghighereducationwellbeyondour20s,wheremostofusendoureducationnow.”

VicCrone

AucklandMayoralCandidate

120. Althoughthelargerproportionfoundittobeeitherextremelyorsomewhateasy,themostpopularsourcesofinformationaretheinstitutionsthemselves.Weaskedthefollowingquestion:

121. Inorderofpopularity,theresultsfrom700responseswere:

§ Iresearchedoptionsonorganisations’websites(61%)

§ Ispoketostaffateducationorganisations/attendedopendays(44%)

§ Igotadvicefrommyfamily(38%)

§ IspoketosomeonewhoworksintheindustryIwanttoworkin(36%)

§ Igotadvicefromacareersadvisor(33%)

§ Igotadvicefrommyfriends(28%)

§ Other(9%)

122. Weweresurprisedthatcareersadvisorscamesofardownthelist.Whiletheproportionincreasedforthoseaged20andunder,speakingtocareersadvisorswasstill4th-mostpopular,swappingplaceswithspeakingtosomeonewhoworksintheindustry.

123. Thiswasacuriousresultbecausewealsoasked:

124. Wereceived818responses,75%ofwhichwere‘Yes’.Fromthisitwouldseemthateventhosewhodescribedfindingthedecisionmoreeasythandifficultwouldappreciatesupportintheirdecision-making.

125. Webelievethemostimportantadditionalinformationthatshouldbeprovidedtolearnersisunbiasedcomparativedatawithwhichlearnersareabletomakeinformedchoicesaboutprovidersandcourses,notjustamonguniversities,butencompassingallhighereducationpathways.Suchdataneedstobeprovidedbyanindependentpartythatisaccountabletolearnersandtoalesserextentindustryandbroadersociety.Thisisbecauseitmustnotbeinfluencedtowardsparticularacademicpathwaysorinstitutionsbecauseofitsfundingorotherdependencies.Itappearsthereisademandforthiskindofservice.Forsomereason,useofcareersadvisorsdoesnotappeartolineupwiththisfinding.Otherthananecdotalfeedbackfromlearnersandemployers,wedonotyetunderstandforsurewhythatis.

126. Whiledifferentinitsscope,consistentwiththethemeofindependence,aGreenPaperproducedintheUKlatelastyearhasproposedtheestablishmentofan‘OfficeforStudents’withastatutoryduty“topromotetheinterestsofstudentstoensurethattheOfSconsidersissuesprimarilyfromthepointofviewofstudents,notproviders”(DepartmentforBusiness,InnovationandSkills,2015).TheestablishmentofsomethingsimilarinNewZealandisanoptionthatshouldbeexplored.Provisionofindependentcareeradvicecouldbeworkedintothemix.

SURVEY QUESTION

If therewasan independent service tohelpyoumake adecisiononwhat to studyandwhere,

wouldyouuseit?

SURVEY QUESTION

Inmakingyourchoice,wheredidyougetyourinformation?Tickallthatapply.

127. Ed.Collectivealsointerviewedvariousemployersabouttheirexperienceofeducationandemployabilityofgraduates.

128. Athemeinemployers’experiencesisthattheschoolcareersadvisorsareoutoftouchandhavenorealunderstandingofwithwhatisneededbyindustry.Thismaybeharshcriticismandweappreciatethattherewillbeotherviewsonthis,butthisissimplywhattheysaidandunpackingthereasonswhywouldbeaworthwhileexercise.

“Careersadvisorshavenorealexperienceofwhathappensinthefast-pacedrecruitment

market”-Employer

129. Informationneedstobringtogetherthevariousofferingsfromtertiaryproviders–privateandpublic–alongwiththepreferencesofindustryinawaywhichisbothunbiasedandfair.Aservicethatasks“Whodoyouwanttobeandwhatdoyouwanttodowithyourlife?”andthatprovidesadviceontheknowledge,skills,experiencesandconnectionsthatwillhelpmakethathappen.Thismeansthebestwayofprovidingthisinformationwouldbethroughanindependentorganisationwithaccountabilityprimarilytolearners,perhapsanOfficeforStudents,orsimilar.

Q3. IsthebusinessmodelofuniversitiespublishedbyUniversitiesNewZealandagood

characterization?Arethereaspectsofthebusinessmodelofuniversitiesthatitdoesnot

explain?

130. ThebusinessmodelpublishedbyUniversitiesNewZealandisagoodcharacterizationofhowthingsare,includingtheconspicuousabsenceofanyrealemphasisonlearners,theirexperienceorachievementofthelifegoalstheireducationisintendedtosupport.Farmoreemphasisisplacedonsecuringthegoodopinionoftherestoftheacademy,ratherthantheirownlearners.Indeed,asmentionedintheIssuesPaper,studentsatisfactionisalmostdismissivelyviewedasproblematictomeasureandyettheirstudentsaretheoneswithfirst-handexperienceoftheinstitutions.

131. Wewouldarguethattheentirebusinessmodelshouldplacethelearningexperienceandlearnercommunitiesatitscentre.

Q4. WhatisthebusinessmodelofITPs?DothebusinessmodelsofITPsvarysignificantly?Inwhat

Q5. Whatarethebusinessmodelsofthethreewananga?

Q6. DothebusinessmodelsofPTEshavecommoncharacteristics?

Q7. Whataretheimplicationsofeconomiesofscaleinteaching(andthegovernmentfundingof

studentnumbers)forthedeliveryoftertiaryeducationindifferenttypesofprovidersandfor

differenttypesofcoursesandsubjects?

Q8. Howdoescompetitionforstudentenrolmentsinfluenceproviderbehavior?Overwhat

attributestoproviderscompete?DoNewZealandproviderscompetewithoneanothermore

orlessthaninothercountries?

132. Firstofall,itisimportanttoputtheconceptoftertiarycompetitioninitspropercontextandclarifywhattheyarecompetingfor–notjustintermsofattributesbuttheirreasonforcompeting.Institutionsaremotivatedtogrow.Morestudents,morefunding,morebuildings–moreofeverything.Intheabsenceofprofitsandlosses(atleastinthepublicsystem),thesizeof

aninstitutionhasbecomeaproxyforitssuccess.Alargerinstitutionis,bydefinition,moresuccessfulthanasmallerone.Thesameistrueofthevariousdepartmentswithintheinstitutions.Thisdefinitionofsuccessisproblematicanddrivesdecision-makingthatisnotalwaysinthebestinterestsofthelearner.

133. Oneoftheeffectsofthe‘bums-on-seats’modeloftertiaryfundingwasthatitencouragedmoreofacommercialsetofbehavioursfromtertiaryinstitutions.Institutionssoughttodifferentiatethemselvesand,intheory,hadtoprovethemselvestothemarketinordertoattractenrolmentsandsurvive/thrive.

134. However,themodelalsofosteredanumberofotherlessdesirablebehaviours.Therewasaproliferationofcoursesofdubiousqualityandwesawtheriseofinducementsforenrolments.Forexample,theCPITinitiativeCoolITinvolvedhandingoutfuelvoucherstopeoplewho‘enrolled’inacomputingskillscoursedeliveredviaCD-rom.Foreachenrolment,theinstitutionreceivedhundredsofdollars.Ultimately,theywererequiredtopaybackalargesumofmoney.Theywerenotalone–anumberofsimilarschemeswereevidentintheearly2000s.Fromacommercialperspective,theycouldbeviewedasverysensible–evenclever–buttherewasnomeasureforqualityoflearningoroutcomes.

135. Further,institutionsspreadfromtheir‘home’basesandstartedopeningcampuses/operationsindifferentcitiesbothdomesticallyandoverseas–allwiththeintentionofcompetingwithotherprovidersinthesystemandattractingmorestudents.Wehavetoaskhardquestionsaboutthetime,energyandfinancialinvestmentthatgoesintothisdomesticandinternationalspreadofinstitutions.Inthecaseofdomesticspread,whyaren’ttheypartneringwithotherinstitutionsinaparticularlocation?Inthecaseofinternationalspread,whatarethebenefitstotheNewZealandlearnercommunities?

136. ThecappingofEFTSandthenewperformancemonitoringframeworkbroughtintoeffectin2008wasintendedtodiminishthelevelofcompetitionbetweeninstitutions,toencouragethemtofocusontheircorecompetenciesandtherebyreduceduplicationandtofostercollaboration.Eightyearson,asidefromsomesurface-levelpartnerships(oftenmotivatedbyfundingfromgovernmentconditionaloncollaboration),thecompetitionbetweenthesystem’sinstitutionshasnotreducedinanymaterialway.

137. Competitioninfluenceswhatprovidersdeliver,theirreluctancetomeaningfullycollaborate,theirinvestmentsinbuildingsandtheiroverallpriorities.

Q9. Whataretheimplicationsoffixedcapitalcostsforthebusinessoftertiaryeducation?Do

differencesinthecapitalstructureofdifferenttertiaryinstitutionshaveimportantimplications

forthedeliveryoftertiaryeducation?

138. Oneofthemajorissueswiththebillionsofdollarsofbuildingsbuiltwithpublicmoneyisthattheysitun-orunder-usedforaround50%oftheyear.OneVice-Chancellornoted“insideeveryVice-Chancellorisapropertydeveloperjustscreamingtogetout”.Itisdifficulttoseeanythingthatrunscontrarytothis.

139. Thereisnoproblemwithinstitutionsconstructingbuildingsandspacesforlearningandresearch.However,thesearebuildingsconstructedlargelyfromthepublicpurse.Thereshouldbeanexpectationthattheuseofthemisoptimizedforthebenefitofthepublic.

Q10. Whataretheimplicationsofthemultipleactivitiesoftertiaryeducationforitsdelivery?What

outputsarebestproducedtogether?Whatoutputsarebestproducedseparately?

Q11. Whatarethebenefitsanddisadvantages,intermsofstudents’learningoutcomes,ofbundling

togetherresearchandteachingatuniversitiesinNewZealand?

140. Thebenefitsofbundlingresearchandteachingatuniversitiesisoftenpositionedasbeneficialtostudents’learningoutcomesbecauseknowledgecreationinformsteaching.

141. Thedifficultywithresearchandteachingisnotsomuchthattheyare‘bundled’atuniversities,itistherelativeinternalpriorityandprestigeattachedtoeacharea.Agoodresearcherisheldinhigherregardthanagoodteacher.Teachingandresearcharetwoverydifferentskillsets.Justbecausesomeoneisagoodresearcher,doesnotmeantheywillbeagoodteacher–andviceversa.

142. However,thesystemdoesnotrewardgoodteachinginthesamewaythatitrewardsgoodresearch.Theeffectofthisisthatalowerrelativepriorityisplacedonstudents’learningoutcomes.

Q12. Whatvalueisattachedtoexcellenceinteachingcomparedtoexcellenceinresearchwhen

universitiesrecruitorpromotestaff?

143. Verylittlevalueisattachedtoexcellenceinteachingcomparedtoexcellenceinresearch.Thisisproblematicastheinterestsofthemajorityoflearners’experiencesareplacedsecondtoresearch–inordertogetahead,lecturersareencouragedtofollowaresearchpathway.Inthatcontext,studentscanbecomeahindrance.

Q13. DoNewZealandTEIscross-subsidiseresearchwithteachingincome?

Q14. Whatotherevidenceisthereaboutwhatmakesforeffectiveteachinginatertiary

environment?Isitdifferentfordifferenttypesoflearningorstudent?Howcanteaching

effectivenessbebestmeasuredandimproved?

144. Thereshouldbesomelinkbetweenmeasuresofteachingeffectivenessandlearners’intentions–whattheyultimatelywantoutoftheirlearningexperience.Formany,itissimplytolearnandenjoytheprocess.Forothers,itisaboutgettingtheirdesiredjob.Inordertomeasurethiseffectiveness,institutionsmustasklearnerswhattheirintentionsareandmeasuresuccessagainstwhethertheirlearnersachievewhattheysetouttoachieve.

