Investment Plan 2019-2020

Auckland University of Technology

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Contents

1. Mission and role .......................................................................................................................... 3

2. Addressing stakeholder needs .................................................................................................. 11

3. Giving effect to the Tertiary Education Strategy 2014-2019 .................................................. 14

Delivering skills for industry .......................................................................................................... 15

Boosting achievement of Māori .................................................................................................... 34

Boosting achievement of Pacific peoples ..................................................................................... 44

Improving adult literacy and numeracy ........................................................................................ 52

Strengthening research-based institutions ................................................................................... 54

Growing international linkages ..................................................................................................... 63

Details

TEO name Auckland University of Technology

EDUMIS number 7008

Lead contact for Plan discussions Jenny Bygrave Assistant Vice-Chancellor (Strategy, Students, and Marketing)

Work phone 09 921 9999 extn 9862

Mobile 021 622 113

Email jenny.bygrave@aut.ac.nz

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1. Mission and role

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1.1. Mission-related capability Our distinct contribution Auckland University of Technology’s (AUT) mission is great graduates. We are an inclusive, outcomes-focussed and contemporary university, with a focus on opportunity and supporting the success of all our students. We work with industry and our communities to build a better, safer, and more prosperous society. We offer student-directed learning, we work for our city and our country, and we partner with other like-minded organisations to make a difference in our region, our nation and the world. AUT is both a long-standing Auckland institution and New Zealand’s youngest university. In 2017 we were named the top millennial university in Australasia, and 14th in the world, by Times Higher Education (THE). We are a research-based institution that offers quality teaching and has a proud heritage of service to the community. As we have grown over the past 120 years, so has our community: from Auckland to New Zealand to the world. We teach a wide range of programmes, mostly at degree and postgraduate level and retain a focus on work-integrated learning and applied teaching. In our research, we cover the spectrum from fundamental to applied, and our sports science programme was recently judged the best in New Zealand. Our core research strengths are centred on the following themes: creative design and advanced technologies; health and wellbeing; sustainable cultures, communities and environments; and transformational digital futures. We have three main campuses around Auckland: City, South and North, and three specialist facilities: AUT Millennium on the North Shore, the Warkworth Radio Astronomical Observatory, and the Centre for Refugee Education at the Mangere Refugee Resettlement Centre. We are a university of opportunity and have a particular emphasis on expanding access to, and success in, higher education for people from lower socio-economic areas who are traditionally under-represented in university education. Our programmes are delivered from five faculties:

• Faculty of Business, Economics and Law • Faculty of Culture and Society • Faculty of Design and Creative Technologies • Faculty of Health and Environmental Sciences • Te Ara Poutama, Faculty of Māori and Indigenous Development.

This Investment Plan outlines AUT’s planned activities over the coming three years and demonstrates the value we add to Auckland and New Zealand, and our contribution to meeting the Government’s priorities for tertiary education. This Investment Plan has been informed by:

• AUT Directions to 2025 (our strategic plan); • consultation with students, stakeholders, industry and community; • consultation with the Office of Māori Advancement and the Office of Pacific Advancement; • initial consultation on the Learning and Teaching Roadmap (currently under development); • the Research Plan (currently under development); • the Capital Asset Management Plan; • faculty and division 2019 business plans; • the Tertiary Education Strategy 2014-2019; • the Tertiary Education Commission’s investment toolkit; and

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• discussions with TEC’s University Investment Manager.

In 2017, AUT adopted a new strategic plan, AUT Directions to 2025. The intentions outlined in AUT Directions centre on the mission of great graduates. The plan itself has five themes, all of which contribute to this mission. As is shown in Table 1, supporting these themes are a series of directions that outline AUT’s distinctive contribution to the New Zealand tertiary landscape. Table 1. Themes and associated directions from AUT Directions

Theme Directions

Creating exceptional learning experiences Delivering compelling programmes

Going beyond educated and employable

Designing student-directed learning

Supporting great teaching

Discovery and application of knowledge for wellbeing and prosperity

Integrating teaching and research

Contributing excellent research

Applying our research

Advancing by collaborating

Enhancing student research

Responding to our place in the world Respecting Te Tiriti o Waitangi

Working for our city and country

Sharing our knowledge at home

Improving our work through internationalisation

Being a responsible global citizen

Building our position as New Zealand’s university of technology

Increasing our strength in application and innovation

Leading our sector in external impact

Demonstrating technological excellence

Applying shared technological themes

Being a place where people love to work and learn

Designing work that is purposeful and rewarding

Being an inclusive community

Achieving our goals through effective administration

Making great spaces and places

Sustaining our future

AUT Directions closes with a series of signs of progress, aspirational goals that guide the University’s development to 2025 and support the aims outlined in the document. These include increasing South Campus to 3,000 EFTS, achieving parity of participation and success for all our students, increasing the proportion of students who have an international experience as part of their studies, improving the teaching skills of our academic staff, improving our international research standing and increasing our external research income, contributing to the United Nations Sustainable Development goals, and improving the skills of our leaders and managers. Some of these signs of progress will be used to inform the Forecast Statement of Service Performance or the priority-specific metrics presented in this Investment Plan, others will be introduced later in our planning period, and others monitored by a variety of internal reports and external benchmarking.

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In all, AUT Directions presents the University as a dynamic, engaged, welcoming and efficient organisation, one that honours the Treaty of Waitangi and makes a positive contribution to social, economic, environmental and cultural development. Many of the priorities and concerns of this Investment Plan round were already articulated in AUT Directions, resulting in a close alignment between the intentions of Government and those of AUT. Governance, audit and management AUT has robust and informed governance, management and reporting systems. AUT Council is the governing body and it is chaired by the Chancellor, John Maasland. The 12 members are variously appointed by Council, academic and professional staff, students, and the Minister of Education, to represent a diverse range of viewpoints and stakeholders and provide oversight of the University’s policies, procedures and management practices. Council is dedicated to preserving and extending AUT’s unique contribution to New Zealand and its long heritage of service to Auckland. As such, Council acts in accordance with its code of conduct and governance guidelines, mindful of its role as a steward of assets and of its fiduciary responsibilities. In making decisions, Council involves key stakeholders and considers the long-term implications, as well as the immediate issues. Council has three working groups or standing committees, each with a particular focus area: the Council Finance and Audit Committee, the Council Property Committee, and the Council Māori and Pacific Working Group. Vice-Chancellor Derek McCormack is employed by Council and reports to the members on a monthly basis. His report provides key achievements against each strategic theme, along with EFTS monitoring, financial performance information, and a summary of progress against the University’s key performance indicators. AUT Directions was adopted by Council as AUT’s strategic planning document, and the members of the Strategic Leadership Team (SLT) are now developing the associated roadmaps and plans to enact the strategy across the University. These include (but are not limited to) the following roadmaps: Learning, Teaching and Curriculum, Research, International Plan, Sustainability, Diversity, and Digital. They will each form part of the strategic framework that supports AUT Directions, ensuring that at all levels of the University, organisational effort and resources are focussed on advancing the University's mission of great graduates and its strategic objectives. SLT members retain a dual focus. They support the Vice-Chancellor in taking a university-wide overview of progress towards AUT Directions, as well as identifying annual priorities for over-arching University-wide projects. Members also have individual responsibility for overseeing progress against the Roadmaps within their purview. For their part, Council produce the Annual Report and approve some of the plans, such as the Capital Asset Management Plan (CAMP) and the Investment Plan. The proposed strategic planning framework, showing the hierarchy of plans, the AUT values, and the monitoring and review processes is depicted below.

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Picture 1. AUT’s proposed strategic planning framework

This framework will be underpinned by the annual budget allocation process, which is intended to support the achievement of the roadmaps. Many of these documents are still under development, with consultation and debate happening across the University. This debate will continue through the tenure of the plans, as we seek continuous improvement and new ways to better serve our students and communities. The Investment Plan will be based on progress and the key priorities identified to date, with the understanding that these may be subject to some change when the final roadmaps are implemented. Council uses the CAMP, Investment Plan and Annual Report to monitor the value added by AUT. The University uses a range of feedback, analytics and benchmarking tools to measure stakeholders’ experiences and perceptions. For students, these include the Student Paper Experience Questionnaire, the Annual Programme Survey, the University Experience Survey and the Graduate Survey. Issues raised in these surveys are reported to the appropriate department, which then provides a report of their subsequent actions, ensuring students are kept informed of the changes made. AUT uses business intelligence tools to support student success, and follow the progress of priority groups, including Māori and Pacific students and those from lower socio-economic areas. External stakeholders share their views through, as appropriate, market research on employer perceptions, and established feedback mechanisms from schools, and research and community engagement partners. This includes long-standing Industry Advisory Committees. AUT benchmarks its performance against other universities through international rankings agencies including QS and THE, international accreditations such as the AACSB for the Business School, and formal benchmarking tools such as Tribal, the Tertiary Education Facilities Management Association (TEFMA), the New

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Zealand, Australian and United Kingdom Benchmarking project – Priority Learners, and the Performance-Based Research Fund. AUT has a significant asset in its Data Warehouse, which holds data from more than 50 source systems. This is used to provide quality information to Council and senior leaders and build a culture of evidence-based decision-making at all levels of the organisation. To this end, AUT has an all-staff reporting portal, UniAssist, which provides curated content and live, interactive reporting on core activity areas, such as admissions and enrolments, the student body, and programme performance. We have also benefited from improved benchmarking and a better understanding of the markets in which we operate, which has led to identifying new opportunities for school leavers and adult students. We have been able to improve the efficiency of our operations, with better data to support staffing decisions, business processes, research, and facilities management. Finally, as will be seen through this Investment Plan, the business intelligence programme has allowed more insightful evaluation of the programmes we implement to support students, and this remains an area for continuing development. Risk management is part of AUT’s governance and internal control arrangements. It is incorporated into the strategic planning process to ensure that we are identifying and managing risks which could affect our achievement of our objectives. The University Risk Register is a key element of risk management. This is intrinsically linked to AUT Directions and identifies risks that have a fundamental impact on the University’s ability to operate as a business and/or deliver on the themes set out in this planning document. The Academic Quality Agency (AQA) audits AUT’s processes and procedures. Our most recent audit was part of Cycle 5, learning and teaching support, and took place in 2015. In the final report, the audit panel noted that AUT was “characterised by a philosophy which is widely understood by staff and is directly translated into practice. In particular, it is collegial, inclusive, focussed on providing opportunity and is genuinely centred on teaching, learning and student engagement. The Panel found many examples of activity and approaches to decision-making which reflected a respect for diversity and a desire to be responsive to variations in need by discipline, location or learning and teaching practices.” AUT was particularly commended for our use of data and evidence to support decision making, our commitment to work-integrated learning, our robust processes for programme approval and our promotion of opportunity, inclusiveness and equity. The Panel affirmed our institutional graduate profile and proactive participation in international academic benchmarking activities. In response to the recommendations, we have improved our induction and orientation processes for sessional teaching staff, strengthened our business continuity plans, and are continuing to enhance research development processes, and advice and information for students. AUT is currently preparing for our Cycle 6 audit, with the mid-cycle report due in September 2020. Te Tiriti o Waitangi at AUT Tāwhaitia te ara o te tika, te pono, me te aroha; kia piki ki te taumata tiketike1

1 Follow the path of integrity, respect and compassion; scale the heights of achievement

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Picture 2. AUT’s values

The values of tika, pono and aroha are embedded in our culture. As the guiding principles for the way the University operates, they determine the kind of work that we do, the ways in which we work together, and how we respond to each other and our stakeholders. Tika speaks of integrity. This means we are genuine, accountable and efficient in our work. Pono is about respect and being collaborative, inclusive and open. Aroha is centred on compassion; we are welcoming, helpful and kind. Together, these values support a culture of achievement, where we are positive, ambitious and aspiring. The development intentions outlined in this Investment Plan are founded on tika, pono and aroha. Our response to each of the Tertiary Education Strategy (TES) priorities is viewed through this lens, ensuring the way we act and the things we do are aligned with the values of Te Ao Māori, and contribute to Māori advancement. It is through AUT’s commitment to the Treaty of Waitangi (Te Tiriti) that the Office of Māori Advancement and the AUT Ngā Wai o Horotiu marae exist. The important partnership AUT has with Māori honours the principles of Te Tiriti, which is integral to the educational, social and philosophical culture of AUT. It ensures that AUT is meeting its commitment to Māori in our community. The three key principles of Te Tiriti and their associated values are outlined in Table 2, along with a description of how these concepts frame our decision-making processes and our relationships with our students, stakeholders and each other. Table 2. Principles of Te Tiriti and their associated values

Principle Value Decision-making Relationships

Partnership Ma te tika Māori participate in decision-making processes, curriculum development, initiatives and accountability processes

We value and protect the integrity of our relationships

Participation Ma te pono Māori staff and students have access to the benefits of being an employee or student of the university, participate in the opportunities and course offerings available, and contribute to the benefits of the university

We respect the way we work together, and with our students and stakeholders

Protection Me te aroha Māori define and protect knowledge, and are included in the representation and legitimating processes

We value the way we nurture and support each other, our students and our stakeholders

As part of our commitment to Te Tiriti, AUT’s long-held aim is to be the university of choice for Māori. To do this, we must understand the importance of mana tangata: honouring the people. As will be

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discussed throughout the Investment Plan, this aim underpins all the University’s activities, from student recruitment and support through to research, academic staff development and community involvement. Initiatives such as the U Ki te Kaupapa scholarships support students to develop leadership skills and walk comfortably in two worlds. Embedding culturally responsive pedagogies and Mātauranga Māori into the curriculum provides a safe and inclusive learning environment. Supporting all staff to become capable of supporting Te Tiriti and Mātauranga Māori ensures a deeper understanding of Te Ao Māori across the University. Protocols for research involving Māori limit potential harm and build long-term relationships that are beneficial to both AUT and Māori. The Early Career Academic programme provides a defined pathway for exceptional students from advanced studies into an academic role, from which they can support their communities through research and mentor the next generation of Māori scholars. AUT is an acknowledged leader in the use of digital technologies in the teaching, learning and revitalisation of te reo Māori, and this expertise is being shared with other indigenous communities around the world. Through mana tangata, we provide space within all our activities for Māori to occupy. We honour those who give to us; we learn from them and we learn with them.