Q15. Howdotertiaryprovidersassess,recognizeandrewardteachingqualityinrecruitmentand

careerprogression?Towhatextentdotertiaryproviderssupporttheprofessionallearningof

teachers?

Q16. HowdoNewZealandtertiaryprovidersusestudentevaluations?Howdoesthisinfluence

providerbehaviour?

145. AsstatedintheIssuesPaper,tertiaryprovidersfindstudentevaluationsproblematic.Post-hocevaluationsofstudentsatisfactioncanbeproblematicandthepapersetoutsomeofthechallengesquitewell.However,manyoftheseinstitutionsareexpertsinresearch–exploringeverythingfromcuresforcancer,tonanotechnology,togenderdiscriminationinthehealthsector.Therearewholesectionsoftheacademythatspendtheircareersevaluatingthe

effectivenessofahugerangeofinitiativesandinterventions.Thesearethebestmindsinthecountry.Itisdifficulttobelievethatdevelopingaccuratewaystoevaluatestudentsatisfactionisbeyondthem.

146. Bycontrast,muchattentionandinvestmentisspentsecuringthegoodopinionoftheirinternationalpeers(mostofwhomwillhavenofirst-handknowledgeofthelearningexperiencetheyarecreating)intheinternationalrankings–whichisthenusedtosellthatlearningexperience.

147. Weaskedlearnersthefollowingquestion:

148. Wereceived748responses.

§ Don’tknow(12%)

149. Withthetechnologyavailable,itshouldnotbedifficulttoenablestudentstoprovidefeedbackontheirexperiencethroughouttheirstudies.Thiswouldprovideaviewofastudent’ssatisfactionorunderstandingofmaterialthroughoutacourse(perhapsevenduringalecture)andenableinstitutionstomakeadjustmentsasnecessary.Again,howsatisfiedalearnerisgoingtobewilldependontheirexpectations–theyshouldbeaskedupfrontsothatsatisfactioncanbeassessedincontext.

150. Whynotworkwithabroadrangeoflearners(intending,currentandpast)toco-designaneffectivemeasurementframeworkforstudentsatisfaction?

Q17. InwhatwaysandtowhatextentdoemployersinteractwithtertiaryprovidersinNewZealand?

Aretherepracticalwaystoencourageemployerstohavegreaterormoreproductive

involvementinthetertiaryeducationsystem?

151. Itisoftensaidthatacademicprogrammesaredevelopment“inpartnershipwithindustry”.ThisisgenerallybywayofIndustryAdvisoryGroups–acollectionofindustryexpertswhoareconsulted,bothintheinitialconstructionoftheprogrammeandaschangesaremadeovertime.However,itwouldbeworthexaminingthisengagementinmoredetail.

152. Thequestionimpliesthatemployersarereluctanttobeinvolvedinthetertiaryeducationsystem–thattheyneedencouragement.Anecdotally,employerswhohaveparticipatedintheseadvisorygroupshavenotedthattheyare“awasteofmytime”.Relatingstoriesofbeingconvenedinaroom,talkedatforalmostalloftheallottedtimeandgivenverylittleopportunitytohavemeaningfulinput.Admittedly,theseanecdotesarefewinnumber,butthattheyarethereshouldbeofconcern.

153. Employersneedareasontogetinvolved,startingwithensuringthatthetimetheyinvestbeingperceivedasworthwhile.

SURVEY QUESTION

Howinterestedwouldyoubeinbeingabletoprovideregularfeedbackonyourlearningexperience

throughoutyourcourse(ratherthanattheend)?

154. Forthisreason,webelievethatfurtherinvestigationintoindustryengagementwiththetertiarysystemneedstobeconducted.Thefactthatinstitutionscanclaimtohavemetwithindustryshouldbeinsufficient.Exactlywhatchangedasaresultoftheirengagement?Whatvaluedotheemployersaddtothedevelopmentofaprogramme?

155. Wealsobelievethatmoreinindustrycouldtakeontheroleofdevelopingmorelearners’skills,iftherewasappropriatesupportinplace.Oneemployerinthecreativesectornotedthattherereallyisnosupportforthosewantingtoengagelearnersandprovidethemwithprofessionalexperience.

Q18. WhatarethesimilaritiesanddifferencesamongITOs,orbetweenITOsandothertertiary

subsectors,inhowtheyoperate?

156. AdefiningfeatureofITOsisthewaytheyconnecteducation,NZQAqualificationsandemployment.Furthermore,theseconnectionsaremulti-dimensional.ITOsmakeconnectionsbetweenthevarioussectors,butalsowithinthem,arrangingthedeliveryofindustrytrainingrightthroughseniorsecondaryeducation,tertiaryeducationcourses,andongoingprofessionaldevelopmentintheworkforce.Intheirroleofsettingnationalskillstandardsandleadingqualificationsdevelopment,connectionwithindustryisparamount.ThesefeaturesarebothsimilaritiesthatITOsshareanddifferencestheyhavewithotherpartsofthetertiarysystem,particularlyuniversities.Perhapsthemostobviousdifferencebetweenthewaythesetwooperateisinacademicresearchandinthetypesofindustrythataretheirfocus.

157. TheIndustryTrainingFederationsumsuptheunderlyingphilosophyofITOswhenitsays,“Weneedtointroduceyoungpeopletoworkplaces,notyetmoreclassrooms”(IndustryTrainingFederation,2016).NewZealand’sindustrytraineesandapprenticespaytaxes,donottakeoutloansandallowances,andattractmuchlowertrainingsubsidiesthaninstitution-basedstudents,however,bothtraineesandemployersdofacecosts(IndustryTrainingFederation,2016).Nevertheless,theITOs,bytheirverynature,areincentivizedtoensuretheirgraduatesareemployableandjob-ready.Becausesomanystudentsgotouniversityspecficiallytogetajob,itiswellworthinvestigatinghowtheITOmodelcanbeextendedfurtherintoindustriesandsectorssuchasmarketing,communications,creativedesign,humanresourcemanagement,recruitment,informationtechnology,financeandmore.

158. WebelievethatanyconcernaboutITO’shavingaconflictofinterestwhenbothsettingstandardsandarrangingtrainingbecomesredundantwhentheissueisviewedthroughthelensofthemostimportantstakeholder–thelearners.Forthem,whenITOsdobothsettingandarrangement,theirexperiencebecomesmorestreamlined,pragmaticandeffective.

Q19. WhatmakesforasuccessfulITOintermsofmeetingtheneedsoffirmsforskilledstaff?

159. ForanITOtosuccessfullymeettheneedsoffirmsforskilledstafftheymustensurethattheskilldevelopmentandtrainingreflectstheskillneedsandcareerpathsoftheindustry.Consequently,thisisbestachievedwiththeco-designofprogrammesandeffectivefeedbackloopsthatsupportperpetualreview,improvementandinnovation.Meaningfulmeasurementisessential.Whilsttheratioofqualificationsgainedtonumberoftraineesemployedintheindustryisimportant,Ed.Collectivepointsoutthattheinputofthelearnerisfundamental.Properlyincludingpotentialandpastlearnersintheco-designandmeasurementprocesseswouldprovideamuchmorecomprehensivepicture,whilstalsoprovidinginsightsonnon-qualification,howthiscanbechangedandtheeffectithasonemployment.

Q20. HoweffectiveistheITOmodelinmeetingtheneedsoflearnersandfirms?

160. TheITOmodelisreassuringlytransparentinitsobjectivesandhowtheyalignwiththeintentionsofthelearners.Learnersmostlyengageinpost-compulsoryeducationtogetajob,andITOsarefocusedonthisastheirendresult.Theirsuccessinfindingemploymentprovestheireffectivenessandsoprovidesaclearpointformeasurement.However,itwouldalsobevaluabletocomparethistotheemploymentrateofpeoplewhowithdrawatdifferentpointsalongtheprogramme.

Q21. Whatarrangementsforarrangingworkplacetrainingandapprenticeshipsinothercountries

couldNewZealandusefullylearn?

161. Internationally,threearrangementsforworkplacetrainingandapprenticeshipprovideexamplesforNewZealand.ThesearestrongeruseofDualTraining,broadeningofsectorslinkedstronglywithapprenticeshipsanduniversity-levelapprenticeships.

162. InAustria,Denmark,GermanyandSwitzerland,dualapprenticeshiparethedominantwayofdeliveringtechnicalandvocationaleducationtraining(TVET),meaningthatalargenumberofoccupationscanonlybelearnedthroughapprenticeshipandthereisnoschool-basedalternative(UNESCO-UNEVOC,2015).ItisalsoakeymodelinthePhilippines,wherethecomplementaritybetweenworkplaceandschool-trainingisa70-30%ratio.

163. Broadeningapprenticeshipsandworktrainingbeyondtraditionalsectors(suchasconstructionandmanufacturing)providesmoreopportunityfortrainingtoalignwiththemostinnovativeandattractiveoccupations.Thismaybeinnewindustriesorsectorspreviouslylinkedonlytouniversity.

164. InGermany,companiesseemtobekeenondualtraininginuniversitylevelfieldssuchaseconomics,accountancy,salesandfinancialservices.Suchuniversity-levelapprenticeshipmightbeawaytochannelyoungpeoplewhowanttogotouniversityintosectorsandoccupationswherethereisademandintheeconomywhilstalsoprovidingthemwithskillsthatmorecloselymatchtheneedsofemployers;learnersacquirerelevantworkexperienceduringtheiruniversitystudies(IndustryTrainingFederation,2016).

Q22. Isthecurrentarchitectureagoodfitforatertiaryeducationsystem?Whatareitsadvantages

anddisadvantages?Aretheregoodalternatives?

Q23. HoweffectiveistheTESinstrumentatgivinggovernmenteducationagenciesdirectionabout

prioritizingresourcesandmakingtrade-offsincarryingouttheirroles?Whatarethebenefits

andrisks,intermsoffosteringaninnovativesystem,ofamoreorlessdirectiveTES?

165. Theinstrumentitselfisfine–oritcouldbe.However,theTertiaryEducationStrategyasitstandslacksvisionandlookstomeetcurrentindustryneed(ortheprojectedneedofcurrentindustries)withoutspeakingtothefuture.Inmanyrespects,itreadslikepromotionalmaterialformaintainingthestatusquo.

166. TheTESisbroadenoughthatinstitutionscanshoe-hornjustaboutanythingtheydointoalignmentwithoneofthepriorities.However,despitethisbreadth,thereisverylittleinthestrategythatencouragesinnovationinimprovingthelearnerexperienceorstrengtheninglearnercommunities.

167. IfwearetohaveaTES,thenitshouldbeframedbyanaspirationalvisionforournation’stalentand,inthefirstinstance,setoutwhatnetworkofintermediateoutcomeswewillneedtoachieveinordertomakethatvisionareality.Whileclearlyitisanimportantfactor,thestrategyshould

notobsessonlyoverfilling‘skills-gaps’forcurrentindustrycategoriestotheexclusionofallelse.Itshouldalsosetouthowwearegoingtosupportlearnerstobetheverybestversionofthemselvesastheypictureit.Thesearethepeoplewhoaregoingtocreateentirelynewcategories.Ofcourseskills-gapsarepartofthepicture,buttheyshouldnotbethebe-allandend-all.

Q24. Howdootherinstruments(e.g.fundingmechanisms,lettersofexpectation,budgetinitiatives)

influencegovernmentagencies’behaviour?HowdothesealignwiththeTESinstrument?

Q25. WhendotheTEC’sindependentfundingroleanditsCrownmonitoringrolealign,andwhenare

theyintension?