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2. Addressing stakeholder needs

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We identify our stakeholders through the lens of our institutional strategy, values, priorities, and heritage. These stakeholders include students (both domestic and international), staff, industry and community partners, and local and national government. The future graduates of AUT, our students, are a diverse population. Compared with other universities, larger proportions are international, mature, from lower socio-economic backgrounds, part-time, migrant and Pacific. AUT has a deep and abiding commitment to broadening participation and success in university education, and we must sustain our efforts to enhance the diversity and inclusivity of the AUT community, at all levels and in all fields. AUT welcomes all students committed to working hard to transform their lives, grow and develop, regardless of their backgrounds. AUT has high expectations of our students and supports them by providing an exceptional education within a vibrant academic community. The University is committed to the advancement of priority groups including Māori, Pacific peoples, women, people with disabilities, those under age 25, those who are first in their family to attend university, and those from high deprivation areas, particularly from the areas surrounding our South Campus. Industry is a key stakeholder and partner in both research and teaching. Involving industry ensures that graduates are well prepared for employment and that the University conducts relevant, solutions-focussed research where knowledge can be quickly translated into practice. AUT has a number of industry advisory groups, conducted a survey of employers in 2014, and continues to build relationships with both industry and community groups through student placements, consultancy, research and commercialisation. We have partnerships with Ngāti Whatua o Orakei and Ngā Puhi, and are in the process of developing a similar relationship with Waikato-Tainui. AUT measures the effectiveness of our response to stakeholders by continued engagement and reporting on our progress. Regular student and graduate surveys help the University to identify areas for improvement in our papers, programmes and support for students. This Investment Plan provides several examples of how this feedback is used to drive changes in assessments, teaching practices and preparation for employment. In addition, each discipline area has an industry advisory committee that is involved in curriculum change and informs programme development. We also engage with the relevant professional bodies for our disciplines, including the Nursing Council and the Institute of Professional Engineers of New Zealand. The AUTEUR Influencer Network provides a ready source of industry intelligence that allows AUT to identify changes in employers’ needs, then determine a shared response.2 The University can also quickly gauge shifts in the market through the work-integrated learning programme, as that provides an immediate feedback mechanism on the professional qualities of our final-year students and the relevance of their education. Students also contribute to this engagement through their volunteer work for the AUT Edge programme, and staff through the community clean-up days. As is discussed later in this Plan, AUT has strong relationships with schools, employers and community groups in South Auckland, which help ensure that provision is relevant, that South Campus is growing, and that the community’s needs are being met. Our Future Students Team holds regular parents’ evenings to connect with whānau and build a shared understanding of their aspirations and the precursors of student success. At a local government level, AUT has regular involvement with Auckland Council and several of its subsidiaries, including Auckland Transport and Auckland Tourism, Events and Economic Development (ATEED). The University is seen as having an important role to play in the social and economic development of South Auckland in particular, as well as being a key provider of skilled graduates.

2 The AUTEUR network was established in 2016 and has 41 members, all of whom are leading figures in the Auckland business, not-for-profit or public service communities. The group provides opportunities for student internships, research and other partnerships, and provides thought leadership and expert commentary on major issues facing the city

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Across all of Auckland, we are valued for our creation and distribution of knowledge and expertise, and our graduates and research programmes support the continued success of the city’s key growth areas, including high-value manufacturing and ICT. BERL’s assessment of AUT’s economic impact noted significant and distinctive economic outcomes in workforce and business development, as well as reductions in the economic burden of ill-health. We work with Auckland Tourism, Events and Economic Development (ATEED) to partner with and connect innovative organisations, furthering their development, providing research assistance, and supporting them to capitalise on the value they create.3 As an urban university, we focus on innovations in the technological, design, tourism, and health fields rather than primary industry. However, our partnership with Cloudy Bay Clams is a shining exception, placing us at the forefront of New Zealand’s burgeoning aquaculture industry. AUT is a foundation partner of the ASB Waterfront Theatre and the university partner of the Auckland Theatre Company (ATC). We are the official education partner of the New Zealand Breakers Basketball team, providing scholarships for players and non-playing staff. We are the education partner of the Vodafone Events Centre Schools programme, and the university partner of the Auckland Art Gallery. We sponsor a range of other events and community groups with complementary values and approaches, including ASB Polyfest, the Trans-Tasman Business Circle, Refactor – Women in Tech, and Brave Hearts: The New Zealand Cardiac Story. Dr Mahsa Mohaghegh founded She Sharp, a national networking programme for women in technology. One of the group’s central aims is to attract and support more young women into technology-related degrees and then through into the profession. Our partnerships with the ATC and Auckland Art Gallery Toi o Tamaki are led by the Faculty of Design and Creative Technologies. Under the ATC partnership, students are involved in theatre operations, including an advisory group, and design and promotional work, while staff conduct research and support targeted operational activities. The partnership with the Art Gallery provides our students and staff the opportunity to collaborate with Art Gallery staff on creative projects and public outreach initiatives such as residencies, publications and exhibitions. We are the principal sponsor of the Pat Hanley Creativity Awards for secondary school students and provide workshops for participants to support their development. Under the next phase of the partnership, AUT and the Art Gallery are considering a range of initiatives, including a shared mentoring scheme and a digital communication internship. To ensure we are providing the best service for all our students, AUT engages with community groups such as Rainbow Auckland and Be.Accessible. AUT has been a major sponsor of the Big Gay Out for the past four years, and has an annual float in the Pride Parade. In conjunction with Rainbow Auckland, we offer two scholarships per year to students from the Rainbow community, and in recent years have introduced a ‘gender diverse’ option in our student management system, and implemented all-gender toilets in buildings across all three campuses. Our landmark buildings, the Sir Paul Reeves Building and the Mana Hauora Building at South Campus are available for community events, and the University recently shifted its Integrated Health Clinic from the North Campus to another site that provides easier access for the public.

3 The Human Performance Innovation Centre (discussed in Section 3.6) is a relevant example of how AUT works with Council and local businesses to build their expertise and expand their influence around the globe. Auckland Tourism, Events and Economic Development, ‘Auckland Innovation Plan: A city of change and innovation’, https://www.aucklandnz.com/sites/build_auckland/files/media-library/documents/auckland-innovation-plan-2014_1.pdf

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3. Giving effect to the Tertiary Education Strategy 2014-2019

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3.1 Delivering skills for industry

AUT Directions Delivering compelling programmes

Going beyond educated and employable

Designing student-directed learning

Integrating teaching with research

Demonstrating technological excellence

Leading our sector in external impact

Working for our city and our country

Supporting great teaching Increasing our strength in application and innovation

What we have done What we are doing What we will do next - Increased health, science and engineering provision and moved disciplines to the areas of greatest need - Increased uptake of work placements to more than 90% of bachelors graduates - Developed students’ soft skills and employability through the AUT Edge Award, Employability Matters and Match Ready programmes - Trialled professional doctorates

- Developing a Learning and Teaching Roadmap - Supporting students to build their entrepreneurship and enterprise skills - Supporting academic staff to achieve Higher Education Academy fellowships - Expanding the learning analytics project - Establishing communities of practice to improve teaching and learning

- Investigate and trial micro-credentials and extend different doctoral models - Introduce programmes to support high-demand industries (including graduate entry to nursing) - Further increase engineering, science and health provision - Extend use of Learning Analytics - Extend internships programme - Use digital technology to enhance the learning and student experience

The Learning and Teaching Leadership Cluster guides the University as it embeds the exceptional learning experience described in AUT Directions into standard teaching practice. Led by the Deputy Vice-Chancellor, the cluster’s primary task is to produce the Learning and Teaching Roadmap. Starting with creating a definition of ‘great graduates’, their work will examine the professional learning opportunities, student learning experience, digital options, and evidential sources currently in place and identify opportunities for improvement, resulting in a plan of action. All four tracks will be underpinned by Te Tiriti o Waitangi and Mātauranga/kaupapa Māori. The Roadmap also includes a

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series of initiatives aimed at providing the conditions required to achieve the University’s aims. Some of these initiatives include: • A learning and support framework for students; • A review of the curriculum, including an investigation of micro-credentials and professional doctorate

programmes; • Implementing several audit enhancement projects, including parity for Māori and Pacific students; • Developing a digitally enabled modern learning campus; • Extending the learning analytics project; • Preparing a professional development framework for staff; and • Providing capital funding for curriculum development and digital requirements.

Through this process, AUT will enunciate its distinct approach to creating exceptional learning experiences, and establish an evidence base to understand, inform and evaluate decisions and activities related to student learning, staff teaching, promotion, learning spaces and the curricula. This programme of work will support exceptional teaching and assist our learners to achieve their potential and become great graduates who will do themselves and AUT proud. Targeting our provision AUT is committed to providing relevant, innovative programmes that respond to current workplace needs and prepare students to adapt to future changes. Under the Learning and Teaching Roadmap, the University will explore new ways to engage with employers, students and industry through micro-credentials and different models for doctorate programmes. AUT surveys prospective students and their parents to identify the key drivers for going to university in general, and AUT in particular. This feedback shows that prospective students view AUT as a place that will open doors, set them up for success, change their perspective and put them in a position to help others. Employer surveys speak of AUT graduates as being agile learners with cross-functional aptitude and strong problem-solving abilities. As a university of technology that focuses on applied skills and work-integrated learning, AUT is well-placed to respond to changing industry needs and government priorities. AUT responded swiftly to the call to increase engineering provision, more than doubling the number of EFTS at Level 8 from 2013 to 2017, and increasing EFTS by 44% at Level 7. In comparison, for the sector as a whole, EFTS increased by 32% at Level 8 and 5% at Level 7 over the same period. The University has achieved this level of growth while increasing the representation of female, and Māori and Pacific students at both levels. Between 2013 and 2018, the number of female students in AUT’s Level 7 and 8 Engineering programmes grew from 135 learners to 255, an increase of 89%. At the same time, Level 8 Māori engineering students grew three percentage points and Pacific students grew by 7 points. In addition, Māori now represent 7% of enrolments at Level 7, and Pacific peoples 17%. The growth at this level is largely due to the introduction of the Bachelor of Engineering Technology at South Campus, with the Certificate in Science and Technology providing an important feeder function. This Certificate plays a crucial role in growing the size and diversity of the STEM cohort, given the low number of school leavers with the requisite mathematics and science backgrounds for success in engineering and computer science degrees. At both South and City Campuses, the programme maintains a completion rate of around 70% overall, and 63% for Pacific students. Of the students who first enrolled in the Certificate in 2015 and 2016, 39% of those at South subsequently enrolled in the Bachelor of Computer and Information Sciences, and another 13% enrolled in the Bachelor of Engineering Technology. Of all those South students who continued on to further study, 75% have maintained a grade point average (GPA) of C or higher, and 58% have a GPA at or above a B.

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AUT is increasing its STEM capacity further. The new Engineering, Technology and Design (ETD) Building on City Campus will provide space for additional engineering EFTS, along with co-locating the School of Engineering, Computer and Mathematical Sciences alongside the School of Art and Design. This will facilitate closer collaboration between the disciplines, and provide better facilities to support research, industry engagement and innovation. With the ETD Building on stream the University will have the capacity to continue increasing engineering and computer science EFTS for the coming years. We will introduce a new Master of Information Technology Project Management degree in 2019 and anticipate some growth in EFTS as a result of that. The Bachelor of Computer and Information Sciences and the Bachelor of Engineering Technology are anchor programmes at South Campus and both have significant capacity for growth. In all cases, the size of the qualified school leaver market is the major restriction and AUT is working to increase both the size and diversity of the STEM cohort through programmes such as Project Pipeline, My Future, and the Certificate in Science and Technology. AUT introduced several new majors under the Bachelor of Health Science degree, in response to changing workforce needs. The Case Management, Health Administration and Managing Care of the Older Person majors are the only ones of their type in New Zealand, and all are available at South Campus and include 150 hours of workplace experience. Students learn to work with clinicians, clients and families to develop and oversee care plans, and to advocate for policies and environments that support quality care for a range of clients. Health Administration has the highest number of enrolments at South, with a fifth (20%) Pacific enrolments and 7% Māori to date in 2018. Another new major, Counselling, was introduced to support the need for more qualified mental health practitioners in the region. Thus far in 2018, 15% of students in this programme are Māori and another 20% are of Pacific descent. Table 3 presents several fields where AUT is developing new qualifications. Each proposal responds to an identified workforce need and some will be concentrated at South Campus. A full list of proposed programmes is provided in Section 4. Table 3. Proposed areas of provision

Proposed area of provision Rationale

Graduate entry nursing The Master of Health Science (Graduate Entry to Nursing) has been approved for development. This 150-point masters degree provides an accelerated pathway to employment as a registered nurse. The programme will be based at South Campus, include indigenous learning pedagogies and be specifically marketed to Māori and Pacific graduates in South Auckland. International experience suggests that these graduates tend to advance their practice and progress into leadership roles faster than graduates from a traditional three-year degree. This will help to address a critical shortage of Māori and Pacific nurses, particularly at the advanced levels, and provide more relevant health care for their communities.

Architecture The University proposes developing offerings in architecture. The resulting programmes will link the School of Art and Design with the School of Engineering, Computer and Mathematical Sciences through spatial design and architectural engineering respectively. The ethos and approach will be strongly place-based and will draw upon the opportunities and challenges faced by the Auckland region. The proposal draws on discussions with the New Zealand Institute of Architects, members of governing boards both in New Zealand and Australia, and Ngā Aho. It responds to the internationally recognised need for change in architectural education. In particular, graduates need stronger multi-cultural and multi-modal communication

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skills to prepare for work in an era of social, economic and technological change.

Anaesthetic Technology AUT proposes replacing the current Diploma in Anaesthetic Technology with a Bachelor of Health Science in Anaesthetic Technology. This change is intended to address the needs of the professional regulation agency, improve the learning experience of students, and meet developing workforce needs. This programme will be taught at South Campus which improves access for Māori and Pacific communities into health careers.

Along with introducing new subjects and growing provision, the University has also sought to locate provision close to the area of greatest need. Secondary teaching, midwifery and paramedicine are all located at South Campus, as part of the University’s strategy to reduce barriers to entry for professions where Māori and Pacific peoples are in high demand. These programmes have seen increases in enrolments from both groups of students as a result. Supporting great teaching Great teaching is a hallmark of an exceptional learning experience. AUT Directions speaks of teaching that is “characterised by its contemporary approaches, technologies and resources” and provides a “rich educational experience on campus and in industry, community and field settings here and overseas.” AUT seeks to develop outstanding teachers who are at the forefront of their discipline and provide a creative, interactive and research-informed classroom experience. Under the Learning and Teaching Roadmap, culturally responsive teaching and technology-enhanced learning are the two main areas of focus for both curriculum and teacher development over the next few years. Both are underpinned by research, creating an evidence base that both informs and is informed by current practice. In preparation for the development of the Learning and Teaching Roadmap, the Leadership Cluster is reviewing the current suite of professional learning opportunities for teaching staff. This includes an analysis of faculty needs, a benchmarking exercise to identify models of supporting learning and teaching that could inform practice, a literature review of new thinking in the areas of organisational learning and professional learning, and an institutional research project with staff that seeks to identify developmental needs, preferred ways of learning, engagement with existing support services, and engagement in ongoing relevant professional development. From this review, the University intends to build a coherent approach to supporting staff in the development of their teaching practice, to identify areas of need, to consider alternative models of support, and to provide a series of recommendations that would ultimately transform the way in which staff are supported to ensure excellence in teaching. AUT Directions states that by 2025, all of AUT’s teaching staff will have completed some form of teaching development or refresher activity within the last three years. This includes sessional employees, and we will introduce improved orientation, training and performance assessment for these staff. The School of Education is developing a Postgraduate Diploma in Higher Education to support staff wishing to improve their teaching skills. The programme will encourage staff to think differently about their practice, critically examine their existing theories, and consider innovative pedagogies. For those staff wishing to achieve an external qualification, AUT was one of the first universities to join the Ako Aronui

. We have 21 Senior Fellows and 2

Principal Fellows of the Higher Education Academy .

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programme in 2015 and by the end of 2017, 43 staff had become fellows of the Higher Education Academy.

Ako Aronui and teaching development Ako Aronui is a professional development programme that contextualises the Higher Education Academy’s UK Professional Standards Framework in Māori values and principles, reflecting the unique environment in Aotearoa/New Zealand, and at AUT. The programme is designed for everyone involved in teaching and supporting learning, and is designed to improve teaching quality at both the individual and institution-wide levels. The Ako Aronui framework is based on a philosophy of manaaki, whanaungatanga, whakapiri, whakamarama, auaha and whakamana.4

New and emerging technologies are challenging traditional approaches to education and as such, present a key area for development for many teaching staff. In the teaching and learning context, technology allows AUT to reach a wider audience and support students with different learning styles to achieve success. The Centre for Learning and Teaching supports staff to improve their digital literacy and embrace new technologies in their practice. Their new 2018 course, known as the CMALT cMOOC, supports academic staff to develop portfolios for accreditation by the Association for Learning and Teaching (ALT). The ALT is a global network of higher education professionals, focussed on improving the use of learning technologies. The University has established several communities of practice to reflect on learning and teaching, research the effectiveness of different approaches and share findings with AUT staff, and domestic and international stakeholders. Two such clusters, the Scholarship of Technology-Enhanced Learning (SoTEL) and the AppLab research team, work with teaching staff to explore and understand ways technology and education can work together to benefit students. Some of their fields of enquiry include culturally responsive mobile learning, meaningful user-focussed design, simulation environments in learning and teaching, and the representation of indigenous knowledge. A cross-disciplinary team of academics, researchers, students, designers and developers, the AppLab also develops apps for course delivery, academic assistance and research projects. Their work provides the foundation necessary for learner-centred approaches such as the flipped classroom.5 Postgraduate students are included in the development teams and mentored by experienced team members.

4 In order, these are defined as: care for our learners, their communities and the land; build and maintain strong relationships; focus on the engagement and success of learners; be enlightened and informed; be creative and innovative with approaches to ako; and be empowered and confident in making decisions that support the wellbeing of the AUT community. The full Ako Aronui framework can be viewed at http://cflat.aut.ac.nz/ako-aronui/ako-aronui-framework/ 5 In the flipped classroom, students receive a mobile version of the paper handbook, course content and associated learning resources at the start of semester. Classroom time is then focussed on group discussions and exercises to better facilitate learning

. 65 staff participated in the CMALT

cMOOC development course in 2018

.

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AUT is also using technology to better identify learners in need of additional support. The learning analytics project trialled the use of a predictive risk model to identify early in the semester those students at risk of not passing papers. The model was initially piloted with a subset of Student Services teams, including the South Campus Māori liaison team and the Office of Pacific Advancement. AUT’s approach to learning analytics is different to that of most institutions, as it includes behavioural and engagement factors that are within the student’s capacity to change. Some of the factors included to date are library borrowing, computer room bookings, logging into the learning management system, and use of the AUT on-campus network. Lessons learned from the pilot project will inform an academically led focus on learning analytics. Results suggest that introducing more behavioural factors into the model reduces the importance of some static variables, such as gender and ethnicity, as a predictor of success. Using learning analytics allows AUT to encourage or ‘nudge’ students in the right direction, offer targeted advice on the most effective methods of improving performance, and create heatmaps to help plan their workload. The data can also help us identify the most effective methods of communication with our students and target services to those most likely to benefit from them. This approach is helpful for promoting retention from one year to another; we can remain in contact with students throughout the Summer break through the Student Digital Workspace and social media, and target communications and support to students who may be at risk of disengagement.

He Whare Ako: culturally responsive mobile learning He Whare Ako is an interactive educational tool launched in late 2017. Using a values-based approach, the app supports teaching staff to understand the role of mobile devices and learning in Aotearoa-New Zealand. The app was developed as part of the Ako Aotearoa-funded project ‘Learners and mobile devices.’

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Along with additional learning support, some students will be in need of a more holistic approach to assist their wellbeing. AUT is developing a pan-University student wellbeing initiative to promote and protect mental health. The initiative follows the best international practice and includes a focus on early intervention, peer-to-peer programmes, employment of social workers and specialist advisors, resilience programmes, and counselling. The University is also considering the introduction of a short course to help staff understand mental health issues, assisting with improved classroom management and appropriate referral where necessary.

Review of assessment practices Based on student feedback and a higher proportion of low-performing provision in some disciplines, the Faculty of Design and Creative Technologies is reviewing its assessment approaches and methods. The initial stages of the review have found that some areas over-emphasise summative assessment at the expense of formative, some areas are over-assessed, and some assessments have disproportionate weightings. The Faculty is working with the Centre for Learning and Teaching and the Academic Quality Office to improve the quality of assessments for the benefit of students and staff. The faculty will use the Student Experience of Papers (SPEQs) and the Annual Programme Survey to determine the effectiveness of the changes they make.

The University achieved the maximum five QS Stars for teaching in its most recent assessment in 2016. As described by QS, this is testament to AUT’s “inspiring staff who provide students with the guidance they need to fully realise their potential.”6 According to the Annual Programme Survey, AUT students are generally very satisfied with the quality of teaching, and the satisfaction rate is trending upwards over time.7 The University also seeks course-level feedback through the Student Paper Experience Questionnaire (SPEQ), which covers workload, quality of teaching, learning resources, assessments, clear goals and standards, organisation and the overall experience. To date in 2018, with more than 4,000 responses, satisfaction rates have ranged from 74.3% for teaching, to 81.8% for goals and standards. While still relatively strong, the satisfaction rates for teaching at the paper level generally tend to be lower than those of the other categories, and of the perception of teaching quality overall. This gives AUT a clear target for improvement over the coming years. Creating great graduates AUT sets a benchmark for engaging with industry to ensure our graduates have the skills and abilities needed to be exceptional employees and successful entrepreneurs. AUT has arguably the most advanced work-integrated learning programme of all New Zealand universities, with more than 90% of bachelors graduates completing some form of placement or internship during their degree. Industry advisory committees ensure programmes meet employers’ needs for relevance and technical knowledge and are responsive to any changes. A 2014 survey of 50 of New Zealand’s largest employers found that respondents tended to describe AUT graduates as more energetic, experimental risk takers with good business and commercial acumen. From this work, the University identified six key attributes that create a quality graduate. Known as the C-skills, these attributes complement technical knowledge and prepare students for a successful

6 https://www.topuniversities.com/qs-stars/qs-stars/rating-universities-teaching-qs-stars 7 84% of respondents were satisfied with the quality of teaching, up from 82% in 2015, a statistically significant margin. 2017 Annual Programme Survey, p. 13

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life after study: communication, creativity, curiosity, collaboration, co-operation and caring within the community. Many of the initiatives introduced over the past few years help students develop these attributes in a holistic way, and reinforce the importance of being well rounded and well grounded when seeking employment or establishing a new venture. The AUT Edge Award encourages community involvement, leadership and reflection on the experience. Programmes such as the Oceanian Leadership Network encourage students to become mentors for their peers and role models for younger people. The internships programme provides students with crucial work experience, and the Match Ready and Employability Matters programmes help students improve their presentation skills, prepare for interviews and meet potential employers. The Co.Starters programme, the AUT X-Challenge and the Practical Innovation and Entrepreneurship short course support staff and students to develop entrepreneurial skills and establish new ventures. Social and group learning opportunities present students with the opportunity to practice collaboration, effective communication and co-operation. Now AUT Directions seeks to take this further, creating great graduates who are more than just educated and employable.

We will challenge students to become inquiring and agile thinkers and communicators with a broad understanding of their world, looking at issues in ways that transcend disciplines. They will gain core and transferable skills with which to navigate the shifting opportunities of work and enterprise and contribute in all aspects of their lives.

The Learning and Teaching Leadership Cluster will lead the University’s overall response to this challenge. It will cover initiatives such as designing student-directed learning, increasing the proportion of students who have an international experience as part of their studies, further increasing the proportion who complete work-integrated learning, and embedding the development of enterprise and innovation skills into the curricula. Their first task in 2018 was to seek feedback from staff and students on what makes a great graduate. Of the thousand responses, some of the major themes that emerged include that great graduates are employable, adaptable, and able to learn and connect ideas. They seek self-improvement and are independent, resilient, empathetic and ethical. They are socially responsible and contribute towards a more connected, sustainable and inclusive society. Finally, they are positive people with a growth mindset, an outstanding work ethic and a generous spirit.

. Great graduates have a wealth of

knowledge and experience, but also know their learning has just begun

. - Levi, fourth-year Business and

Communications

. A great graduate is someone who will go out

into the world and change it for the better .

- Isobel, second-year Physiotherapy

. [Graduates] leave AUT with a great sense of

teamwork and are able to appreciate the different ideas and viewpoints of those around them

. - Sanaria, fourth-year Law

. It means having a can-do attitude, and

it means having a kickass work ethic . - Kaitlyn, third-year Science

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Ultimately, the responses were summarised into three aspirations: care; question; act. The three concepts will be debated across the University in mid-2018. This debate will be followed by a further discussion focussed on defining exceptional learning experiences at AUT, and considering the effect on the intersecting aims of AUT Directions, such as demonstrating technological excellence and being a responsible global citizen. Without pre-empting the process, the University anticipates there will be a number of pedagogical implications, including assessment design, models of learning, technology-enabled learning, and curriculum architecture. Teaching staff may need to consider how their courses contribute to creating graduates who ‘care, question, and act’.

Students supporting the community through new psychotherapy clinic AUT has launched a new psychotherapy clinic dedicated to improving the mental and emotional wellbeing of children and their families. The clinic is run by senior students under the supervision of experienced lecturers. This model means AUT can offer affordable therapy to children and their families who may not otherwise be able to access help, along with providing vital clinic-based experience for our students in a safe and supported environment.