Q26. Whataretheprosandconsofdifferentqualityassurancearrangementsforuniversitiesto

thoseforITPs,wanangaandPTEs?

168. AmajorproofqualityassurancearrangementsforuniversitiesbeingvestedwithbodiescomprisedoforestablishedbyUniversitiesNewZealandisthattherecanbelittleargumentagainstgreaterintegrationbetweeninstitutions’offerings.Forexample,astudentattheUniversityofCantebury’sLawSchoolshouldbeabletomovetotheUniversityofAuckland(andviceversa)withfullrecognitionofwhattheyhaveachievedtodate.Theprogrammesareapprovedandauditedbythesamegroups.Essentially,theyassesseachother–andiftheyarehappywiththequalityofaprogrammethenallachievementswithinitshouldberecognisedrightacrossthesystem’sinstitutions.

169. Asstatedearlier,whenaskediflearnersshouldbeabletomoveinstitutionswithoutacademicpenalty,71%oftheresponseswere‘Yes’,12%responded‘No’andtheremaining17%were‘Notsure’.

Q27. HowdoNewZealand’sgovernmentinstitutionalarrangementsfortertiaryeducationcompare

tothoseinotherjurisdictions?

Q28. Inwhatwaysdoesafocusoneducatinginternationalstudentscomplementorunderminethe

othergoalsoftertiaryeducationproviders?

170. Internationalstudentshaveplayedaveryimportantroleinthesocialandacademicfabricoftertiaryinstitutions.Thepresenceofinternationalstudentsassistsinexpandingtheworldviewsofdomesticstudentsandaddsaspecialqualitytothenatureofstudentlife.Inreturn,theyhaveaNewZealandsocial,employment,touristandlearningexperience.

171. Thereis,ofcourse,alsoafinancialimperative.Internationalstudentfees(andalltheassociatedspending)areamajorsourceofrevenuefortheeconomyandforinstitutions.Itisforthisreasonthatinstitutionsinvestsoheavilyinattractinginternationalstudents.However,whathappenswhenthefactorsthatinstitutionsbelievewillattractinternationalstudentstakepriorityovertheneedsofdomesticstudents?Itisatthisstagethattheprimarypurposeofourtertiarysystemreallyneedstobebroughtbackintofocus–assumingwecanagreethatpurposeisabouteducatinganddevelopingNewZealand’slearners.

172. Forexample,tertiaryinstitutionscaninvestmillionsofdollarsandenormouseffortinordertoobtaininternationalaccreditationofonekindoranotherforaqualification–believingthiswillattractinternationalstudents.Thequestionofwhethertheirattentionandfinancesmightbebetterdirectedattheirdomesticstudentsispertinent–particularlywhensomuchofthe

investmentispubliclyfunded.Shouldthetaxpayerbefundingtheinternationalentrepreneurialaspirationsoftertiaryexecutivesorinvestingfirstandforemostinourowndomesticlearners?

173. Ofcourse,it’snotaneither/ordecision,butthesystemwouldbenefitfrommoreguidanceontherelativepriorityofthesetwoareas.Wheninstitutionshavetochoosebetweeninvestingindomesticstudentsandattractinginternationalones,whereshouldtheirprioritieslie?

174. Ideally,thereshouldbesomefinancialbenefittoNewZealandlearnersfrominternationalstudentenrolments.Ifaninstitutionattractsmoreinternationalstudents,intheoryatleast,theyshouldbebetterabletolimitoreliminatefeeincreases.Whydowenotseethishappen?Thiscertainlyshouldbepartofthebusinesscaseforanyforeignexpansioninestablishingcampusesorprogrammedeliveryoff-shore.

Q29. Whatfactorsbestexplainthediscrepancybetweengrowinglevelsoftertiaryeducation

attainmentwithoutasignificantproductivitydividend?

175. ThelowrateofproductivityinNewZealand,evenastertiaryeducationattainmentincreasesisoftenattributedtoenvironmentalfactorssuchNZ’srichnaturalresourceswhichlowersthepressureforinnovation,theageofitspopulationanditsbusinesslandscape(e.g.dominanceofSMEsandfewtrulylargeorganisationswhichmeanslowcapitalintensityandefficiencywages).

176. Weproposethreeadditionalfactorswhich,inourexperiencewithtertiarystudents,betterhelpexplainthecurrentdiscrepancybetweenproductivitydividendsandgrowingtertiaryeducationattainment.Inourview,addressingthisisaprioritytoensureproductivitylevelscanimprove.

177. Thefirstofthesefactorsisthewaythetertiarysystemisfailingtoadapttotheeverincreasingpaceofchangeinsocietyandtechnologyandtheconsequencesofthis.Secondly,tertiaryattainmentisn’tmeetingtheneedsofindustrybecauseofadisconnectbetweenemployers,educatorsandlearners.Finally,institutionsarefailingtoembraceasystemsmind-setandareinsteadactingasmanysingleinstitutions.

178. Anexamplewherethepaceofchangeisnotbeingmetisincomputerprogramminglanguages.Theseareemergingquicklyandthetertiaryeducationsystemtakesalongtimetobuildcourses.Howcoulditbemoreresponsive?

179. Asdescribedearlier,thereistoolittlemeaningfulconnectionbetweenemployers,educatorsandlearners.Studentsneedtobeequippedwithbothskillsthatwillgetthemintowork(wherethatistheirgoal)alongwithlifelonglearningskillsforunpredictablefuturelabourmarkets(Melton,1996).Studentsarethekeyactorsintheirowncareermanagement,butatpresenttheyarerelyingongettingwhattheyneedfromeducatorswhoarelargelyisolatedfromindustry.

“[Tertiaryinstitutions]seemtohavenoideawhatisactuallyneededbyemployerstodayyetit

isdifficulttoworkwiththemtosharethisinformationbecausetheydon’twanttohearfrom

peopleoutsidetheschoolsanduniversities”–Employer

180. Thereisalsoinsularitybetweentheinstitutions.Highereducationinstitutionsactandareincentivisedas“disconnected”individualentities.Instead,theyshouldbeworkingtogetherasasystem.Forthistohappen,institutionsmustbeincentivisedtobewell-connectedamongthemselves.Theymustalsoworkmorecloselywiththecompulsoryeducationsector–andweacknowledgetherearesomegoodexamplesofthisoccurringrightnow.Weneedmoreofthat.

181. Overseas,baccalaureateinstitutionsarebeginningtosharecostsfromadministrativeandoverheadtofacultyandacademicprogrammes(Bibbee,2013).Similarly,whatisbeingofferedatuniversityisbeingofferedatsecondaryschoolorviaMOOCs.Therearenoincentivesforuniversitiestodothisatpresentbecausetheadvantageslieonlywithlearnersandsociety.

Q30. Whatarethebestmeasurestodeterminewhetherthetertiaryeducationsystemisworking

182. Weneedtoask“whofor?”.Thereareanumberofperspectivesthatanymeasurementframeworkshouldinclude–learners,employersandGovernmentwillallhaveslightlydifferentviewsonwhatsuccesslookslike.

183. Forthelearner,itmightmeanthattheygetajobinaparticularindustry.Fortheemployer,itmightmeanthatgraduateemployeesaremoreusefulondayoneandbecomeproductiveteammembersmorequickly.ForGovernment,itmightmeanthatindustryasawholehastheskillsitneedsnowandthatthefuturelooksgoodformeetingthedemandsoftomorrow.

184. Webelievethatmoreworkcouldbedonetoco-designwithdifferentstakeholdersasetofmeasuresthat,together,giveagoodpictureofhowthesystemisperformingoverall.

Q31. Whatotherevidenceisthereabouttheinfluenceoftertiaryeducationsystemperformanceon

thegraduateincomepremiainNewZealand?

185. Thisyear,therehavebeensuccessivepressreleasesfromUniversitiesNewZealandcitingtheincomepremiaoftertiaryeducationinNewZealand.However,theinformationwasmadeupofaveragesforverybroadcategoriesandactuallytellsusverylittle.

186. OECDreportshaveshownthatourgraduatesreceiveamongthelowestreturnontheirinvestmentintertiaryeducation-aheadofTurkey,DenmarkandSweden,butsubstantiallybehindcountrieslikeCzechRepublic,Slovenia,Poland,theUSandtheUK.Thougharound50%ofthegapbetweenourreturnandtheOECDaveragecanbeexplainedbythewayitwasmeasured,thefactremainsthatwearewellbehindothereconomies(NewZealandTreasury,2013).

187. WhattheTreasurypaperattributesmostofthegaptoisourlowergrossearningsbenefit(p.8),ratherthantertiarysystemperformance.Givenaround50%oflearnersappeartogointotertiaryeducationwithanemploymentoutcomeinmind,thisisworryingwhenweconsiderthatthecostsassociatedwithstudy(directandindirect)arecontinuingtoclimb.

Q32. Towhatextentaregraduatesmeetingemployers’expectationswithrespecttohardor

technicalskills?Whataboutsoftskillsandcapabilities?

188. “Kidswanteverythingonaplatterthesedays”,oneemployerrecentlyremarkedtous.Thereisageneralsensethatgraduateshaveahighsenseofentitlementandalackofwillingnesstodowhateverisnecessarytogetahead.

189. Whilewesympathisewiththisview,itisimportanttoputthesereportedbehavioursincontext–notasanexcusebutbywayofexplanation.

190. Theissueisthatlearnershavebeensoldthepromiseofaprosperousfuture–alltheyneedtodoisspendtensofthousandsofdollarsandthreeyearsoftheirlivestogetit.Thismessageisrepeatedoverandover–goontostudyandyou’llgetagoodjoborafulfillingcareer.Learnersarespendingandsufferingmorethananyotherpreviousgenerationjusttogettotheemploymentstartinglineandbeginlifewithanever-increasingfinancialhandicap.Theproductofthisandthefacttheyhavebeensoldonthefactthattheywillgetagreatcareerattheotherendmeansthatofcoursetheyfeelentitledtoit.

191. Itisunreasonabletoexpectpeopletospendmorethantheirparents’firstmortgageonaneducation,justtostartwheretheirparentsdid–oftenwithnoqualificationatall–andthenexpectthemtotakeonentry-leveltasksandbehappyaboutit.

192. Thisisnotadefenceofbadworkattitudes,butitisanattempttoexplainwheretheymightcomefrom.Weneedtodosomeworktoensurelearnersandyoungpeoplehaverealisticexpectationsfromthebeginning.Learnershaveindicatedthattheywouldlikeanindependentservicetoprovidethemwithadviceontheirlearningchoicesandperhapsthiscouldbepartofthat.

193. Therealityforemployersisthattheyfindthegraduatesinastatewheretheyneedfurthertraining.Anemployernotedthat“Idon’texpecttomakeanymoneyoffagraduateforatleastayear–theyneedtoomuchwork”.Othershaveechoedthisinvariousways.Thecauseofthisisnotforlackoftimeormoney.We’reeitherdoingthewrongthingsordoingthemthewrongway.

Q33. Whatarethesignificanttrendsinemployerdemandfortertiary-educatedemployees,andin

studentdemandfortertiaryeducation?Howisthesystemresponding?

194. Asmentionedearlier,ofthelearnerswhotolduswhattheirreasonswereforstudying,50%studiedwiththeintentionofgettingajob.

195. Theemployersweinterviewedstatedtheyareseekingstudentswhoareflexible,adaptableandquicktolearn.

196. ITOsandtheSTARSgosomewayforthesystemtobettermeetthedemandsofbothlearnersandemployersbutsignificantpartsofthesystemareunchanged.