Enterprise and innovation at AUT One of the early outcomes of the Learning and Teaching Roadmap development process has been an emphasis on widening the definition of employability to include those who are capable of creating jobs for others. In recent years AUT has introduced a range of initiatives to build students’ entrepreneurship and enterprise skills. From curriculum choices through to short, intensive courses and competitions, AUT supports students, staff, alumni and the public through the entire venture creation process. There are entrepreneurship and innovation options within the Bachelor of Business degree, covering topics such as design thinking, social entrepreneurship, management of small-medium enterprises, multi-cultural communities, advertising, and creativity. One paper is shared with design students and includes a business plan competition with seed funding available for the winning idea, and the work-integrated learning component allows students to complete an applied project on a business idea. For those wanting a more intensive approach, the nine-week Co.Starters programme is available to anyone with an idea for a new business, be they staff, students, alumni or the public. It helps participants learn how to create a sustainable business, and to articulate the point of difference their business provides. Participants receive peer support, mentors, business services and access to a national support network. Te Korau, an offshoot of Co.Starters grounded in a Te Ao Māori worldview, is discussed in Section 3.3. Following on from Co.Starters is the Practical Entrepreneurship and Innovation course. Introduced in 2017, this 12-week programme supports budding entrepreneurs through the business start-up process. It provides a flexible and supportive learning environment for participants to test, develop and nurture their idea. The course includes weekly online learning sessions, a two-day business masterclass, and a presentation skills workshop. Participants learn how to generate finance for their business, and to identify the most appropriate option for financing their idea. They learn how to use their personal skills and attributes to generate wealth as a business owner, are mentored by established business leaders and have access to a community of entrepreneurs for support. The programme culminates with a Dragons’ Den-style pitch event where the entrepreneurs present their business plan to experts and potential investors.

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For those who aren’t able to commit to the full course, AUT offers the X-Challenge. There are two stages to the competition: the Idea and the Accelerator. In the first stage, participants submit their business idea, and in the second stage, they provide a more detailed business plan and a prototype if appropriate. The competition ends with its own pitch night. The total cash prize pool for 2017 was $40,000, and other prizes included office space, expert intellectual property advice, mentorship and business support. Next steps Along with the continued development of the Learning and Teaching Roadmap as described earlier, AUT has a number of objectives underway to support great teaching, develop great graduates and improve the effectiveness of our response to industry demand for skills. We will establish a learning laboratory, a one-stop shop for staff to receive help on developing their teaching and improving their research performance, and we will establish additional communities of practice to share their experiences with internal and external stakeholders. AUT Internz is highly regarded by both students and employers.8 We will expand this programme, offering more domestic internship opportunities for our current students to gain work experience, as well as recent graduates. We will continue to build the AUT Edge programme in recognition of the sterling volunteer work done by many of our students, and helping them to leverage this for future employment opportunities. New learning models and technologies present some exciting opportunities to expand our service to students and offer programmes in innovative ways. We will investigate offering a wider range of doctoral options, including professional and higher doctorates, and micro-credentials to engage learners requiring a qualification to support their established professional record. Priority-related objectives The objectives chosen for Priority 1: Delivering skills for industry centre on continuing to increase our provision in the high-demand STEM and health disciplines, and on the role of work-integrated learning in preparing students for their future careers.

Institution objective Going beyond educated and employable

Performance indicator Percentage of bachelors graduates who completed work-integrated learning while studying

Baseline, 2017 93%

Interim target, 2019 >90%

Final target, 2020 >90%

Reflected in This measure is taken from the Statement of Service Performance. The work-integrated learning programme is one of AUT’s defining features and provides our students with an opportunity to improve their employability and understanding of the workplace as part of their degree

8 Internz began as a graduate internship programme in 2014, matching our top graduates with employers in the United States. The programme has been so successful that in 2018 it was expanded into an on-campus recruitment service for local employers to connect with students and graduates

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Institution objective Going beyond educated and employable

Description of related activities (if required) Increase STEM provision

Performance indicator Increase EFTS in Science, Engineering, Technology and Computer Science

Baseline 2018 (forecast) 3,183 EFTS

Interim target, 2019 3,200 EFTS

Final target, 2020 3,300 EFTS

Reflected in: This growth in EFTS is represented in the forecast submitted to TEC on 17 August 2018

Additional information (e.g. where is this taking place – region, industry sector etc.)

We will seek to grow the Bachelor of Engineering Technology and Bachelor of Computer and Information Sciences at South Campus. Other STEM growth provision will be at our City Campus.

Institution objective Going beyond educated and employable

Description of related activities Increase health sciences provision

Performance indicator Increase health science EFTS

Baseline 2018 (forecast) 4,082 EFTS

Interim target, 2019 4,130 EFTS

Final target, 2020 4,300 EFTS

Reflected in This growth in EFTS is represented in the forecast submitted to TEC on 17 August 2018

Additional information This growth will take place at both South and North Campuses

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3.2 Getting at-risk young people into a career AUT Directions Working for our city and our country

Being a responsible global citizen Being an inclusive community

What we have done What we are doing What we will do next - Established South Campus - Increased Māori and Pacific participation at degree level - Established Navigation Station and UniPrep

- Introducing Project Pipeline, a long-term strategy focussed on supporting and retaining students from lower socio-economic areas

- Extend Project Pipeline to involve industry and community partners, establishing a network of protective factors for students and providing a defined pathway to education and career success

Section 3.2 responds to TES Priority 2, and should be considered in the light of TES Priority 3 (boosting achievement of Māori and Pasifika). While there are some issues specific to each priority that will be discussed separately in Sections 3.3 and 3.4, AUT’s response to getting more at-risk young people into a career is integral to our plan to raise the achievement of Māori and Pacific students. This is observable across the University and is particularly the case at South Campus. This section starts with a summary of the current situation, moves into a discussion of the realities facing many of our students, and then presents Project Pipeline as AUT’s response: a collaborative, long-term engagement strategy developed in partnership with schools, community leaders, and industry groups. AUT acknowledges the gap in completion rates between Māori and Pacific students and their non-Māori, non-Pacific peers. Despite the University’s best efforts, this gap has persisted from prior to the inception of educational performance indicators to the present day and, in the case of Pacific students, has increased over recent years. As one of the largest providers of higher education for Māori and Pacific students, we recognise the need to do better. In the past, the University has adopted a range of strategies to lift completion rates, ranging from peer mentoring to engagement with schools, and additional tutorials to pastoral care initiatives. Many of these projects have been successful on a smaller scale, but none have achieved the large-scale shift that is required.

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In response, the University has undergone a radical rethink of its approach to student success. A Productivity Commission-funded investigation into ethnic disparities in participation, retention and completion of bachelors degrees found that while school performance at age 15-16 was of paramount importance, socio-economic status and parental education were also key contributing factors.9 Overseas studies have found a correlation between a student’s socio-economic background and their chances of success in higher education.10 In AUT’s own experience, as shown in Figure 1, although the influence of socio-economic status can be observed for other ethnic groups, it is particularly strong for Māori and Pacific peoples, who are over-represented at the lower end of the economic spectrum.

Figure 1. Course completion rates for school leavers in Level 7 programmes at AUT by school decile, 2015-2017

Past initiatives have not effectively grappled with this issue and instead have tended to focus on ethnicity as the central contributing factor. While ethnicity has some influence, its relative importance declines when considered through the lens of school performance and socio-economic status. This is the situation which AUT, in partnership with many others, is trying to change. The establishment of South Campus was a crucial first step. By providing a university in a region with the highest concentration of Decile 1 schools in the country, AUT effectively removed a significant barrier to higher education by reducing the travel costs required for access to study. The value of proximity is shown by the fact that 42% of students at South Campus came from areas with a high score on the New Zealand Deprivation Index in 2017, compared with 28% at AUT as a whole.11 However, as AUT’s experience shows, greater access does not automatically result in greater success. Although AUT makes a significant investment in programmes and pastoral care to support students, completion rates have remained static or declined in recent years. This suggests that while proximity can be of

9 Meehan, L, Pacheco, G, and Pushon, Z. ‘Explaining ethnic disparities in bachelor’s qualifications: participation, retention and completion in New Zealand’. New Zealand Productivity Commission Working Paper, 2017/01, p. 33 10 A review of American literature on the factors that influence student success in tertiary education found that “gender and race and ethnicity differences in college participation and completion are more pronounced when examined by socio-economic status”. Kuh, GD, Kinzie, J, Buckley, JA, Bridges, BK and Hayek, JC. ‘What matters to student success?: A review of the literature’, National Postsecondary Education Collective, July 2006, p.18 11 Areas with a high deprivation score refers to census area units with a NZ Deprivation Index score of 8, 9 or 10

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assistance, it alone is insufficient to combat the very real challenges experienced by many students from low socio-economic areas. The reality our students face AUT is the largest provider of university education to students from low socio-economic areas. Figure 2 shows the distribution of Auckland’s 2017 school leavers by decile and ethnicity, and the proportion who enrolled at AUT, compared with all other universities. AUT has a more even distribution of students from across the socio-economic spectrum, whereas other universities are heavily weighted in favour of the higher decile schools. Figure 2. School leavers by decile and ethnicity at AUT (left) and all other universities (right), 2017

In total, of those school leavers from the Auckland region who enrolled at university in 2017, 57% of those from Decile 1 schools came to AUT, along with 49% from Decile 2 and 42% from Decile 3. When looking at these results by ethnicity, more than a quarter (28%) of Pacific school leavers making the transition to university came from Decile 1 schools. Furthermore, more than half of those students (57%) enrolled at AUT. For Māori, 7% of school leavers commencing university came from Decile 1 schools, and 43% of those students enrolled at AUT. According to the indicators used to calculate school deciles, this means they will be facing at least some of the following challenges when embarking on university study. There is a high chance that they will come from an over-crowded household, and that their parents will have no formal school or tertiary qualifications of their own. Their parents are likely to be unemployed, on a benefit, or in low-skilled, low-wage jobs.12 According to the additional factors used to calculate an area’s rating on the New Zealand Deprivation Index, these students are unlikely to have access to the internet at home and there is a high chance that they live in rental accommodation.13 In the current rental market they may well experience at least some degree of housing instability. These are not insurmountable

12 ‘School deciles’, Ministry of Education, https://education.govt.nz/school/running-a-school/resourcing/operational-funding/school-decile-ratings/#How 13 Atkinson, J, Salmond, C, and Crampton, P. ‘NZDep2013 Index of Deprivation’, Department of Public Health, University of Otago, Wellington, 2014, p. 26

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difficulties but very real challenges faced by an important segment of our students, and many will require help to ameliorate these challenges in order to succeed, at some point during their educational journey. In AUT’s experience, efforts to improve Māori and Pacific pass rates at the individual paper level can only have limited success unless they acknowledge the underlying factors that are frequently outside of students’ control. By the time these students reach university, they already experience significant disadvantages in comparison with students from higher decile schools. A literature review commissioned by the Ministry of Social Development found that “poverty has been linked to a range of adverse outcomes for children, including … poor academic achievement [and] poor mental health.”14 One American study, looking at students who were the first in their family to attend university, concluded that “the odds are stacked against [them] succeeding.”15 Other studies found that first-in-family students “typically have less well-developed time management and other personal skills, less family and social support for attending college, less knowledge about higher education, and less experience navigating bureaucratic institutions.”16 As the Productivity Commission report found, “ethnic-based policies … are likely to have a limited effect if used in isolation” and called instead for interventions to lift performance at secondary school as the main driver of success. In particular, the study found that students who achieve NCEA Level 1 with either merit or excellence are much more likely to continue on to a bachelors degree than those who do not. This was particularly the case for Māori, Pacific and European students, and was so strong for Māori that the authors concluded:

The results signal that it is not enough for Māori to just attain an NCEA Level 1 qualification. It appears imperative to have that qualification endorsed with either merit or excellence if we wish to improve their propensity for participating in bachelor’s qualifications.17

With this in mind AUT seeks to achieve parity in performance for Māori and Pacific students by marshalling specific support for students from lower socio-economic areas. This strategy has been established in consultation with principals of the large Decile 1 schools, community leaders and representatives of not-for-profits from across South Auckland, and concentrates on creating the conditions to allow students to flourish. It follows and expands the approach of Georgia State University, where the decision was made to focus on retaining students specifically from poorer areas, rather than targeting Hispanic or Black students particularly.18 It is a long-term, relationship-based approach that recognises the key drivers of engagement for people from lower socio-economic backgrounds and seeks to build protective factors around students that will help maintain engagement in education and strengthen their resilience in the event of adverse life circumstances.19,20 It focuses on retention, not just at university, but in the education system right from intermediate age through to graduation. It demonstrates to students and families the value of

14 Mackay, R, ‘Family resilience and good child outcomes: An overview of the research literature’, Social Policy Journal of New Zealand, 20, 2003, p. 106 15 Baum and Payer, 2004, quoted in Kuh, Kinzie, Buckley, Bridges and Hayek, p.20. 16 Attinasi, 1989, London, 1989, Nunez and Cuccaro-Alamin 1998, Terezini et al, 1996, York-Anderson and Bowman 1991, quoted in Kuh, Kinzie, Buckley, Bridges and Hayek, p. 21 17 Meehan, Pacheco and Pushon, p.33 18 ‘Georgia State, leading US in Black graduates, is engine of social mobility’, New York Times, 15 May 2018 https://mobile-nytimes-com.cdn.ampproject.org/c/s/mobile.nytimes.com/2018/05/15/us/georgia-state-african-americans.amp.html 19 Mackay, pp.99-100 20 Resilience, in this context, is defined as the ability manage both systemic stress and unexpected shocks, while maintaining focus on, and making progress towards, a long-term goal

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education by providing a defined pathway from school to meaningful employment, additional support during key transition phases, and financial incentives for students to stay involved. Project Pipeline AUT’s strategy is informed by the Collective Impact Framework, an approach to tackle entrenched and complex social issues. It is premised on the understanding that no single policy, agency, organisation or programme can solve these issues. Instead, a joint approach that includes shared measurement and aligned effort is required. It relies on a centralised infrastructure, known as a ‘backbone organisation’, where staff are dedicated to supporting the collaboration between all partners.21 AUT has the capability, mana and vision to be the backbone organisation for South Auckland, but needs support from Government to build the capacity to achieve this. AUT can and will make a significant contribution as a backbone organisation, but ultimately is not accountable for the changes required in the compulsory school system. With Government support, we would establish a network of community groups, industries and educational institutions under Project Pipeline, that will work together to improve outcomes for the region’s young people. Project Pipeline is based on the approach used by the professional sports industry and includes sustained engagement with communities, talent identification from a young age, and corporate sponsorship to encourage long-term retention. Anecdotal evidence suggests many young people in South Auckland see professional sports as their only way out of poverty. Research has also found that first-in-family students tend to prioritise financial security in their choice of career, and to be more heavily influenced by the nature and amount of financial aid available when choosing an educational pathway.22 This presents an opportunity for AUT to work with the local communities to present education as a credible and financially viable alternative to a secure future, with a far higher chance of long-term success. Evidence shows that there are several key transition phases in a child’s educational journey. These transitions can be difficult and if they are not negotiated successfully, the child can disengage with education, leading to potentially life-long consequences. One of these transitions is from intermediate to secondary school,23 followed by secondary to tertiary education,24 and finally from education into a career. Project Pipeline supports students through each of these stages. It begins with Navigation Station, a 20-hour programme currently delivered in three Decile 1 intermediate schools in South Auckland. The programme is run by AUT students with support from AUT staff. Known as Navigators, most of the student leaders are from South Auckland so act as role models for the participants. The programme is co-designed with the schools and is curriculum-based, using fun activities and challenges to engage students with science, technology, arts and mathematics, building on their innate love of learning.25 This programme has been in place since 2016 and under the new framework will become the springboard for an enduring relationship with each participant.