197. TheTertiaryEducationCommissionrecentlyidentified“Placinglearnersatthecentreofthesystem”asapriority.Weendorsetheimportanceofthisbutemphasisetheneedtoincludelearners’intentionsintheframe.“Accuratelyassessingtheeffectivenessofacourseorprogrammerequiresmeasuringlearners’improvementinknowledge,skills,andcompetencies.”isonethingwecando.However,measuringthedifferenceinthelearners’knowledgebetweentwospecificpointsdoesnotnecessarilyequatetoputtingthematthecentreofthesystem.Ifalearner’sintentionisfortheirtertiaryeducationtogetthemajoborcareer,thesystemshouldincludethisasakeymeasurementofsuccessandseektoassistlearnersinreachingtheirgoal–particularlyincaseswhereindustrycareerprospectsplayacentralroleintheirmarketing.

198. WeagreewiththeTECthat“theInquiryshouldaimtoidentifyhowapackageofsettingscouldbeimplementedacrossgovernmentagencies(includingMOE,MBIEandTEC)toincentivisecollaborationfrombothsides”.ItisalsohearteningtoseethattheTECprioritisebringingeducationandworkclosertogether.

Q34. Whatisbeingdonetodevelop,assessandcertifynon-cognitiveskillsintertiaryeducationin

NewZealand?Doapproachesvaryacrossprovidertypes,orbetweenhigher,vocationaland

foundationeducation?

199. Employershavesaid“wewantpeoplewhocanworkaspartofateam”.Inresponse,institutionsareplacinggreateremphasisongroupwork.However,thereisverylittleinthewayofguidanceandsupportforhowtoworkeffectivelyasateam.Webelievethatmorethinkingandenergyshouldbeinvestedindevelopinglearners’softskills–motivation,resilience,teamwork,negotiationandconflictresolution.

Q35. Whataretheimplicationsofnewtechnologiesthatarepredictedtomakemanycurrently

valuableskillsobsolete?Willthischangetheroleofthetertiaryeducationsystem?

200. Theimplicationsofnewtechnologieswillcontinuetoreachfurtherandfurtherintoprofessionsthathavehistoricallybeenseenasuntouchable.

201. AleadinglawfirmintheUnitedStatesrecently‘employed’itsfirstartificiallyintelligentlawyer.

“Ross,“theworld’sfirstartificiallyintelligentattorney”builtonIBM’scognitivecomputer

Watson,wasdesignedtoreadandunderstandlanguage,postulatehypotheseswhenasked

questions,research,andthengenerateresponses(alongwithreferencesandcitations)to

backupitsconclusions.Rossalsolearnsfromexperience,gainingspeedandknowledgethe

moreyouinteractwithit.

“YouaskyourquestionsinplainEnglish,asyouwouldacolleague,andROSSthenreads

throughtheentirebodyoflawandreturnsacitedanswerandtopicalreadingsfrom

legislation,caselawandsecondarysourcestogetyouup-to-speedquickly,”thewebsitesays.

“Inaddition,ROSSmonitorsthelawaroundtheclocktonotifyyouofnewcourtdecisions

thatcanaffectyourcase.”

Rossalsominimizesthetimeittakesbynarrowingdownresultsfromathousandtoonlythe

mosthighlyrelevantanswers,andpresentstheanswersinamorecasual,understandable

language.Italsokeepsup-to-datewithdevelopmentsinthelegalsystem,specificallythose

thatmayaffectyourcases.”(Futurism,2016)

202. Meanwhile,‘Amy’isanartificiallyintelligentpersonalassistantthatiscurrentlybeingrolledoutinBetaaroundtheworld.Userssimplyccamy@x.aiandAmytakesoverallthee-mail‘ping-pong’tosortoutthebesttimeforeveryonetomeetand,onceit’sallagreed,sendstheappointment.

203. Closertohomeintheeducationspace,GeorgiaTechhavecreatedanartificiallyintelligentteachingassistanttohelprespondtothe10,000orsoquestionsreceivedeachtimeacourseinKnowledgeBasedArtificialIntelligenceisoffered.

CollegeofComputingProfessorAshokGoelteachesKnowledgeBasedArtificialIntelligence

(KBAI)everysemester.It’sacorerequirementofGeorgiaTech’sonlinemaster’sofsciencein

computerscienceprogram.Andeverytimeheoffersit,Goelestimates,his300orsostudents

postroughly10,000messagesintheonlineforums—fartoomanyinquiriesforhimandhis

eightteachingassistants(TA)tohandle.

That’swhyGoeladdedaninthTAthissemester.HernameisJillWatson,andshe’sunlikeany

otherTAintheworld.Infact,she’snotevena“she.”Jillisacomputer—avirtualTA—

implemented,inpart,usingtechnologiesfromIBM’sWatsonplatform.

“Theworldisfullofonlineclasses,andthey’replaguedwithlowretentionrates,”Goelsaid.

“Oneofthemainreasonsmanystudentsdropoutisbecausetheydon’treceiveenough

teachingsupport.WecreatedJillasawaytoprovidefasteranswersandfeedback.”(Georgia

Tech,2016)

“Respondingtoquestionsoveremailandpostedonforums,Jillhadacasual,colloquialtone,

andwasabletooffernuancedandaccurateresponseswithinminutes.Herrepliesincluded

'yep!'and'we'dloveto'.Thestudentshadnoideauntiltheyweretold-andmanywere

shocked.ThebotwasnamedJillWatsonaftertheIBMWatsonanalyticssystemthatallher

responsescomefrom-essentiallyherbrain.ShewastrainedbyGeorgiaTechresearchers

beforebeingthrownintothemixwithnineotherTAs.Somestudentsweresuspiciousathow

swiftlysheresponded.Andoncesheusedtheword'design'insteadof'project'.Butnone

actuallysuspectedshewasabot.Infact,somelookedheruponlineandfoundLinkedInand

FacebookaccountsthatcouldcorrespondwiththeirpromptTA.Andtheysaidmanyofthe

TAsaresharp,impersonal,andquicktorespondanyway.”(Liberatore,2016)

204. Morethanpossible,itisnowlikelythatartificialintelligenceisgoingtobeemployedforawholerangeoftasksthathavepreviouslyemployedpeople–andlargenumbersofthem.ThisisnottosaythatthelawprofessionwillceasetoexistorthatExecutiveAssistantswillbeentirelyreplaced,butthenatureofthework,andthereforeskillsrequired,willchangesignificantly.Further,thenumberofpeopleneededforparticularprofessionsislikelytodeclinealongsideincreasedneedforpeopleinnewprofessions.

205. Thetertiaryeducationsystemneedstomeetthemoment.Inadditiontopreparinglearnersforaworldwithartificialintelligence,thereisanopportunityforinstitutionstoinvestigatehowtodeployAIthemselvestoseehowcoststothelearnermightbereducedwithoutcompromisingtheirlearningoutcomes.

Q36. Whatchallengesandopportunitiesdodemographicchangespresentforthetertiaryeducation

system?

206. AsnotedintheIssuesPaper,MāoriandPacificpopulationshaveayoungeragestructure.Pacificpeoplesareinfacttheyoungest,fastest-growinggroupinthecountry,withtwooutofthreePacificpeopleresidinginAuckland.SouthAucklandisthelargestMāoriandPacificcommunityinthecountryand,atthesametime,isanareaofhighsocialdeprivation.

207. InorderforNewZealandtobeeverythingwecanbe,Aucklandmustachieveitsfullpotential.InorderforAucklandtodothat,SouthAuckland(includingMāoriandPacificpeoples)mustbebroughtonthatjourneyofsuccess.

208. Intermsoftertiaryeducationprovision,thingshaveimprovedforSouthAucklandinrecentyears.AUTUniversityhasitsSouthCampusinManukauandMIThasitsOtaraandHaymanParkCampuses.

209. However,whatisprovidedandhowitisprovidedremainsthesame.Further,theacademyremainslargely,white,middle-classandmale–certainlyatthemostseniorlevels.Oneofthechallengesforthetertiaryeducationsystemwillbetoinvestinbecomingmorediverse-morereflectiveofthecommunitiesitserves.Itneedstomovemorequicklyonthis.DespitereceivingmoreResearchDegreeCompletionfundingfromthePBRFforPacificandMāoricompletions(evenmoreforthosecompletedinTeReo),theuniversitysubsectorhasdonelittletobuilditsseniorMāoriandPacificacademicsoutsideofMāori-andPacific-relatedsubjects.

210. WeneedtoseemoreMāoriandPacificacademicsdevelopedandappointedtoseniorrolesandseniormainstreamroles–notjustthosewithaMaoriorPacificfocus.

Q37. Whatevidenceisthereontheeffectoftuitionfeesonstudentaccessto,orthedemandfor,

tertiaryeducationinNewZealand?

211. Therereallyhasbeenonlyonegameintownandsotheideathatfeescanincreasewithoutdiminishingdemandfortertiaryeducationstartsfromafalsepremise.Themessagingisrepeatedandvigorous:youneedtogetatertiaryeducationinordertohaveanyprospectofhavingaprosperousfutureandadecentlifeinthisworld.Itisthereforenotsurprisingthatpeoplehavefoundthatinstitutionscouldchargemoreandthestudentswouldstillcome.Whatarethealternatives?

212. Moreinterestingquestionsthan“howmuchmorewillstudentspay?”is“howmuchlesscouldstudentspaywithouttheGovernmenthavingtopaymore?”or“howmightwere-modeltertiaryeducationsothatstudentscouldpayhalfwhattheyarepayingnow?Ornothingatall?”.There

havebeenleapsandboundsintechnologythathavereducedthecostsofallsortsofproductsandservicesrightthroughallofourlives.Andyet,theonesectorthatwouldliketoclaimresponsibilityformanyofthediscoveriesassociatedwiththoseefficiencies(withsomejustification,actually)justkeepsgettingmoreandmoreandmoreexpensive–reportedlyat7timestherateofinflation.Wageincreasesoutsidearen’tclimbingasquicklyasthefees.EvenifwetakeUniversityNewZealand’sincomepremiareportatfacevalue(althoughtheOECDhasadifferentview(NewZealandTreasury,2013))howlongwillitbebeforethereturnoninvestmentbecomesdecidedlylessattractivethanwhathasbeenreported?Inanyevent,whatwedoknowisthatifthetrendscontinue,thereturn5yearsfromnowwillbelessthanitistoday.And5yearsafterthat,evenless.Givenweknowthatnow,shouldn’twebedoingsomethingaboutthat?

213. Well,fortunately,alternativesareemerging.Theonlyquestionforthesystemiswhetherornotitwantstowatchthechangehappen,resistthechange,ortobecomepartofitandshapeit.LikeSkyTV5-10yearsago,thetertiaryeducationsystemisatapointwhereitgetsthatchoice.Ithasenjoyedamonopoly.Butthereareindicatorsthatthisisabouttochange.Wewouldlovethesystemanditsinstitutionstostartleadingsomeofthenecessaryshifts,ratherthanspectate.

Q38. Whatarethelikelyimpactsofdomesticstudentfeesincreasingfasterthaninflation?

214. Well,asstated,thereportedreturnoninvestmentfortertiaryeducationwillbeever-diminishing.TheincomepremiapromotedbyUniversitiesNewZealandthisyearwillgetsmallerandsmallerandsmallerwitheachpassingyear.Whilethismightnotimpactondemandintheveryshortterm,asmoreaffordableandmoreflexiblealternativesbecomeavailable,thereisboundtobeashiftinlearnerchoice.Wehaveobservedthesechangesinotherindustriesthathavecomeattheexpenseofdominantmarketplayerswhohavefailedtoadapt.

Q39. Whatimpacthasthepatternofgovernmentspendingontertiaryeducationhadonthetertiary

educationprovided?

Q40. Howhaveproviders’inputcostsandrevenuechangedovertime?Whataretheimplicationsof

thesechanges?

Q41. HowmightBaumol’scostdiseaseorBowen’slaw(discussionofwhichtendstofocuson

providerslikeuniversities)applyinotherpartsofthetertiaryeducationsystem?

Q42. Whatspecifictechnologiesshouldtheinquiryinvestigate?Why?

215. Theopportunityforthisinquiryismuchlargerthanjustwhattechnologiesshouldbeinvestigated.Thequalificationsframework,theroleofthedifferentagenciesandaskingthequestionconstantly“canwedothisbetter?”shouldremainfrontandcentrethroughout.

216. Theinquiryshouldinvestigatesuccessfulonlinelearning–notjustthetechnologies,buttheoperatingmodelsemployed–andhowthesecansitalongside,augmentorreplacecampus-basedstudyandatwhatcost.

217. Coursescouldbedisaggregatedintolectures,tutorialsandassessments.Studentscouldhaveonlineandcampus-basedoptionsandcouldelecttoattendlecturesinperson,streamthemlivefromwherevertheymightbeorwatcharecordedversioncoveringthesamematerial.Iftheywanttoattendinpersonitcostsacertainamountandiftheyconsumethecontentonlineitcostsless.Similarly,iftheyderivevaluefromattendingtutorialsinperson,theycandoso,ortheycanparticipateinonlinediscussionfora–again,atreducedcost.

218. Thereasonsforallofthisarenotjustthefeesinvolved,whichcontinuetorise.Therealityisthattheworldinwhichmostofthepolicymakersgrewupandpassedthroughhighereducationiscompletelydifferentfromtherealityforstudentstoday.Andtodaywilllooklikeadreamtothosewhocomethrough20yearsfromnowifnothingisdone.

219. Thecostofliving,particularlyinacentrelikeAuckland,isincrediblyhigh.Rentsarerising–asisthecostofbasicslikefood,electricityandtransport.Withoutfamilyassistance,itisnotpossibletoliveandstudywithoutworkingaswell.Thedaysofsurvivingthroughtheyearwithmoneysavedoverthesummerarewellandtrulybehindus.

220. Whyisthisimportant?Moreandmore,studentswillhavetofitstudyinaroundhowtheyearntheirliving–ratherthantheotherwayaround.Havingmoreonlineoptionswillenablestudentsto‘attend’alectureorlearningmoduleatatimeandplaceconvenienttothem,ratherthanwhenitisconvenientfortheinstitution.Wecanallrememberexamplesofhavingonlyoneclassonaparticulardayoftheweek.InAuckland,assumingthatthestudentislivinginan‘affordable’suburb,thiscouldmean2-3hoursoftravellingforonelecture-valuabletime(andexpense)inwhichtheycouldbeearningmoneyforthisweek’srentorcompletingassignments.

221. Artificialintelligence(suchastheteachingassistantidentifiedinQuestion35)mightalsobeausefultechnologytoinvestigateasawayofenhancingtheonlinelearningexperience.

Q43. Whatpartsofthetertiaryeducationsystemarechallengedbyongoingtechnologicalchange?

Whatpartscanexploittheopportunitiescreated?

222. Thepartsofthetertiaryeducationsystemchallengedbyongoingtechnologicalchangewillbethestaff.Theyhavebeenthelifebloodofourinstitutions,transformingliveseachandeveryyearastheyhaveshared,challengedandguidedtheirlearnersthroughskillsacquisitionandknowledgediscovery.However,theworldhaschangedaroundus.

223. Studentfeeshavecontinuedaninexorableclimb-andthereneedstoberecognitionthatautomaticannualincrementsarepartofthatgivenpersonnelcostsmakeuparound58%ofthecostsor65%ifdepreciationisexcluded(MinistryofEducation,2014).

224. Livingcostsforstudentshavecontinuedtorise.Thefinancialandopportunitycostsassociatedwithtertiaryeducationarehigherthantheyhaveeverbeen.Itisnatural,therefore,forstudentstoincreasinglylookforafinancialreturnontheirinvestment.Andwageshavenotkeptpacewiththeincreaseincosts.

225. Placesoflearninglikeuniversitiesusedtoholdthemonopolyonknowledge.Ifyouwantedtolearnsomething,theyweretheplacetogo.Thatisnotthecaseanymore.Thereare,arguably,higher-quality,morerelevant,moreaffordableandmoreflexiblewaysofacquiringthesameknowledge.Buthowcanweworkwithitandrecogniseourlearners’masteryofit?

226. Thesystemhastheopportunitytoflex,looktoinnovateandhelpshapethefuture–otherwiseitrisksbeingleftbehind.

Q44. HowhasinternationalizationaffectedNewZealand’stertiaryeducationsystem?Whatarethe

ongoingchallengesandopportunitiesfrominternationalizationofthetertiaryeducation

system?

227. WeneedtoaskourselveswhetherNewZealandinstitutionsshouldbeinvestingtime,energyandpublicmoneyinestablishingphysicaloverseasoperationsatall.Whatistheprimaryroleoftheseinstitutions?Surely,itistoeducateanddevelopNewZealand’stalentandthoseinternationalstudentswhochooseaNewZealandlearningexperienceandmakeacontributionasdiscussedinQuestion28.

228. Ratherthansupportingandfundingtheentrepreneurialambitionsoftertiaryexecutives,thesystemhasplentytobegettingonwithrighthereinNewZealand.IftheinstitutionhassparecashtoinvestinanewoperationinVietnam,SingaporeorIndia(forexample),itcouldbearguedthattheyhavesparecashtoreducefeesorinvestinjointventureswithindustrytoprovidelearningexperiencestoNewZealandstudentsthatwillmakethemmoreemployable.Itisdifficulttoreconcileinvestmentsinoff-shoreoperationswhileatthesametimeraisingfeesfordomesticlearners.

229. Infact,giventhatstudentsonforeignsoildonotaddtothelearnercommunitieshereinNewZealandtothesameextentasthosewhoareresidenthere,thereshouldbeanexpectationthatsuchventuresproducefeereductionsforlearnershere.

Q45. Isthe“NewZealand”brandanimportantpartofinternationalcompetitionforstudents,staff,

andeducationproductsandservices?Whatshouldprovidersandgovernmentdotomanageor

enhancethisbrand?

230. TheNewZealandbrandisabroadconceptthatcoverseverythingfromoursocialcohesion,ourenvironmentand,yes,thelearningexperienceswecanprovide.Institutionstendtoarguethatitistheirinternationalreputationthatistheprimaryfactorinattractingstudents.Thisviewsupportstheireffortstoinvestmoreinresearch,whichwillimprovetheirinternationalrankings.

231. However,lesswellknownregionalinstitutionshavealsobeenknowntodowellintermsofinternationalstudentrecruitment.ThereisaverystrongattractiontoaNewZealandlifestyleexperience,alliedtopursuingtheireducation.

232. WewouldliketoseefurtherinvestigationintohowaNewZealandlearningandtravelexperiencecouldbeputtogetherthatallowsstudentstocompletetheirstudiesatmultipleinstitutionsacrossthecountry.Asmentionedearlier,oursurveyindicatedmuchstrongersupportthanweexpectedforthisideafromamajoritydomesticstudentsample.

233. Wereceived745responsestothisquestion.Theresultswere:

§ Don’tknow(13%)

SURVEY QUESTION

Howinterestedwouldyoubeincompletingyourstudiesindifferentpartsofthecountry?(justfor

example,1yearinAuckland,1yearinWellingtonand1yearinChristchurchorwhereveryoulike).

Q46. Whatothertrendsprovidechallengesandopportunitiesforthetertiaryeducationsystem?

234. Oneofthetrendsthatdemandsaresponsefromthetertiarysectoristhatthedayswhenstudentsspentthebulkoftheirtimeoncampusarealreadybehindus.Learnersarejugglingdemandsofworkingjusttosurvive.Vulnerablecommunitieswithhistoricallylowtertiaryeducationparticipationratesareenrollingingreaternumbers–whichisagoodthing.However,theirresponsibilitiestotheirfamiliesandcommunitiesontopoftheneedtoearnmorearealsopullingthemawayfromwhatusedtobeverystrong,on-campuslearnercommunities.Institutionsaregoingtohavetoadaptandinvestininnovativewaysofconnectingandstrengtheningthesocial/communityaspectofeducationinaworldwherepeoplearenotalwaysphysicallypresent–simplybecausetheycan’taffordtobe.

235. Interestingly,learnersareindicatingthattheyarekeentoconnectwithotherswithsimilarlearninginterestsasthem–eveniftheothersarestudyingthroughdifferentinstitutions.Perhapsthisindicatesanopportunityforgreatercollaborationforinstitutions?Ratherthanfocusingonhowtheycanget‘their’studentstoengagewith‘their’campuses,perhapsit’sgoingtobemoreaboutfosteringtheconditionsandprovidingthetoolsthatfacilitatelearnersconnectingwitheachother–wherevertheymightbe?

236. Inoursurvey,weaskedaquestionalongtheselinesandreceived640responses.

237. Theresultswere:

§ Haven’tthoughtaboutit(20%)

SURVEY QUESTION

Howinterestedwouldyoubeinbeingconnectedtopeoplewithsimilarlearninginterests(but

possiblystudyingatadifferentinstitution)?

“Morethaneverbefore,wemustensurethateveryyoungAucklanderandNewZealanderhas

accesstofurthereducationandskilltraining.Intheworldtoday,thatisthefoundationforearning

a good living, participating in society and contributing to our community. For an inclusive

Auckland,weneedtoensurethateveryperson,regardlessoffamilybackgroundorincome,gets

thechancetocontinuelearninganddeveloptheirskills.”

PhilGoffMP

AucklandMayoralCandidate

Q47. Whattrendsarelikelytobemostinfluentialforthetertiaryeducationsystemoverthenext20

years?

238. Theincreasingfees,livingcostsandopportunitycostassociatedwithtraditionaltertiaryeducationwillbethemostinfluential.Afailuretomeetthemomentwithincreasedflexibility,moreopennessandeducationcontentanddeliverythatfitswiththerealitiesofcontemporarystudentlifewillmaketraditionalinstitutionslessandlessrelevant.Ifstudentscangetthemselvesemployableusingalternativeeducationmodelsthatareemergingintheprivateeducationspaceandcandosomorequickly,moreaffordablyandmoreflexibly,traditionalinstitutionswillbeseverelyimpacted–it’sjustaquestionofwhen,notif.

239. Assumingastandardundergraduatefeeofapproximately$6000,andastandardincreaseonthatof3%ayear,adegreeforsomeonestartingthisyearwillcostaround$18,500infees.In20years’time,assumingnomajorpolicyshifts,thatsamedegreewillcost$32,500.Basedonrecenthistory,itisfairtoassumethatthewageincreaseswillnotkeeppace.AtleastinAuckland(butincreasinglyinothercentres),itisunlikelythattherewillbemuchreliefintermsofhousingandlivingcosts.Anyincomepremiawillbegraduallyeroded.

240. Weneedtoacceptthat,ifnothingisdone,ifnomeaningfulchangeisintroduced,wearesentencingfuturegenerationstoasystemthatwilldeliverthesameproduct,atever-increasingcostsand(atleastinthefinancialsense)ever-diminishingreturns.It’snotrightandsomethinghastobedone.Therewillbepain,therewillbethoseinthesystemwhoneedtofindotherjobs–butthatistherealityfacingmultipleindustriesandwecannotexpecteitherlearnersorthetaxpayertokeepforkingoutformoreofthesame.