21 Collaboration for Impact, http://www.collaborationforimpact.com/collective-impact/ 22 Nunez and Cuccaro-Alamin, 1998, quoted in Kuh, Kinzie, Buckley, Bridges and Hayek, p.21. 23 ‘Easing the transition from Primary to Secondary Schooling’, Ministry of Education Research Division, April 2010, p. 8 24 Emerson, L, Kilpin, K, and Feekery, A, ‘Smoothing the path to transition’, Teaching and Learning Research Institute, 2015. http://www.tlri.org.nz/sites/default/files/projects/TLRI_Emerson_Summary%20.pdf 25 For more information on Navigation Station, see AUT’s Annual Report 2017, p. 48 https://www.aut.ac.nz/about/auts-leadership/official-aut-publications

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Picture 3. A Navigation Station session in action, 2017

From the first event, each participant is placed into one of eight whānau groups and will remain in that group for the remainder of their educational journey, regardless of what secondary school or tertiary institution they attend. Research continues to show the fundamental importance of relationships in engagement and resilience. “Strong and supportive relationships are critical for achieving and sustaining resilient adaptation.”26 While a strong and supportive family unit is the most important criterion for a resilient mindset, studies of young people in lower socio-economic areas have found that schools and other institutions can also play a significant role. “Children’s social skills can be modified with intervention programmes. Implementation of school-based programmes … may help significantly in reducing the number of inner-city youngsters who succumb to the deleterious effects of stressful life situations.”27 The whānau groups use Google Classroom as a communication platform, providing a virtual space for students to connect and make friends. Navigators interact with the students in their group, provide video tips on topical issues such as dealing with cyber bullying, and inform students of upcoming events and study opportunities. As this platform is already established, the next step is to identify participants’ particular talents and areas of interest. The University will then create clusters of like-minded students, such as girls with an interest in technology, or students interested in health, business or science careers. During the course of their high school career, AUT staff and Navigators will use these groups to help students make informed subject choices, prepare for NCEA, and share information on career options. The next phase of development for Project Pipeline is to extend the sports model. AUT will look to improve the secondary-tertiary interface through options like micro-credentials for secondary students, and to build career aspirations by connecting the cluster groups with corporate sponsors relevant to their fields of interest. Along with building relationships with the students, sponsors may also provide some financial support, including stipends for secondary students, scholarships to university, paid summer internships, or potential for employment after graduation. This will help reduce ‘summer melt’ and early withdrawal from school by providing a financial incentive to achieve University Entrance and a defined career pathway.

26 Luthar, 2006, quoted in Stanley, P, ‘Risk and resilience: The role of risk and protective factors in the lives of young people over time’, unpublished doctoral thesis, Auckland University of Technology, 2010, p.38 27 Luthar, S, ‘Vulnerability and Resilience: a study of high-risk adolescents’, Child Development, June 1991, p. 611

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AUT will remain engaged with the students throughout their high school careers and provide the practical support that is required for success. Given that students are unlikely to have appropriate study space at home, Navigators will offer homework academies where senior students act as peer mentors. This will support students’ achievement at NCEA Level 1, providing the crucial foundation for later success.28 As these students begin working their way through the school system, AUT will be able to refocus UniPrep from remediation to an advanced start, ensuring students are fully prepared to commence university studies. Students who enrol at AUT will have the opportunity to become Navigators and support others along the path they have travelled. Financial support and relationships built with sponsors will provide students and their families with a solid incentive to stay engaged with education and a clear pathway to a more secure financial future. Moreover, they will benefit from initiatives that are already in place, including Learning Analytics, He Korowai Mana Kē and Project Parity. These will be discussed in more detail in Sections 3.3 and 3.4. As Stanley argues, “having purpose in life is probably the most important resilience-promoting characteristic.”29 This approach helps students determine that purpose then surrounds them with encouraging voices and practical support, creating the right conditions for them to succeed. As a comprehensive framework, it provides opportunities to work with other institutions, charities and organisations based in South Auckland, resulting in meaningful collaboration that effects lasting social change. Some immediate examples of partners would be KidsCan, the Young Enterprise Scheme, TechWomenNZ and the South Auckland communities of learning, along with other tertiary institutions. South Campus becomes the focal point of the initiative and a beacon for community-led development. Next steps This framework is in its early stages but can be scaled up within a relatively short timeframe. With the exception of the subject clusters and the sponsorship programme, the various components of Project Pipeline are already in place, including Navigation Station, the whānau groups and their communication platforms, UniPrep, and Project Parity. The subject clusters can be established quickly, and some sponsors have already indicated an interest. Navigation Station is currently taught in three intermediate schools in South Auckland, all of which feed into the large Decile 1 high schools. With additional funding the University could expand the programme to more intermediates and AUT is already in discussions with the principals of a coalition of five large South Auckland schools to explore a more collaborative approach to bring about systemic change in educational and employment outcomes. As the name suggests, Project Pipeline is not expected to result in an immediate boost in outcomes for South Auckland students. However, the University considers that meaningful change could be effected by 2025. In the meantime AUT will continue with the initiatives discussed in the following two sections, which aim to improve the outcomes for students already enrolled at the University. Priority-related objective The objective selected for this priority focusses on the steps required for the next stage of the Project Pipeline strategy.

28 Meehan, Pacheco and Pushon, p.33 29 Stanley, p. 239.

. Resilient people are connected to other positive people, and these relationships

have additive, multiplicative, and generative effects. .

– Peter Stanley

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Institution objective Working for our city and country

Description of related activities Establish Project Pipeline as a multi-year engagement programme to support learners from low decile schools from intermediate to secondary school, then to university and on into the workforce. Link corporate sponsors with subject-specific clusters of students, providing scholarships, stipends, work experience or graduate employment.

Performance indicator Increase the number of new students from the four local board areas surrounding South Campus

Baseline, 2017 1,152

Interim target, 2019 1,250

Final target, 2020 1,300

Additional information AUT seeks to attract an increasing number of students from the local board areas of Ōtara-Papatoetoe, Papakura, Manurewa and Māngere-Otāhuhu

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3.3

Boosting achievement of Māori

AUT Directions Working for our city and our country

Being a responsible global citizen Being an inclusive community

Respecting Te Tiriti o Waitangi Supporting great teaching

What we have done What we are doing What we will do next - Built long-term relationships with Ngā Puhi and Ngāti Whatua - Introduced a range of scholarships and a flexible, personalised support service for Māori students - Achieved parity in success rates for Māori students from Decile 4 and higher schools - Introduced He Korowai Mana Kē and become part of TupuToa to advance Māori students’ success at university and in the workforce

- Establishing a partnership with Tainui-Waikato - Establishing a framework for embedding Mātauranga Māori throughout the curriculum and using te reo greetings and concepts in the classroom - Offering Te Korau to support aspiring Māori entrepreneurs - Providing internship and networking opportunities through Whāriki and TupuToa - Expanding Woolf Fisher First-in-Family Scholarships

- Offer AppCamp, a technology-focussed on-campus experience for secondary students from Tainui-Waikato - Achieve parity for all Māori regardless of socio-economic status - Offer Te Korau in Northland - Potentially implement a new engagement programme with six local secondary schools focussed on lifting performance in NCEA - Explore ways Māori staff caucuses could support advancement of Mātauranga Māori in the curricula

AUT Directions describes AUT’s respect for, and response to, Te Tiriti o Waitangi.

We will partner with Māori to advance Mātauranga Māori and te reo and achieve the benefits a university can provide with and for Māori…. We will be active in our city, responding to its Māori heritage and identity.

The signs of progress further detail AUT’s specific goals. For students, we seek parity in participation and success rates; and for the University as a whole, we will increase the number and impact of partnerships with Māori, and the representation of Māori to ten percent of academic and senior staff. Advancing Mātauranga Māori has benefits for AUT as well as for Māori: closer engagement leads to more informed research findings and shared successes. This knowledge can then be incorporated into

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the curriculum, providing a more culturally aware, relevant and insightful classroom experience for all students. Iwi partnerships present the opportunity to recruit students from a wider geographical area, preparing the next generation of leaders and building an expectation for higher education amongst rangatahi. Finally, AUT seeks to establish a flow of highly skilled Māori graduates who have the capability to reach the highest levels of academia, industry and community leadership, with resultant benefits for New Zealand as a whole. AUT takes a Māori potential approach to supporting students. This involves identifying success, building on it, seeing opportunities and harnessing the potential of all Māori students. It supports Māori self-development and self-determination and is underpinned by the principles of tika, pono and aroha. We seek to engender self-realisation amongst our Māori students, fostering confidence in the unique worldview they bring to their learning, their work, their whānau, and wider community networks. This section presents the ways AUT enacts these principles and our strategy for achieving the goals outlined in AUT Directions. It should be read in conjunction with Section 3.2, which presented AUT’s overall strategy for improving the life, work and career outcomes of young people from economically disadvantaged backgrounds in South Auckland. While this includes many Māori students, as Figure 3 shows, Auckland Māori tend to be fairly evenly represented across the economic spectrum, leaving space for a complementary set of initiatives designed to support Māori advancement and student success at AUT.

Figure 3. Auckland school leavers who transitioned to university by ethnicity and school decile (all universities), 2017

Māori parity targets Participation-wise, AUT performs well against the parity targets. According to Statistics New Zealand’s medium population projections for the 15-39 age group, approximately 12% of Auckland’s population

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will be Māori by 2023. As shown in Table 4, when looking over the last three years AUT is already close to achieving this target overall, and at the different levels of study.30 Table 4. Māori students at AUT 2015-2017 (by headcount), against the projected 2023 population for Auckland (15-39 yrs)

Ethnicity Auckland 2023 AUT overall Level 4-7 (non-degree) Level 7 (degree)

Māori 11.6% 10.7% 11.3% 11.1%

When it comes to achievement, the gap for course completion rates is persistent rather than large, especially at the degree level. Table 5 shows that Māori students in degree-level programmes achieved a course completion rate that was four percentage points lower than their non-Māori, non-Pacific peers in 2017. Despite efforts to close it, this gap has remained for a number of years. Retention is also six points lower for Māori students. The difference is larger at pre-degree level, at around seven percentage points. Table 5. Course completion and retention rates, 2017

Indicator Ethnicity Level 4-7 (non-degree) Level 7 (degree)

Course completion Māori 67.5% 83.1%

Non-Māori, non-Pacific 75.9% 88.1%

Retention Māori 75.0% 72%

Non-Māori, non-Pacific 62.1% 78%

For Māori school leavers at AUT, there is a strong correlation between socio-economic status and achievement at university. As Figure 4 shows, Māori students from Decile 10 schools have a course completion rate of 89%, only one percentage point below that of their non-Māori, non-Pacific peers. Māori students from Decile 1 schools, by contrast, have an average completion rate of 74%, in comparison with 84% for other students. Providing appropriate and targeted preparation and support services for students from lower socio-economic backgrounds is expected to improve both the completion rate and the retention rate for these students.

30 These participation rates are based on the student’s primary self-selected ethnicity

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Figure 4. Course completion rates for Māori school leavers in Level 7 degrees at AUT by school decile, 2015-2017

As these results show, there is no appreciable difference in the completion rates of middle-class Māori students and their peers. Although there is a marked variance for students from Decile 1-3 schools, this narrows by Decile 4 and only changes slightly from then on. A similar pattern can be observed for Māori students in Level 4 pre-degree programmes, where students from Decile 1 schools have a course completion rate of 50%, in comparison to 63% for non-Māori, non-Pacific students from the same schools. By Decile 3, Māori students achieve at the same rate as their peers. In 2017, only 7% of students who came to AUT from South Auckland’s Decile 1 schools were Māori. Project Pipeline will help to increase the number of students making that transition, and ensure they are better prepared for university, and better supported as they progress through their degree and transition in to the workforce. School and community engagement initiatives The Future Students Team deliver the Mahi Tahi programme to Year 12 students at Avondale College, one of Auckland’s largest schools. Mahi Tahi includes six sessions, covering topics such as goal setting, identity, communication, study options, scholarships, and future directions. Participant evaluations show that students appreciate the opportunity to learn more about their cultural background, whakapapa, and the steps needed to reach their goals. The team is considering expanding Mahi Tahi into a multi-year Strategic Outreach Plan, supporting Māori students to make a successful transition in to university. Based on research that shows the importance of achieving merit or excellence scores at NCEA Level 1 for Māori students,31 this programme would start at Year 11 and continue through to the first year of study for those who choose to enrol at AUT. In its proposal stage and still requiring resourcing, this initiative would build on the University’s experience of working with high schools through programmes such as My Future, and takes a strengths-based approach, focussed on developing Māori potential and imparting Te Ao Māori values. The proposed framework is outlined in Table 6, and will be tailored to the needs of each school.