241. Anassociatedconcernisthattherisingcostsofstudywillincreasinglyshapethechoicesthatlearnersmake–chasingjobsthatwillfundrecoveryoftheirinvestment,ratherthanpotentiallyotheressentialjobsthatmakeoursocietyabetterplacebutthatdonotpayaswell.Wecouldallbenefitfromanextensionoftheoptionsavailablethatreducesthecoststoourlearners–bothintermsoffeesandlivingcoststhrougheitheranimprovedabilitytostructuretheirstudiesaroundworkorashorterpathwayintoemployment.

Q48. Arethereotherimportanttypesofnewmodelthatshouldbeincludedwithinthescopeofthis

inquiry?

242. Yes.ModelssuchasthoseemployedbyEnspiral’sDevAcademyandin-housetrainingsystemsbylargeoverseascorporatesthatgetpeopleemployment-ready,ofteninverytechnicalsubjects.Howdotheydoit?WhilewedonothavecorporatesofthescalefoundoverseasandweareprimarilyaSMEemploymentmarket,theremustbewaysourtertiaryinstitutionscanworkmorecloselywithindustrytodeliverthetalenttheyrequireandbetterequipouryoungpeopleandthoseretrainingwiththeskillsneededtogetajob.

243. Weneedtobreakoutbeyondourqualificationsframework.TheBachelor’sDegreeisa900year-oldconstruct.Inthisuser-pays,employment-focusedenvironment,isitstillthebestmodelagainstwhichweshouldbemeasuringmasshighereducation?Perhapsweshouldbereturningtothedayswhenfarfewerpeoplegotouniversityand,forthosewhowantit,moreoptionsaroundemployment-relatedtrainingareprovided?

244. Theapprenticeshipmodelcouldalsobeexpandedbeyondthetradesandintothosejobstraditionallyregardedasoffice-basedprofessions.Marketingandcommunications,forexample–learnandgetaccreditedonthejob.

Q49. Whatnewmodelsoftertiaryeducationarebeingimplementedinuniversities,ITPs,PTEsand

wananga?Howsuccessfulhavetheybeen?

245. Unlesstherearenewoptionsbeyondthequalificationsframeworkthatwehave,Idon’tthinktheycanbecallednewmodels.Traditionally,tertiarieswillgoouttoindustryandsay“telluswhatyouwant”…industrydoesthatandthetertiarysectorresponds“havewegotthedegreeforyou”.Whatifadegreeisnotreallythebestmodel?

246. Yes,thestatisticspointtoincomepremiaandothersuccessfactorsassociatedwithpeoplewhohavemoreeducation.However,wehavehadnorealalternativemodelsthathavekeptupwiththechangingworkforcedemands.We’veonlybeenabletomeaningfullycomparethosepeoplewhohavecompletedoneofthequalificationswithinourframeworkwiththosewhohavenot.Weneedentirelynewmodelsinordertomeetthedemandsofthefuture.Withoutthat,we’refosteringafuturethatfeatureshugedebtinreturnforqualificationsthatareunlikelytoprovidethereturntheyhavehistorically.Thenext20yearswilllooklessandlesslikethelast20andevenlesslikethe20beforethat.Weneedasystemthatisflexibleandresponsivesothatitcanadapttotheconditionsastheypresentthemselves.

Q50. Arecurrentqualityassuranceandaccountabilityarrangementsrobustenoughtosupporta

widerangeofnewmodels?

247. Ifanything,theyaretoobureaucratic,inflexibleand‘robust’andthereforeunlikelytosupportanyrangeofnewmodels.Weneedtoexpandtheviewofwhat“quality”meansandlinkittolearnerexpectationsandintentions.

Q51. HowmightnewmodelsoftertiaryeducationaffecttheNewZealandbrandintheinternational

marketfortertiaryeducation,students,educationproductsandservices?

248. Therearetwowaysoflookingatthis.Intermsofpreparingthevastmajorityofourtalentformeaningfulemploymentinwaysthataremoreflexible,affordableandrelevant–wecouldbeworld-leading.Wecouldbeknownforitthroughouttheglobe.

249. Todoso,wewouldneedtostarttorefinehowweview‘internationallyrecognised’qualifications.Rightnow,atthisverymoment,weareputtingpeoplethroughqualificationsthatwewouldseeasbeinginternationallyrecognisedandemployersintheassociatedindustriesaresayingeither“wewon’ttouchthemifwecanhelpit”or“wetakegraduatesonbecausethey’recheap”.Ifpeopleareemployingourgraduatesprincipallybecausethevaluepropositionisthattheyarethecheapestlabourtheycanfind,itdoesn’tdomuchtorecommendthetensofthousandsofdollarsandyearsthatgointoproducingone.

250. TherealityisthatthevastmajorityofourlearnersatleaststarttheircareershereinNewZealand.Theneedforinternationalrecognitionisreallymorepronouncedforthosewhohaveoverseasambitions.Forthosewhodoandwhogooffandchasetheirinternationaldreams,wethenchargetheminterestontheirstudentloans.Ontheonehand,wearefundinginstitutionstodevelop“internationallyrecognised”qualifications–andthenontheotherwearecharginglearnerswhoavailthemselvesofthatrecognition.Itseemsaverystrangemixofbehaviours.

251. Weneedsomecourageousdecisionsaboutthemixofmodelsthatweemployacrossoursystem,providinglearnerswithgreaterchoiceaboutwhat,howandwheretheylearnanddeveloptoachievetheirgoals.

Q52. Whatcanbelearntfromthetertiaryeducationsystemsofothercountries?Aretheremodels

thatcouldbeusefullyappliedhere?

Q53. Whatmeasureshavebeensuccessfulinimprovingaccess,participation,achievementand

outcomesforMāori?Whatmeasureshavebeenlesssuccessful?Why?

252. One-on-onesupportandmentoringprogrammesareavailableforPasifikaandMaoristudentsacrossmanytertiaryeducationproviderswiththegeneralpurposeofsupportingPasifikastudents’continuousparticipationandmotivation.ExamplesincludeAUT’sPacificStudentSupport,Victoria’sPasifikaatVic,Unitec’sPacificCentreandFonoFaufautua

253. AccordingtoPasifikaresearcherCherieChu,thepresenceofrolemodelsandawarenessofculturalidentityareimportanttoPasifikastudents’successattertiaryeducation.Leaders“helpotherstoseesolutionsandidentifyapproachestomeetthechallenges”(Chu,2009).CloserelationshipshelpleaderstohelpPasifikastudentstofindsolutions,developtheirstrengths,createanidentityforthemselvesandplanachievablegoals.LeadersandmentorshelpPasifikastudentsfigureouttheirchallengesandobstaclestosuccess,thenencourageandguidethemthroughapathwaytotheirsuccess.

254. BarrierstoPasifikastudents’successesincludepersonalhardshipsuchasfamilypressures,financialdifficulties,healthissues,andhousingissues.TertiaryeducationprovidersneedtofindmoresuitablewaystoaccommodatetoPasifikastudents’needs.TheyneedtosupportPasifikastudentsnotonlyacademicallybutalsoonapersonallevelandinthecontextoffamily.ManyPasifikastudentsintertiaryeducationarethefirstinfamilytostudyatthislevelandsosupport,andinformationneedstobeprovidednotjusttothestudent,buttotheirwhānauinawaythatisalignedtotheirculture,notthatoftheinstitutions.Itislogicalforthistobesustainedthroughouttheirprogrammeofstudytoensurecompletion.

outcomesforPasifika?Whatmeasureshavebeenlesssuccessful?Why?

outcomesforat-riskyouth?Whatmeasureshavebeenlesssuccessful?Why?

outcomesforthosewithlimitedaccesstotraditionalcampus-basedprovision?Whatmeasures

havebeenlesssuccessful?Why?

AccessibilityandParticipation

255. Accessibilityisoneoftheprimaryissuesthatextramuralandparttimestudentscontinuouslyexperience.Accessibilityinfluencesstudents'motivationtocontinuouslyparticipateintheireducation,achievetheirpapersorcoursesandincorporatetheirlearningexperiencesintotheircurrentorfuturecareerandpersonallives.

256. Aspartoflearningonline,extramuralstudentsareprovidedequalaccesstothetertiaryeducationprovider'sonlinelibrary,whichprovidesallstudentswiththerelevantsourcesrequiredfortheircourses.Thisincludesacademicjournals,archivedonlineversionsofmagazinesandnewspapers,andeBooks.Whilethephysicallibraryisalsoavailableforextramuralstudentstovisitanduse,thiscanbealimitationforthosewhodonotlivenearthetertiaryeducationprovider.However,sometertiarycourseproviderssuchasMasseyUniversityandVictoriaUniversityofWellingtonofferalibraryserviceviapost.Withthisservice,extramuralstudentscanrequestlibrarybooksthentheyaremailedthebookstoborrowforacertainperiodoftime.

Whilethisisusefultosomeextramuralstudents,thosethathaveothercommitmentsdofindtheideaofhavingtosendthebookbacktothelibraryviathepostshoptobeinconvenient.

257. Themajorityofone-to-onesupportis“deliveredthroughcampus-basedlearningandstudentsupportdepartments”(Hinchcliffeet.al,p.49).Thistypeofqualityinteractionisnoteasyforextramuralorpart-timestudentstoaccess.Hinchcliffeet.al(2007)notethatthiscanaffectsomefulltimestudentstoo,assomeofthemspendmoretimeoutsideofcampuspartakinginresearchorforotherstudy-relatedreasons.Tertiaryeducationprovidersarenowincreasinglyprovidingface-to-faceteachingasanoptionfordistanceandparttimestudents.Thiscanbeeitherthroughliveorrecordedlecturesortutorialsessionswiththeteacherpresentinginaclassroomsetting,orlivetwo-wayaudiovisualinteraction(Kean,2003).

258. One-to-one,face-to-facecommunicationandsupportfromtutorsisbecominglessofabarriertoextramuralstudents'learning,asteleconferencingsuchascontactviaSkypeisavailabletodistanceandparttimestudents.Tutors'phoneandemailcontactsarealsoprovided.Thedownsideofthesetypesofcommunicationisthatthesecontactsessionsareusuallynotonaregularbasis,reducingtheamountoftimesthatextramuralstudentsarecheckedinwiththetutor.Extramuralstudentsaremoreresponsibletoensuretheyareontherighttrackasopposedtotheregularintramurallectureandsessionswherestudentshavetheabilitytoaskthetutorquestionsduringbreaksorafterclass.Intramuralstudentshavethebenefitofbeingcheckedinorremindedbytutorsregardingassignmentsandsuch,whereasthisisnotcommonviadistancelearning.

259. Withthelatesttechnologyandsocialmediaavailable,studentsarealsoabletocontacttheirpeersoutsideoftheironlineclassandforums.Extramuralstudentscanmakecontactwithoneanotherthroughsocialmedia,emailorphoneandorganiseagrouporpartnerstudysession,wheretheymeetinperson,studytogetherandsupportoneanother.Onegreatwaythathashelpedstudentsovercomethebarrierofaccessibilityduringtheircourseisanonlinecommunity.Thisspaceisoutsideoftheclassforumwherestudents’effortsanddiscussionsarenotviewedonastrictlyacademiclevel.MasseyUniversity'sExtramuralCommunityFacebookpageallowsstudentstogetthechancetovirtuallymeetotherstudentswithinboththesameanddifferentcourses,whetherornottheysharesameclasses.NotethatMasseyUniversityistheleadingNewZealandUniversityfordistancelearning.WithinMasseyUniversity'sExtramuralCommunityFacebookpage,manystudentsshareadvice,experiences,complaintsandfeedbackregardingtheirlearningexperiences.Itisacommunitybasewherestudentslookfororprovidepeersupport.Anexamplethisisextremelyusefulandsupportiveforstudentsisextramuralstudentsexperiencingbereavementandseekingadvicefromtheirpeers.Somepostsonthepageshowsthatsomestudentshaveconsideredwithdrawingfromtheirpaperssoclosetotheendofthesemester.Peersupportfromclassmates,otherextramuralstudents,andadvisors(relevantMasseyUniversitystaff)whoadministratethepagehasencouragedmanystudentstopersevereintheircoursesanddothebesttheycan.

260. Blockorcontactcoursesareprovidedtocompensateforlackoftheface-to-faceteachingsessions.Thedownsidewiththisaspectisthatextramuralstudentsareforcedtospendextraontheircourseofstudiesfortravelandaccommodation,addingstresswhileinternalstudentshaveservicesprovidedtothemattheirconvenience.Someextramuralstudentsareunabletoorhavetosacrificetheirtimeandscarcemoneytotraveltothelocationofthecontactcourse.Sometimescontactcoursesclashwithothercommitmentsandstudentsmissoutonthisface-to-faceopportunity.Extramuralstudentsalsotendtousemoreenergyorganisingthingsincludingratherthanstudyingcomparedtointramuralstudents.

261. Withinthetraditionalcampus-basedprovision,learningopportunitiesaredeliveredthroughface-to-facecourses,mentoring,workshopsortutorialsandsometimestheopportunitytodevelopthroughconferencesorganisedoutsideofclasstimes.Sometertiaryinstitutionsprovidethese

opportunitiesintheeveningsorduringtheweekendhowevertheseare"largelyextensionsoftheconventional'university-based'modeloflearning"(Hinchcliffeet.al,2007,p.49).

262. Asastartingpointtoimproveaccesstothosewhostudyparttimeorviadistance,afundamentalprincipletofollowthroughoratleastconsider,isthat“anysolutionmustbe‘learning’ratherthan‘technology’driven”(Hinchcliffeet.al,p.50).Thisisparticularlyanissueforthosewholiveinruralareasandlackinreliableinternetservicesletalonethefundstopurchasetherequiredtechnology.Somelearnersdonotlearnbestthroughtechnologyandrequireface-to-faceeducationandsupportespeciallyforthosewhohavelearningdisabilities.

AchievementsandOutcomes

263. Intertiaryeducation,intramuralstudentshaveahighercompletionratethanextramuralstudents.Withe-learningavailabletobothgroups,intramuralstudentstendtocompletetheircoursesatthecompletionrateofjustover70percent.Extramuralstudentshavelesstendencytocompletetheircourseswithacompletionrateofjustover50percent(MinistryofEducation,2013).

264. Despiteextramuralstudents'lowersuccessratesintertiaryeducation,theytendtoalternatebetweenworkingandstudyingandsotheirworkexperiencesarecomplementedwiththeirstudiesthereforetheirpracticalitiesandcomprehensionoftheircoursesaremoresuccessful(Radloff,2011).Extramuraluniversitystudentstendtobemoreindependent,self-motivatedandresponsiblefortheirlearning.Thesesignificantskillsareparticularlyusefulforandprincipallylearnedfromlimitedaccess.Extramuralstudentslearnhowtoputtheirstudiesintopracticalityaswellasputtheirpracticalworkintotheirstudiessuccessfully.InRadloff’s(2011)research,46.2percentofextramuralstudentsreportedhavingoftenorveryoften,exploredhowtoapplythethingstheyhavelearnedintertiaryeducationintotheworkplace(p.72).Comparethisto34.6percentofcampus-basedstudents(p.72).Inadditiontothis,41.3percentofcampus-basedstudentsreportedneverhavingblendedacademiclearningwiththeirworkplaceexperience,ascomparedto24.5percentofextramuralstudents(p.72).Althoughextramuralstudentshavelessaccessandopportunitiestoengagewithpeersandrelevantstaffmembersregardingtheircourses,extramuralstudentsareinfactengagingthemselvesintotheireducationmoresothantheirintramuralpeers(Radloff,2011).

265. Extramuralstudentswhodonotcopewellwithisolationwhenstudyinghaveanincreasedchanceofwithdrawingfromtheircourses(Radloff,2011,p.5).Onemainreasonstudentswithdrawfromtheircoursesisthatittakesalongertimetocompleteduetoothercommitments.Manyextramuralstudentsstudyparttimeextramurallyprimarilyforthereasonofothercommitments.Extramuralstudentsalsofeelisolatedduetolackofface-to-faceinteractionsandsupport.Theseincludeengagementswithpeers,tutors,andotherrelevantsupportservicesthetertiaryinstitutionprovidessuchascounsellingandguidance-asopposedtointramuralstudentswhoreceivetheseservicesconvenientlyoncampus.O’Keefereinforcesthesignificanceofstudentsfeelingasenseofbelongingtotheirretentioninstudiesandoverallachievementsorsuccess.Thosewithotherlifecommitmentsincludingattendingtothefamily,particularlychildren,work,extracurricularactivities,andhealthissuestendtolackasenseofbelongingduetolessattachmentandcommitmenttothetypicaluniversitylifeandstudy(O’Keefe,2013,p.607).

266. Hinchcliffeet.al(2007)hascreateda“modelforstudentaccesstostrandsofe-learningactivity”(p.51).Thismodelincludesfouraspectsofaccessforstudentsamongste-learning.Providingstudentswith...

§ Knowledgeofresearchandgeneralstudyskills

§ Ongoingpeersupport

§ Reflectionsuchasthroughfeedbackformsandsurveys,and

§ Advicefromsupervisors,trainersandmentorsthroughtheopportunityofbothopenandclosedcommunication

267. Hinchcliffeet.al(2007)state,“Dynamic,welldesignede-learningopportunitiesshouldbethenorm,nottheexception”(p.51).InNewZealand,accessibilitytoequallearninganddevelopmentopportunitiesisnotconsistentamongsttertiaryinstitutions.Greateraccessandaccommodativesupporttowardsextramuralstudentsandtheirlearningexperiencesinhighereducationwillseeimprovementsinstudents'participation,achievementsandoutcomes.

outcomesforpeoplewithdisabilities?Whatmeasureshavebeenlesssuccessful?Why?

268. Interviewswithfourstudentswithdyslexiastudyingattertiarylevelshoweddisplayedwhattheirlecturersdidorcoulddotocreateaneasierlearningjourneyforthem.WilsonandSavery(2013)haveidentifiedfiverelevantmatterstotheirleaningexperiences,whichcouldalsobeappliedtostudentswithotherdisabilities:

§ Resilience.Thelecturers’flexibilityandadaptabilitytostudents’needsandabilitieshelpstudentstostudysuccessfully.

§ Identifyingstudent’sdifferentneedsandabilitiespositivelyisoneofthefirststepsfornotonlystudentswithdyslexiabutalsootherlearningdifficultiesordisabilitiestofeelrecognised.Thelargerthelecturers’awarenessofthestudents’abilitiesthebettertheyareabletocatertotheirstudents’needsandabilities.

§ Creatingself-awareness.Lecturer’sunderstandingofdyslexiaandworkingwithstudents’strengthsandabilitiescanincreaselecturers’acceptanceofstudents’learningdifferencesasindividuals.Lecturersbecomemoreawareoftheirteachingstyleandlearntoaccommodatetostudents’abilitiesorstrengths.Withthisawareness,theyrealisethekindofsupportstudentsneedandencouragethemtopersevereintheircourseofeducation.

§ Withthelecturers’self-awarenesscomestheimplementationofcompensatorystrategies.Forexample,aBachelorofNursingstudenthadseenanincreaseofvisualstrategieswithintheirlearningsuchaskeywords,picturesandvisuals.Thisteachingstylehasaccommodatedtothisstudents’cognitivelearningstrategyandcontributedtotheirsuccessinthecourse.

§ Beingopenaboutone’sdisabilityorlearningdifficultycancreatepositiveconsequences.Theultimatepositiveconsequenceisthatstudentsreceivethesuitableassistancetheyneedfromtheinstitutionandaccessiblesupportwithinthelearningenvironment.Oneexampleofaccommodatingtostudentswithdyslexiaandtheirlearningstyleistheuseoftechnology.Thisincludeslaptops,assistivesoftware,andvoice-recognitionsoftware.Farbeh-Tabrizi(2012)supportsthisidea,statingthattheuseofacomputercanputstudentsinthe"driver'sseat"andgivesthemagoodsenseofselfreliance”(p.4).

269. Tertiaryinstitutionsneedtoworktoprovidemoreapproachableandcomfortableenvironmentsforstudentswithdisabilities.WilsonandSavery(2013)state,“Lecturerunderstandingandawarenessoftheneedsoflearnerswithdyslexiacouldreducestigmatization,therebyenablingtheselearnerstofeelsafetodiscloseanddiscusstheirlearningdifferences”(p.123).Theabilitytobeopenaboutone’sdisabilityorlearningdifficultycanleadtothebestpossibleaccesstorequiredsupport,anincreasedlevelofparticipationamongststudentswithdisabilities,andimprovedachievementsandoutcomes.

270. Thefeedbackfromthestudentswithdyslexiadisplaythattherecouldbeimprovementswithininclusion,suitableteachingpedagogiesandstrategies,flexibleandindividualisedteachingapproaches,andthelevelofavailablepsychologicalsupportforstudentswithdisabilitiesandlearningdifficulties(Wilson&Savery,2013).

271. Bevan-BrownandWalker(2013)interviewedtenMaoristudentswithvisualimpairments,fiveofwhichhadstudiedorwerestudyingintertiaryeducationatthetime.Twooftheseparticipantshadstudiedatwānangaandtheotherthreestudiedatmainstreamuniversities.

272. SomedifficultiesthattheMāoristudentswithvisualimpairmentsreportedofincluded:

§ Havingtorelyonaudiotapedmaterialtowriteassignments

§ Joiningindiscussions

§ Gettingextratimeneededtocompletework

§ Costofspecializedequipmentandnotetakers

§ Unreliabilityofnotetakers

§ NotbeinggrantedpermissiontosubmitassignmentsonCDsoraudiotapes

273. ThetwoparticipantswhohadstudiedatwānangareportedofdifficultiesandbarriersrelatingtoboththeMāorisubjectandgeneralmatters(p.389).Theseinclude:

§ LackofaccessibleMāori-relatedandMāorilanguageresourcesatboththewanangaandlocallibraries

§ LackofaMāori-speakingcomputerdictionaryorspellcheck

§ AdditionalcostsrelatedtogetmaterialstranscribedbyaproficientMāorispeaker(thesecosttwiceasmuchasEnglishtranscriptions)

§ Limiteddisabilitysupportservices

§ Limitedequipmenttoaccommodatetostudents’needs

§ Limitedteachers’knowledgeaboutvisualimpairment

§ Tutors’relianceonvisualstoteachtheMāorilanguage

274. Overall,thefiveMāoristudentshadreportedalackofrequiredteacheraidesorsimilarone-to-onesupportandothersuitableresources,equipment,andstudymaterials.Theyhadalsoreportedalackofdiscretionforstudentswithdisabilities,suchasatutoracceptinganadaptedassignmentformatfromdisabledstudents.Mostimportantlyofall,however,isthelackofraisedawarenessandunderstandingoftheirdisability,barriersandchallenges,lackofrelationshipbuilding.Thisisaconcerningissueasthisnotonlyappliestothesestudentsbutmanyothersacrossthenation.

275. The2013Censusshowsthat55percentdisabledstudentshaveachievedapost-secondaryschoolqualificationatlevel1to6astheirhighestqualification.Only12percentdisabledstudents'highestqualificationsinvolveaBachelor’sdegreeorhigher(StatisticsNewZealand,2013,p.10).Itshouldbenotedthatthisdoesnotstatespecificallywhethertheseareachievedattertiaryinstitutionsoratuniversity.