31 Meehan, Pacheco and Pushon, p.33

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Table 6. Proposed framework of the Strategic Outreach Plan

Year Theme Engagement plan

11 Engage and enable Helping students to plan for their future, including workshops on personal and academic development, subject choices and future goals, success in study and NCEA revision

12 Empower Supporting students to achieve, surmount any challenges that arise and to cope under pressure. This year’s workshops cover a Mahi Tahi conference, Haerenga ki AUT Live, and two NCEA revision sessions

13 Equip Equipping students with the skills needed for the final year of NCEA, and that can be applied to future tertiary study. Workshops will include a Timatanga conference, Uni 101, NCEA revision and a Whakapotaetanga ceremony.

1 at AUT E Tu Supporting students to stand confidently at AUT, connecting them with the services available and ensuring they have a strong start to higher education. The events for this year will be centred on Ngā Ra Whakatiria (Māori student orientation) ‘lunch and learn’ sessions at the start of each semester, and faculty support sessions with Kaitakawaenga Māori.

At the outset, AUT will look to partner with six Auckland schools to deliver the programme. Some of those under consideration include Mt Albert Grammar, Western Springs College, Avondale College, Auckland Girls’ Grammar, Massey High School, Onehunga High School and Macleans College. Although there are a range of programmes targeting Māori students in Auckland, most are discipline-specific and lack the multi-year engagement of AUT’s proposed programme. The advantage of the cohort approach is that it builds a wider network and a supportive environment for students to make connections and learn from each other. The programme will be evaluated and its success measured on the basis of attendance and retention in the programme and feedback from schools in the first instance, with additional measures added in future years. These are likely to include successful progression of each cohort through school, the number of applications to university and enrolments at AUT, and participation in the E Tu programme. In celebration of te reo Māori, AUT is the sponsor for the Tamaki ki te Waitemata region of the Ngā Manu Korero national speech competition. The University is looking to extend its support to the Southern and Eastern Auckland competitions from 2019. Our aim is to strengthen the Auckland contingent, who frequently have less connection to their Māori heritage than contestants from the rest of the country. AUT invites the winners from each of the four stages on to campus, where they receive a digital native technology package including an iPad, advice on careers and subject choices, and a session on using technology to enhance their learning. Finally, AUT held an initial leadership summit in partnership with Dr Lance O’Sullivan’s Moko Foundation in early 2018, and the two organisations are looking at ways to increase their involvement. Iwi engagement The University has a deep relationship with Ngā Puhi, led by Te Kaiwhakarite Hariata Mareroa. AUT is part of the Whangārei and Northland hikoi, which is a collaboration between AUT and the Universities of Auckland, Waikato and Otago. Each year, the hikoi visits 11 schools in the Whangārei district and another 11 in the Far North region. Built on a foundation of manaakitanga (support) and whakawhanaungatanga (family), the hikoi is a kaupapa Māori careers education programme that

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supports students to remain engaged with education, build relationships with representatives from each tertiary provider, identify the correct educational pathway to meet their career aspirations, and make a successful transition to university. The collaborative approach of the hikoi is well received by schools, students and community groups as it employs culturally responsive pedagogies and mentoring practices, and creates an integrated pathway for Northland’s Māori school leavers. Students who come to AUT have the opportunity to apply for the Te Tai Tokerau Scholarship, which is a joint initiative between AUT and McDonald’s New Zealand. This is one of AUT’s longest-running scholarships, with more than 100 young Māori recipients since its inception in 1993. To date, 57 students have graduated. The programme assists Māori to gain tertiary qualifications that will assist in the economic, professional and community growth of their hapū. The scholarship celebrates Māori potential and educational success, and provides a supportive environment that includes networking opportunities and corporate role models as well as financial assistance.

Picture 4. Alumni of the Te Tai Tokerau Scholarship with the former General Manager, McDonald’s New Zealand

AUT has a long-standing relationship with Ngāti Whatua o Orakei and holds a joint tertiary summit each year. The two-day summit helps rangatahi from Ngāti Whatua prepare for the transition to university, identify their career goals and learn about the commitment required for success in higher education. The University is in the early stages of establishing a similar relationship with Tainui-Waikato. At present, the two organisations have signed an agreement for data sharing and a joint summit focussed on digital technology. In response to feedback from rangatahi, which indicated a strong interest in app development, the first Tainui-Waikato AppCamp will be held at South Campus later in 2018. Scholarships and student support There are a range of scholarships available for Māori students, some of which are targeted at those from lower socio-economic areas, and others open to all. The AUT Kiwa Scholarships recognise academic achievement, cultural participation and leadership potential for young Māori from secondary schools around the country. The New Horizons scholarships are offered to students from Decile 1-4 schools in the Auckland region, with preference given to those intending to study at South Campus. The Woolf Fisher First-in-Family scholarships are available to students from families who have no history of higher education and are able to demonstrate financial hardship. The Woolf Fisher programme has a built-in mentoring service, where successful applicants are mentored by senior recipients, and in turn become mentors to others as they progress through their studies. The programme was expanded in 2018, adding two more awards and providing a one-off stipend for current scholars, subject to progress in Semester 1. Finally, the Office of Māori Advancement offers the U Ki te Kaupapa scholarships in recognition of students who demonstrate exceptional service to their marae, iwi or community.

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Once at university, there are a range of support services available to Māori students, mostly led by the Māori liaison team. At South Campus, the liaison officers use the Learning Analytics tool to identify and offer targeted support to those at risk of failure or withdrawal. Across all campuses, staff contact any students who have missed classes or not submitted assignments, providing both personal and academic assistance. As the above data show, many of the Māori students who require help come from lower socio-economic backgrounds and a significant proportion experience severe financial stress. Achieving parity for Māori at AUT is largely a function of alleviating this issue, and requires a flexible, individualised and wrap-around response from the University. Staff may assist students to apply for AUT’s hardship grants, or to access the ‘Foodie Godmother’ foodbank provided by the AUT Students’ Association, and the Pro Vice-Chancellor (Māori Advancement) has a fund available for exceptional cases. Liaison staff can also advocate for students who have been in stressful situations, requesting additional time for assignments, or the opportunity to resubmit if required. They can connect students with He Korowai Mana Kē, a peer mentoring service that supports students through their studies and helps build relationships between Māori students studying in similar fields. The bilingual Tōhi Toastmasters club offers the opportunity for students to build their confidence in public speaking and giving presentations. Māori liaison provides study groups and regular lunches for students at South Campus, and the Office of Māori Advancement provides funding for Titahi ki Tua (the Māori students’ association), to host weekly meals at the Ngā Wai o Horotiu marae. This noho provides opportunities for peer support and mentoring and up to 50 students attend each week. A staff member from Māori liaison also attends to provide additional support where required. Whānau spaces for students to meet and study in a quiet place are also particularly important for those from lower socio-economic areas, as they may not otherwise have access to conducive study space. He Korowai Mana Kē was introduced several years ago to provide more formal academic and social support for Māori. High-achieving Māori students are selected as Tāura Kaiwhatu (peer mentors) and trained in tikanga and kawa, cultural heritage, and Māori leadership models. They attend a wide range of workshops on issues such as confidentiality, ethics and boundaries, time management, report writing, group facilitation, and cultural capital and systemic injustice in the tertiary sector. They are introduced to Pia Māori (first-year students) at the Ngā Rā Whakatarea (Māori student orientation) and start the mentoring relationship from that point. The value of the programme is demonstrated by the 2017 results. Of the 82 Pia Māori who attended the orientation session, 48 joined He Korowai Mana Kē, of whom almost all (97%) passed between 75% and 100% of their papers, and 85% re-enrolled in 2018. Another 30 students chose not to engage with mentoring, and of those students, only half (51%) passed 75-100% of their courses and only 70% were retained in 2018. As students progress through their studies and look to gain work experience, AUT has two options for Māori students, alongside the Internz programme that is available to all. AUT is a member of the Whāriki Māori business networking group, which primarily supports Māori business development within the Auckland region. This relationship creates opportunities for our students to meet other Māori working in professional careers, learn about the demands and benefits of their intended profession, and develop networks that can be leveraged for future employment or co-operative education opportunities. In 2017, six students received scholarships and/or internships with Air New Zealand, Russell McVeagh and WE Accounting through the Whāriki network. AUT also joined the new TupuToa initiative in 2017. TupuToa is a partnership between AUT and a range of employers, government departments and community organisations, creating pathways for Māori and Pacific

. 48 students participated in He

Korowai Mana Kē in 2017. Almost all (97%) passed 75-

100% of their papers and 85% re-enrolled in 2018 .

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students into corporate careers. The group’s mission is to build strong and resilient Māori and Pacific business leaders with deep connections to their cultures and their communities. In 2017, eight Māori students completed internships through TupuToa, and another 16 Māori and Pacific students have applied for the 2018 intake. AUT is a support partner and the only university involved in the initiative. Finally, the Te Korau Co.Starters programme supports aspiring Māori entrepreneurs in Auckland, and will soon be expanded to Northland as well.

Te Korau Co.Starters Te Korau32 is based on the Co.Starters model and weaves in Māori worldviews and narratives. It places business success within Te Ao Māori and aims to equip Māori with the skills to establish profitable businesses for the benefit of their whānau. Established by two postgraduate marketing students, with the support of AUT’s Co.Starters team, Te Korau is primarily aimed at Māori school leavers, university students, young parents and those between the ages of 18 and 40. The pilot session was held at Awataha Marae in March 2018 with eight participants. With support from New Zealand Trade and Enterprise and Dig My Idea, Te Korau will hold its first wānanga in Northland later in the year. The team are currently attempting to secure funding for more such wānanga around the Northland region.

Mātauranga Māori in the classroom As an organisation with embedded Māori values, AUT is working to incorporate these values throughout the curriculum. This process will be guided by the Mātauranga Māori Policy Framework, which is currently under development. As well as providing space for Māori to occupy within the curriculum, this approach enhances the learning experience for all students. The framework will support the intentions described in AUT Directions and guide the University’s response to the aims outlined in the Tertiary Education Strategy, Ka Hikitia, Tau Mai te Reo, Kai Kei Aku Ringa, and the upcoming Academic Audit Cycle 6. The framework is a living document and the University has begun the process of embedding Te Tiriti, Mātauranga Māori, te reo Māori and tikanga Māori throughout our academic documentation and in our classes. Over the coming years, AUT will examine each qualification that we offer, using an academically rigorous process to identify its exact and unique contribution to Te Tiriti and Mātauranga Māori. This process is founded upon the concept of whakamana (empowerment) and as such is a platform for educating and familiarising our staff in in Te Ao Māori (the Māori world) so that all will feel safe and confident to engage, interact and share these values, making them part of the teaching ethos of AUT. This will be a grassroots movement that starts with small groups of teaching staff from each different school, inviting them to incorporate the principles of the Treaty and use te reo in their classrooms. These staff can in turn teach others, until the majority of teaching and administrative staff can competently apply these values in their everyday work. The University has established a Māori caucus from each faculty who will provide guidance and support to non-Māori staff to enact these principles in a tika (right), pono (sincere and confident) and aroha (dedicated and protective) way. In addition, the Office of Māori Advancement is developing an app with short sessions focussed on greetings and the pronunciation of names and standard academic terms in use across the University.

32 More information is available at https://www.aut.ac.nz/student-life/clubs-and-activities/co.starters@aut/te-korau-co.starters

. When Māori hear their voice, they

get a sense of place .

- Dr John Perrot, AUT

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As staff increase their understanding of Te Tiriti and Mātauranga Māori, non-Māori staff can feel more confident in their approach and require less input from the caucus. Known as conversational integration, this process minimises the need for additional resources by providing a practical and relatively seamless change to staff, academic committee support, faculties and schools. The University will also review its policies and procedures that support diversity, gender issues and people with disabilities and consider how Mātauranga Māori could enhance the experience for all. Next steps The next steps include the continuing development and implementation of the Mātauranga Māori policy framework. This is expected to take several years and will be embedded in the standard paper and programme review process, although staff will be encouraged to perform their own reviews and begin using greetings and Māori concepts in their classes as they feel confident to do so, with support from the Office of Māori Advancement and the faculty-based Māori academic caucus if required. Following a successful first series at North Campus in early 2018, we are engaging with industry and community groups in Northland to offer Te Korau Co.Starters in several different locations around the North. We continue to seek new and better ways to support Māori students from school to higher education. The South Campus AppCamp for rangatahi from Waikato-Tainui is planned for later in 2018, and we are looking at several opportunities to work with Māori students at local Auckland schools through a targeted NCEA success and tertiary transition programme. We are also considering providing internships for Māori and Pacific graduates in our ICT Services team. Along with the extension to the Woolf Fisher scholarship programme, AUT will implement a learning fund to respond to the financial pressure facing many Auckland-based students. This will increase access to funding for students facing financial emergencies. As well as supporting their retention at AUT, this is a profoundly practical way we can enact our value of aroha. Priority-related objectives These objectives measure our success in raising achievement for Māori learners, including the critical demographic of school leavers from low-decile schools in Level 7 programmes. Lifting success rates for this group will be instrumental for AUT to achieve its overall parity goal.

Institution objective Respecting Te Tiriti o Waitangi

Description of related activities Lift performance for Māori students from lower socio-economic areas

Performance indicator Increase the course completion rate of Māori school leavers from Decile 1-3 schools in Level 7 degrees

Baseline, 2017 77%

Interim target, 2019 81%

Final target, 2020 84%

Reflected in This aim is reflected in our EPI commitments, as a key part of our aim to achieve parity for Māori students

Additional information These activities are taking place across all campuses and in several Auckland schools.

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Institution objective Respecting Te Tiriti o Waitangi

Performance indicator Increase the number of Māori graduates from bachelors degrees

Baseline, 2017 326

Interim target, 2019 340

Final target, 2020 350

Reflected in This aim is taken from our Statement of Service Performance, as part of our aim to support the success of all Māori

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3.4 Boosting achievement of Pacific peoples

AUT Directions Working for our city and our country

Being a responsible global citizen Being an inclusive community

What we have done What we are doing What we will do next - Grown UniPrep to close to 400 students Grown My Future to 900 students at nine South Auckland secondary schools - Established the Oceanian Leadership Network, a university-wide initiative focussed on leadership, service and success - Launched Project Parity

- Holding weekly academies to support students learning - Using Learning Analytics to identify and target support where it is most needed - Providing study space and computer access on campus

- Establish a student centre with tailored services for students from lower socio-economic backgrounds - Increase South Campus to 3,000 EFTS by 2020 - Lift the course completion rate for school leavers from Decile 1-3 schools at South Campus

AUT has been working towards achieving parity for Pacific students for many years. The Strategic Plan 2012-2016 and AUT Directions to 2025 both have parity of participation and achievement as a key aim. As will be seen, this has proven to be a sizeable challenge, particularly when the expansion of South Campus has led to an increasing number of students from low socio-economic areas, who have a distinct set of challenges to overcome. Over the years the University has introduced a range of initiatives to lift Pacific student success, including UniPrep, student networking and peer support programmes, Project Parity, and the Academies. Each one has been introduced in response to a need identified by the previous initiative, then tested, refined and built on as part of AUT’s practice of continuous evaluation and improvement. This section will discuss these programmes, and the intended developments for the coming years. All of these initiatives are either an integral part of, or complementary to, the Project Pipeline framework presented in Section 3.2, which should be read in conjunction with this section. Project Pipeline is focussed on achieving parity for students from some of the lowest socio-economic areas of Auckland, many of whom are of Pacific ethnicity. It is also a medium-term strategy, one where the University expects incremental improvements over the coming years that lead to meaningful change by 2025. However, as with Māori advancement initiatives, it only targets students with the greatest socio-economic challenges. This leaves significant space to support other students and lift performance across the University.

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South Campus presents a unique opportunity for community development. A recent media investigation described the Auckland experience as ‘the tale of two cities’: it is a city divided by a sharp and widening gap between the financially secure and the financially vulnerable.33 AUT is the only university with a presence in both cities, and the large proportion of South Campus students from lower socio-economic backgrounds provides the impetus for an innovative approach to student success, based on reducing the barriers created by socio-economic disadvantage. While Māori and Pacific students are certainly over-represented in these statistics, these barriers affect learners of all ethnicities. We are building a connected support network to help students succeed, from their first enrolment to postgraduate study and on into the workforce. Although many of these initiatives are introduced by, and funded from, the Office of Pacific Advancement, they are not restricted to Pacific students. As an inclusive approach that exemplifies tika, pono and aroha, all students are welcome to participate. Pacific parity targets In terms of parity of participation, the University is already close to achieving its targets, based on the 2023 population projections for Pacific peoples in Auckland aged 15-39 years. As Table 7 shows, Pacific peoples are over-represented in pre-degree study, and the representation at degree level is only slightly below that of the projected population for 2023. The number of Pacific students in Level 7 (degree) programmes has been growing consistently over the last few years and the University expects this trend to continue as South Campus expands.34 Table 7. Pacific students at AUT 2015-2017 (by headcount), against the projected 2023 population for Auckland (15-39 yrs)

Ethnicity Auckland 2023 AUT overall Level 4-7 (non-degree) Level 7 (degree)

Pacific 16% 15.3% 29.2% 14.9%

For course completion and retention however, Table 8 demonstrates the wide gaps in performance between Pacific students and their non-Māori, non-Pacific peers. Of particular concern, the course completion rate for Pacific students declined for the last three consecutive years. Table 8. Course completion and retention rates for Pacific students, 2017

Indicator Ethnicity Level 4-7 (non-degree) Level 7 (degree)

Course completion Pacific 55.0% 70.9%

Non-Māori, non-Pacific 74.3% 87.1%

Retention Pacific 81.8% 70%

Non-Māori, non-Pacific 70.8% 78%

As discussed earlier, these results are largely a function of socio-economic status and close to one in three (28%) of Auckland’s Pacific school leavers who enrolled at university in 2017 came from Decile 1 schools. Viewed another way, 77% of school leavers from Decile 1 schools were of Pacific ethnicity, along with almost half of those from Decile 2 (49%) and 40% from Decile 3 (refer to Figure 3 earlier). The majority of these students choose to enrol at AUT, including 60% of Pacific students from Decile 1 schools, 52% from Decile 2, and 48% of those from Decile 3 in 2017. Financial hardship looms large

33 Stuff and Newshub, ‘A tale of two cities: Part 1 Poor city’ https://interactives.stuff.co.nz/2018/05/a-tale-of-two-cities/ 34 The number of Pacific EFTS in undergraduate programmes grew from 1,560 in 2013 to 2,015 in 2017

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for many, presenting a plethora of challenges to the successful completion of a university degree. Project Pipeline will support many of those who are from the lowest socio-economic areas, but that leaves many students managing significant financial stress alongside a full university load. Moreover, as Figure 5 shows, the gap in Pacific achievement at AUT is largely but not entirely attributable to socio-economic status. Even students from relatively wealthy areas experience completion rates that are well below expectations and this is an area for continued focus and investment in student support for AUT.

Figure 5. Course completion rates for Pacific school leavers in Level 7 degrees at AUT by school decile, 2015-2017

A potential explanation for this result is that some students will travel out of zone for their schooling, so still experience all the challenges that come along with socio-economic disadvantage. The relative socio-economic status of Pacific students at AUT can be seen most clearly in the graphs below. The left-hand graph in Figure 6 presents the school decile and New Zealand Deprivation Index score of AUT students who have not taken UniPrep over the last three years. Although Pacific students generally come from lower socio-economic backgrounds than other ethnicities, the results for those who have taken UniPrep (the right-hand graph) show that this cohort is much more likely to experience a high degree of deprivation overall, with Pacific students generally at the extreme end of the scale.

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Figure 6. Socio-economic status of AUT students who have not enrolled in UniPrep (left) and who have enrolled in UniPrep (right), 2015-201835

South Campus growth For AUT to be the backbone organisation of South Auckland community transformation, we must first demonstrate the value of enrolling and engaging with the University. The size of the campus is crucial to establishing its standing and influence within the community, and AUT and TEC have agreed on a target of 3,000 EFTS by 2020. Table 9 presents the EFTS targets for 2018-2020. Table 9. South Campus EFTS and targets, 2017-2020

Actual 2017 Target 2018 Target 2019 Target 2020

1,911 2,250 2,600 3,000

AUT has a two-pronged strategy for achieving these targets. The first is to attract more students to South Campus. The My Future programme works with students at 13 local high schools and supports students to succeed in NCEA and prepare for University. UniPrep provides an in-depth introduction to university life, provides an option for learners who have not yet attained University Entrance, and builds connections between students. For older students and postgraduate provision, we work with local industries and community groups to identify their needs and tailor our offerings accordingly. Our engagement with Manukau Institute of Technology means we can offer further education to graduates of several of their programmes. Each of these initiatives will be discussed in more detail later in this section. The second part of the strategy is to increase retention at South Campus. This means to increase the number of students who complete their entire qualification at South, as well as boosting the success and re-enrolment rates of those who choose to study there. We will continue growing degree provision, adding more full programmes as well as additional full majors to existing degrees. In consultation with relevant employers and community groups, the Master of Health Science (Graduate Entry to Nursing) and Bachelor of Health Science in Anaesthetic Technology are intended for introduction at South Campus within the coming years. When making the decisions on which majors

35 The x axis represents the New Zealand Deprivation Index score of the learners’ home address, while the y axis represents their school decile. The size of the bubble indicates the relative size of the cohort

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to add to the mix at South, AUT is again using a data-driven approach; we are analysing student patterns and working closely with faculties to identify the key programme choices made by students who transfer from South to City or North Campuses. We are also analysing the enrolment choices of the students who are primarily enrolled at South but travel to another campus each week. This is expensive and time-consuming for our learners, so where there are clusters of students making the same trip each week, these subjects will be priorities for introduction at South. The other critical aspect of growing the number of EFTS is to increase the success and re-enrolment rates of students enrolled at South Campus. The Oceanian Leadership Network, Academies and learning analytics programme will allow AUT to offer help where needed, invite students to participate in initiatives to assist their studies, and connect them with peers who can support their success. AUT seeks to increase the course completion rate for all school leavers at South Campus from Decile 1, 2 and 3 schools, which was 72% in 2017, compared with 87% for Decile 4 and higher. Lifting the success rate to 76% by 2020 is a crucial step in reaching our wider goals, not just for South Campus, but for the region as a whole. University preparation and school engagement My Future was introduced in 2015 and now works with 900 students from 13 local high schools, including Manurewa, Papakura, Otahuhu and James Cook High Schools; De La Salle, Tamaki and Tangaroa Colleges; and the Southern Cross Campus and Sir Edmund Hillary Collegiate. Students enter the programme at Year 10 and continue through to Year 13, developing a deeper understanding of their own career and educational aspirations; preparing for, and making informed choices about, NCEA; and building familiarity with South Campus and the programmes and support services available. Parents’ evenings welcome whānau to participate in the students’ educational journeys while building a wider understanding of the NCEA system and the precursors of success in secondary and tertiary education. The first cohort of students from My Future will complete their secondary studies in 2018. The programme itself will be reviewed over the next year as part of the wider South Auckland and Project Pipeline initiatives and to ensure we are marshalling our resources in the most effective manner. UniPrep was also introduced in 2015 to provide an intensive university transition course. UniPrep is a five-week programme offered each summer at South Campus. Open to all students who have completed high school, the course uses a mix of academic workshops, team-building activities and university life experiences to build relationships between the students and impart strong study and life skills. The programme has grown from 136 students in the initial cohort to 396 in 2018, and in 2017 contributed 9% of all the EFTS at South Campus. More than three-quarters (77%) of students are of Pacific descent, 68% come from Decile 1 or 2 schools, and more than half (56%) do not have University Entrance. The largest feeder schools for this programme are McAuley High School and Aorere College (each providing 8% of participants), De La Salle College (7%), and Otahuhu College, Tangaroa College and the Southern Cross Campus (all 6%). UniPrep has also made a significant contribution to the growth of Pacific enrolments at AUT; Pacific student numbers grew by 679 EFTS from 2010 to 2017, of which 42% had come from UniPrep. It has also helped boost the number of students in undergraduate study; in Semester 1, 2018, there were 354 UniPrep alumni enrolled in Level 7 (degree) programmes at AUT, of which 108 came from the 2018 cohort. Across the whole UniPrep programme to date, slightly more than half (52%) of students progressed directly into degree-level programmes, with the Bachelor of Business, Bachelor of Arts and Bachelor of Health Science the most common choices. The Certificate in Business is the most popular option for students who enrol in pre-degree programmes, with a third (33%) of all enrolments.

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While UniPrep performs a vital function through the transition phase, AUT’s analysis of students’ subsequent performance showed that additional support is also required. UniPrep alumni who have since enrolled in the larger degree-level programmes achieved a course completion rate of 57% for the Bachelor of Business, 68% for the Bachelor of Arts, and 50% for the Bachelor of Health Science. At pre-degree level, the completion rate for students in the Certificate in Business is 54%. Although these results are below expectations, they must be interpreted in the light of the relative socio-economic status of many UniPrep students which, as described in Section 3.2, has a significant impact on their likelihood of success. Supporting student success at AUT Project Parity was launched in 2016, in the light of the results for the initial UniPrep cohort, and in an effort to raise Pacific completion rates by providing additional academic support. At the time, analysis showed that approximately 80% of Pacific students enrolled in 20% of the courses on offer at AUT. The University then identified those papers with the highest number of Pacific enrolments and the largest gap in completion rates between Pacific students and their peers. In total, eight papers were selected for the initial pilot and the University introduced additional tutorials and peer support, and facilitated study sessions. Over the past two years the Pacific completion rate has increased in four papers (varying from five to 16 percentage points), increased then fallen back to just above the original result in one, and fallen in the remaining three. These results were not to the standard expected and contributed to the development of AUT’s contention that academic support alone is insufficient to counteract the effects of financial hardship. As described earlier, the ethos of Project Pipeline is to build connections between students, university staff and industry representatives. These connections will act as protective factors that increase students’ chances of remaining engaged with, and successful in, education. The University extended this approach to its support of current students through the Oceanian Leadership Network (OLN). The members of the OLN come from a range of different ethnicities, faculties and campuses, and are drawn together by their dedication to educational achievement, leadership and service. Students who are interested in joining the network attend the week-long AspireUp intensive leadership programme, where they practice public speaking, explore different leadership styles, and take part in practical learning activities. As described earlier, the Navigators lead the Navigation Station events at intermediate schools, and are important members of the whānau groups and planned clusters, acting as role models and providing subject-specific support for secondary students. The Oceanian Voices Choir provides the opportunity for students to build their confidence and teamwork skills, while contributing to the wider AUT community. The OLN also hosts the StudyUp programme during mid-semester break to assist students in their preparation for upcoming assignments or exams. StudyUp includes subject-specific workshops with tutors from each faculty and peer support from the Navigators, and teaches students different learning styles and methods to improve the efficiency of their study time. The Navigators also host Academies at South and City Campuses each weekday evening. The 12 different Academies cover a wide range of subjects including engineering, health, science, computer and information science, arts and education. Tutors and Navigators from the relevant faculties provide academic support and opportunities for personal and professional development.