276. Manydisabledstudentsexperiencebarriersandchallenges,especiallywithaccessibilityandthesmallamountofavailableopportunitiesforthem,inachievingtheircareersandaspirations.Theyare“oftenexacerbatedbythelimitedavailabilityofmainstreamopportunities”(Irving,2012,p.1040).

277. Studentswhoexperiencefeelingsofrejectionandlackthefeelingofbelongingintheirlearningenvironmentareconsideredtobeathighriskofnotcompletingtheircourses.O’Keefe(2013)identifiesacademicallydisadvantagedstudentsandstudentswithdisabilitiesinthelistofgroupswhoareconsideredtobeatriskofnon-completion.

278. Almostalltertiaryinstitutionsprovidestudentdisabilityservicestostudentswithdisabilities,impairmentsandlearningdifficulties.However,thelevelofsupportfromeachinstitutionvaries.

Thelevelofsupportandaccommodationtowardscertaindisabilitiesalsovary.Forexample,onetertiaryinstitutionmaythriveinprovidingaservicetoDeafstudentswithsignlanguageinterpretersbutfailtomeettherequirementsofanaccessibleareaforstudentswhousewheelchairs.SomeNewZealandtertiaryeducationprovidersmaintainagreatlevelofawarenessandsupporttowardsstudentswithdisabilitiesbutthereisalwaysroomforimprovement,bothatinstitutionsthatdoanddonotprovidestudentswithaccommodativeservicestoasatisfactorystandard.

outcomesforadultswithlowlevelsofliteracyornumeracy?Whatmeasureshavebeenless

successful?Why?

Q59. HowinnovativedoyouconsidertheNewZealandtertiaryeducationsystemis?Doyouagree

thatthereis“considerableinertia”inthesystemcomparedtoothercountries?Ifso,inwhat

wayandwhy?

279. Intermsofcomparisonstobedrawnwithothercountries,it’sdifficulttosayforsure.Mostoftheinnovationsinthetertiaryeducationsystemhaveeitherbeencreatedbytheprivatesector,thenot-for-profitsectororpublicinstitutionswithenormousendowmentfunds.Havingsaidthat,yesthereisconsiderableinertiainthesystem.Thepolicyandregulatoryframework,thefundingrulesandoperatingmodelsproducecontentanddeliverythatis‘same-samebutdifferent’.

280. OnthepointraisedintheIssuesPaperregardingtheethicsofexperimentingonstudents–thisisraisedasaspectretodiscourageanyinnovationbythosemotivatedtomaintainthestatusquo.Therealityisthis:thecurrentsystemisfailingstudentsasitis.Weknowthis.Approximately33%ofstudentsdonotcompletetheirdegreeswithin8years(MinistryofEducation,2014).Whatreal,authenticeffortshavebeenmadetounderstandwhyandaddressthebarriers?Notjustintermsofsupportservices(alotofthoughtandvaluableworkhasgoneintothis),butwhatchangestothestructuresandoperatingmodelsinplacemightimpovethings?

281. Ontopofthat,wehaveemployerssayingthatgraduatesarenotreallyreadyforemployment,thattheyhirethembecausethey’recheap,createnovalueforthefirstyearandthattheyhavetotrainthemup.Bythetimedrop-outs,thoseunabletosecureemploymentintheirchosenfieldandthosewhodonotmeetemployerexpectationsareremovedfromthepoolofstudentswhostartstudying,whatproportionareweleftwith?Canwesaythattaxpayersandstudentsaregettingvalueformoney?Itisnot‘experimenting’thatisirresponsible.Itisirresponsibletokeepdoingthesamethingoverandoveragain-despitethefactthatouroperatingenvironmenthaschangedcompletely,despitethefactthattechnologicaladvancesmeanwedon’tneedto,despitethefactthatthefutureofworkisgoingtotransformsomanyindustries.Despiteallofthosethings,thereisariskthatsomewillwanttobeleftalonetodowhatthey’vealwaysdone,butbeabletochargemoreandreceivemoretodoit.

Q60. Whatarethefactorsassociatedwithsuccessfulinnovationinthetertiaryeducationsystem?

282. Onethoughtinresponsetothisquestionis“whatsuccessfulinnovation?”.

283. Allthe‘innovation’isoccurringwithinasystemthatisitselfunchanged.Thereisinnovationinstudentrecruitment–workinginnewwayswithschoolsandengagingwithyoungpeopledifferentlytoincreaseparticipation…inthesamething.Therehasbeenaproliferationofsatellitecampusestoimproveaccessforcommunitiesthatwouldotherwisenothaveaccess…tothesame

thing.Onlinecomponentshavebeenintroducedtocoursestoimproveflexibilityandtoreducecosts(totheinstitutions,nottothelearners)–toworktowardsthesamething.

284. Themainfactorappearstobethattheinnovationneedstooccuroutsidethesystem.Sadly,onesuccessfulsocialandcommercialentrepreneurrecentlyadvisedus“that’sfine,goaheadandmakeasubmissiontothisCommission–justrealisethatifyouactuallywantsomethingtohappen,you’llneedtoworkoutsidethesystemandworkouthowtopayforit”.Thisperceptionisasadindictmentontheresponsivenessandpaceofinnovationwithinoursystem.

Q61. Whatarethebenefitstoinnovatorsinthetertiaryeducationsystem?Whatchallengesdothey

faceincapturingthesebenefits?

Q62. Whatarethebarrierstoinnovationinthetertiaryeducationsystem?Whatmighthappenif

thosebarriersarelowered?

285. Oneofthebarrierstoinnovationliesinthetremendouspressuretoavoidpublicfailure–whetherrealorperceived.Theironyisthatisseemstobeperfectlyfinetofailatthesamerate,aslongasyoudon’tchangeanythingandeveryoneelseisfailingwithyou.Thiscreatesanenvironmentisextremelyrisk-averseandreallyonlysupportsincrementalchange,ratherthantransformativeinnovationbasedoncourageousdecision-making.

286. Changeistoughonallinvolvedanditmaybethatitisjusttootoughforexistinginstitutions.Wemayneedtoestablishorfundentirelynewonestoreallydriveinnovationinthesector.

Q63. Howwelldoinnovationsspreadinthetertiaryeducationsystem?Whathelpsorhinderstheir

diffusion?

287. Itdependsonthearea,disciplineandinstitutions.Inthemain,institutionsarenotverygoodatlearningfromeachotherandworkingtogether.Oneexceptionseemstobethelibrarians–theyseemtobethemostdisinclinedtoletinstitutionallinesgetinthewayofdoingwhattheydosowell.Thesystemcouldlearnagreatdealfromhowlibrariansoperateandcooperate.

Q64. HowsuccessfulwastheEncouragingandSupportingInnovationfundinpromotinginnovationin

thetertiarysector?Whatevidencesupportsyourview?

Q65. ArethereexampleswheretheNewZealandGovernmenthasdirectlypurchasedinnovationor

innovativecapacityintertiaryeducation?Ifso,wasitsuccessful?

Q66. HoweasyorhardisitforanewproviderorITOtoaccessTECfunding?

Q67. DoestheprogrammeorqualificationapprovalprocessviaNZQAorCUAPenableorhinder

innovation?Why?

288. Ithindersinnovationbecausethetheunitsoflearningandhowtheyarepackagedaresostandardised.Thisistobeexpectedinaqualityapprovalinstrument.However,thediscussionofqualityneedstobebroadened.

289. Underthepresentsystem,itisquitepossibleforsomeonetospendtensofthousandsofdollarsandyearsoftheirlifecompletingacourseofstudythathasaqualitysealofapprovalfromNZQAorCUAPbutnotleavethemanymoreemployablefortheirdesiredindustry,whenthatisoftentheirgoal.Ifitisthestudent’sintentiontogointoaparticularareaofemploymentandis

pursuingthecourseinordertofurtherthataim(oftenbecausethemarketingmaterialtellsthemtheywillgetagreatjob),thensurelytheirsuccessorfailureinthisendeavourand/ortheemployer’sviewontheirreadinessforworkshouldbegivensomeconsiderationinthequalitydiscussion.

Q68. WhatimpacthasPerformance-linkedFundinghadonproviders’incentivestoinnovate?

Q69. HowmuchdoesfundingshiftbetweenPTEsbasedonassessmentsofperformance?Whose

assessmentsarethey,andwhataretheybasedon?

Q70. HowmuchdoesfundingshiftinsideaTEI(e.g.betweencourses,academicsorfaculties)based

onassessmentsofperformance?Whoseassessmentsarethey,andwhataretheybasedon?

Q71. Whatinfluencestertiaryproviderstowardsofferingabroadornarrowrangeofcourse

offerings?Whataretheadvantagesanddisadvantages(forproviders,students,andthesector

asawhole)ofarelativelyhomogenoussystem?

Q72. DoNewZealand’stertiarypolicyandregulatoryframeworksenableorhinderinnovation?

Whatmighthappenifexistingconstraintsareloosened?

Q73. Howdointellectualpropertyprotectionsintertiaryeducationfosterorhinderinnovation?Are

theeffectsdifferentindifferentpartsofthesystemorfordifferentkindsofprovider?

Q74. HowdoestheCrown’sapproachtoitsownershiproleaffectTEIbehavior?Isitconduciveto

innovation?

Q75. Doregulatoryorfundingsettingsencourageordiscourageprovidersfromengaginginjoint

ventures?Ifso,how?

Q76. Howdoregulatoryorfundingsettingsencourageordiscourageprovidersfromseekingexternal

investment?

Q77. Howdotertiaryproviderscreateincentivesforinternalparticipantstoinnovate?Whatkindsof

choicesbyprovidershavethebiggest“downstreameffects”ontheirlevelofinnovation?

Q78. Whatincentivesdogovernmenteducationagencieshavetoinnovateinthewaytheycarryout

theirfunctions,bothwithinandacrossagencies?Whatconstraintsdotheyface?

CLOSING STATEMENT

Wearepleasedtohavebeenabletoparticipateinthisinquiryintonewmodelsoftertiaryeducation.WebelieveinatalentedandconnectedNewZealandpoweredbygreatlearningexperiencesandstronglearnercommunities.Webelievethattheinterestsandvoicesoflearnersshouldbeatthecentreofshapingthefutureofhighereducationanditwasouraimtomakeacontributiontothatthroughoursubmission.Wewillcontinuetogatherandsharetheviewsoflearnersandhopethatthiswillbewelcomed.

Asstatedearlier,someofwhatwehaveshared(ourowncommentaryalongwiththeviewsoflearnersandemployers)mayseemharsh.However,wehavepreparedthissubmissionwithahugerespectforoursystemanditsinstitutions.Wejustbelievethatavarietyoffactorscallforaneedforsignificantchange.

Itmaybethatchangeisnotpossible,toohard,tooexpensiveorwilltaketoolongwithinexistingstructures.TheCommissionshouldalsoconsiderthepossibilityofestablishingorsupportingneweducationmodelsoutsideofinstitutionsthatarealreadyinplace.Startingfreshmightindeedbebest.

Eitherway,welookforwardtodiscussinghowthesystemcanbemademoreresponsive,moreflexible,moreopenandmoreaffordableforNewZealand’slearnersoftomorrowandbeyond.

ACKNOWLEDGEMENTS

Ed.Collectivewouldliketothankallthepeoplewhotookthetimetoparticipateinoursurveysandinterviews–whatyousharedwasreallyvaluabletousaswepreparedthissubmission.WearealsogratefultotheleaderswhohaveinspireduswithyouraspirationsforhighereducationinNewZealandandforallowingustoshareyourwordshere.

FURTHER INFORMATION

Forfurtherinformation,pleasecontact:

LucShorterExecutiveDirectorEd.Collectivee: luc.shorter@edcollective.org.nzm: +6421816925

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