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Picture 5. Students attending Academies at South Campus

Next steps We continue to review and improve the provision of student support at South Campus. Support services will be designed to respond to the realities faced by many students at South Campus, including spaces for students to gain peer support and attend homework clubs. Although designed with the needs of people from lower socio-economic backgrounds in mind, these areas will be open and attractive to all. The support services will be a centre for outreach as well as welcome; staff will use learning analytics and their knowledge of particular papers and programmes to target the student groups most in need of support. The University will build clusters of students in the business, health sciences, and science programmes, centred on the papers with the highest failure rates and aiming to lift success for all students. Individual and group study spaces are an important practical way to assist student success. Many students from lower socio-economic backgrounds do not have either room to study or internet access at home. The Mana Hauora Building at South Campus was designed with this need in mind, as was the ETD Building at City. Another option currently under consideration is to install a mini-version of AUT’s Tech Central computer labs in South Auckland’s public libraries. Along with building relationships with the local community, this provides greater coverage for students, further reducing barriers to access and promoting local libraries as accessible and supportive spaces for study, saving travel costs for students and pressure for space and facilities at South Campus. Engagement with MIT AUT continues to engage with MIT to ensure we are offering complementary provision and clear pathways between the two institutions. At a strategic level, Vice-Chancellor Derek McCormack has had continued discussions with MIT’s chief executive officer Gus Gilmore over the past year. MIT are now conducting their strategic planning exercise and talks will resume after that has been completed. At the school level, we continue to promote pathways for students in postgraduate engineering and nursing, and undergraduate hospitality and art and design. The two organisations have strong channels of communication and will mutually refer students to ensure they enrol in the programme of best fit for their aspirations. Priority-related objectives The objectives for this section are focussed on growing participation and success at South Campus. The first is to increase the overall EFTS and provision at South, and the second is to increase the success rate of school leavers in Level 7 (degree) programmes who come from low decile schools. Achieving this second indicator will provide a significant impetus towards two of the University’s most critical goals: achieving 3,000 EFTS at South Campus by 2020, and achieving parity for Pacific students.

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Institution objective Working for our city and our country

Description of related activities Increase South Campus EFTS

Performance indicator Reach 3,000 EFTS by 2020

Baseline, 2017 1,911

Interim target, 2019 2,600

Final target, 2020 3,000

Reflected in This objective is measured in our Statement of Service Performance, and will also be reflected in the mix of provision

Additional information This objective takes place in South Auckland, in consultation with industry and community partners and MIT

Institution objective Working for our city and our country

Description of related activities Extend the Oceanian Leadership Network to include the Base model of student engagement, using learning analytics and support targeted to students from lower socio-economic backgrounds

Performance indicator Increase the course completion rate of school leavers from Decile 1-3 schools in Level 7 degree programmes at South Campus

Baseline, 2017 72%

Interim target, 2019 74%

Final target, 2020 76%

Reflected in This indicator will be reflected in our educational performance indicator commitments, as a strong contributor to the goal of achieving parity by 2025

Additional information These activities will be based at South Campus

Institution objective Working for our city and our country

Performance indicator Increase the number of Pacific graduates from bachelors degrees

Baseline, 2017 369

Interim target, 2019 400

Final target, 2020 425

Reflected in This indicator is taken from our Statement of Service Performance, as part of our aim to support Pacific students through to completion of their degrees

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3.5 Improving adult literacy and numeracy

AUT Directions Working for our city and our country

Being a responsible global citizen Being an inclusive community

What we have done What we are doing What we will do next - Built a long-standing relationship with New Zealand’s former refugee communities

- Offering ILN – ESOL and Refugee English programmes providing language, literacy and numeracy education along with an orientation to life in New Zealand

- We seek TEC’s support to expand our ILN – ESOL offering to meet demand

Through the long-standing provision of on-arrival refugee education, AUT has a special relationship with New Zealand’s former refugee communities. With TEC’s support, the University provides continuing English literacy, language and numeracy education through the Intensive Literacy and Numeracy (ILN) – ESOL and Refugee English funds. These courses support former refugees during the resettlement process through preparation for employment and further education. Refugee-background learners tend to have high needs as a result of minimal or interrupted previous formal education. The AUT ILN ESOL programme is able to cater effectively for these learners, as it includes English language, literacy, and numeracy alongside an orientation to life in New Zealand. The ILN ESOL programme has a small number of migrants who require English language, literacy and numeracy skills in order to enter the workforce or continue into higher education. Learners are assessed through the Literacy and Numeracy for Adults Assessment tool. Most ILN ESOL learners at AUT undertake the Starting Points assessment (designed for learners with low levels of literacy), while those with higher levels of English language and literacy do the Learning Progressions. Learning Progressions (Vocabulary and Reading) are also used for the ILN Refugee English learners. The Learning Progressions indicate the knowledge and skills that learners already have. These tools, along with in-house diagnostic assessments devised by our experienced teachers, are used to place students into an appropriate class. They are also used as a teaching tool, as they provide information to teachers about what skills and needs learners have. Results are used to inform teaching with programmes being amended to meet identified needs. Where possible, teachers at AUT administer a needs assessment to find out what the learners themselves identify as language and

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literacy demands. Learners identifying these ‘real-life’ needs is a first step to teachers being able to tailor programmes and either create or adapt materials to meet these demands. Formative on-going assessments also inform the development of teaching and of learning opportunities. We administer progress reports at the end of the programme to indicate learner development and inform their next steps for education. We anticipate the demand for places in the ILN – Refugee English programme to remain at approximately the same level as in previous years. This programme supports learners to achieve qualifications that allow them to eventually staircase into undergraduate study. Next steps Funding for ILN - ESOL was reduced for 2018 which has meant we have not been able to meet the demand. AUT seeks to return to the original funding amount of $881,250 for 2019. With an expected increase in the refugee quota in 2019, further funding is needed to support these additional learners. In addition, we request TEC to review the hourly rate for the ILN – ESOL programme; the rate has remained static at $18.75 for several years, while the cost of delivery has increased. With regard to the ILN – Refugee English fund, we seek an increase in funding per place to meet the current student fee. Priority-related objective This objective is focussed on meeting the demand for English literacy, language and numeracy education amongst Auckland-based former refugees.

Institution objective Being an inclusive community

Description of related activities (if required) Support former refugees through the resettlement process and gain the skills required for meaningful employment by offering English literacy, language and numeracy education to former refugees through the ILN – ESOL and Refugee English funds

Performance indicator With TEC’s support, offer 85 places in the Refugee English fund and 47,000 hours in the ILN – ESOL fund, with an increase of funding per hour

Baseline, 2017 91 Refugee English places and 47,000 hours in ILN – ESOL

Target, 2019 85 Refugee English places and 47,000 hours in ILN – ESOL

Reflected in A mix of provision will be submitted for the ILN – ESOL programme shortly. Depending on their needs and aspirations, Refugee English students study the Certificate in English Language, Certificate in English for Academic Study, or the Diploma in English

Additional information (e.g. where is this taking place – region, industry sector etc.)

These qualifications are taught at our City Campus in close collaboration with the Centre for Refugee Education at the Mangere Refugee Resettlement Centre

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3.6 Strengthening research-based institutions

AUT Directions Integrating teaching with research

Contributing excellent research Applying our research

Advancing by collaborating Enhancing student research Sharing our knowledge at home Improving our work through internationalisation

Leading our sector in external impact

Applying shared technological themes

What we have done What we are doing What we will do next - Named as the top-ranked millennial university in Australasia in 2017 - Identified our core research strengths - Signed a record $18.6 million in new research contracts in 2017 - Established the Early Career Academic programme - Built the number of staff participating in the PBRF round from 455 in 2012 to approximately 700 in 2018

- Establishing a set of protocols to ensure research with Māori is conducted according to tika, pono and aroha - Clarifying expectations and providing pathways for all staff to contribute to research and development - Establishing the Human Performance Innovation Centre - Preparing a bid to establish Interact, a Centre for Technological Excellence - Supporting staff and students to become involved in the commercialisation process

- Build on the momentum established in recent years to significantly increase our research income - Increase the impact of our research, engagement and commercialisation activities - Provide more targeted support for research students

AUT has established a credible research record over the past 18 years. This is borne out by AUT’s strong showing in the international rankings. In 2017 Times Higher Education (THE) named AUT as the top-ranked millennial university in Australasia, and 14th in the world, while QS placed AUT in the top 70 institutions under the age of 50. As is appropriate for a newer university, AUT is characterised by an applied and diverse research programme and strong collaboration with industry. However, within this broad culture the University covers the spectrum from fundamental to applied research, and has identified four global themes that are AUT’s core research strengths:

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• Creative design and advanced technologies; • Health and wellbeing; • Sustainable cultures, communities and environments; and • Transformational digital futures.

All four fields are founded on a commitment to advancing Vision Mātauranga and to mutually supportive engagement with Māori and Pacific communities and businesses. Within the New Zealand tertiary landscape, AUT is distinguished by its creativity, agility, impact, and strong connections with iwi, businesses, and industry and community partners. Providing benefits with and for Māori AUT Directions describes our response to Te Tiriti o Waitangi:

We will partner with Māori to advance Mātauranga Māori and te reo and achieve the benefits a university can provide with and for Māori.

Furthermore, AUT will be “active in our city, responding to its Māori heritage and identity, Pacific communities, and ethnic diversity, and playing our part in its development as a world centre.” At AUT, Māori and non-Māori staff partner with Māori stakeholders to advance Mātauranga and te reo Māori, to achieve benefits for all New Zealanders. These partnerships are founded on the following principles:

• promoting research by Māori for the benefit of their communities; and • promoting Māori potential end educational success by:

o Strengthening our commitment to Māori and tangata whenua as per the Treaty of Waitangi; o Building stronger collaborative relationships with mana whenua, iwi, wānanga and other

Māori communities; o Continuing to enhance opportunity, success and advancement for Māori staff and students;

and o Valuing and promoting te reo and tikanga Māori.

A research programme that meets these aims has benefits for both AUT and Māori. Old ways of knowing enrich new ways of doing, enhancing Māori involvement with science and researchers’ understanding of Mātauranga Māori. From AUT’s perspective, appropriate and effective engagement with Māori enriches the quality, impact and relevance of our research. It protects and enhances AUT’s mana, which in turn protects the mana of Māori students and staff. Ultimately, this builds AUT’s capabilities in research and tikanga, developing rangatira ō āpōpo, the leaders of tomorrow. For Māori, engagement in research provides development opportunities, or the potential for involvement as an iwi advisor or as part of a funding bid. The University can also look to support an iwi’s rangatira through matched funding for scholarships or advice on student support. AUT already has a Vision Mātauranga framework in place to assist researchers with their funding applications. The University is now in the process of developing a suite of protocols to support non-Māori staff when conducting research that involves Māori participants, taonga (including land and water), or Māori issues. The protocols follow on from the WAI262 report and Te Ara Tika, establishing a clear plan of action for staff, identifying the depth of consultation needed and the appropriate tikanga to follow.

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This comprehensive approach is unique to AUT and is designed to provide space within scientific research for Māori to occupy. The protocols were developed in consultation with Māori staff across AUT and with renowned Māori academics and other people of influence from outside the University. They assist researchers to view their work through a Māori lens (Te Ao Māori), considering issues such as ako ako (learning from each other), mana tangata (reciprocity and ownership of outcomes), manaakitanga (whānau support and transparency of the process), tika (likely outcomes and recruitment methods), and whakapapa (their own experience in the field and dissemination of findings). Researchers are encouraged to consider the level of Māori expertise that is available, and whether their project could be used to develop Māori capability by including a research student in the project, or through outreach activities. It helps all researchers to be cognisant of Māori issues and build long-term research relationships with true depth and value, rather than one-off projects. As an example of this approach, Associate Professor Hannah Buckley recently had a paper published in the prestigious Journal of Ecology. The abstract was published in both English and te reo Māori, promoting inclusivity by supporting the use of indigenous languages in the country where the research took place. Another top-tier journal, American Naturalist, has since followed this lead and begun accepting submissions in indigenous languages.36 The next stage will be to implement a system whereby Māori can provide feedback at all phases of the research process, demonstrating the University’s commitment to quality experiences and continuous improvement. Along with increasing the understanding of non-Māori staff, AUT seeks to build a long-term supply of Māori researchers with the potential for outstanding academic careers and community leadership through the Early Career Academic Programme. They will be at the forefront of the University’s partnerships with Māori and will drive AUT’s aim to advance Māori aspirations through research.

Language revitalisation AUT established the International Centre for Language Revitalisation in response to enquiries from Indigenous groups interested in the work of Te Ipukarea: the National Māori Language Institute. The Centre works closely with language communities to develop research and expertise in the revitalisation of endangered, minoritised, and Indigenous languages, and facilitate the use of Indigenous epistemologies in academic research. The Centre’s partners include the Lakota Language Consortium, University of the South Pacific (Rarotonga), and the Foundation of Endangered Languages (UK). Some of their work includes the Dictionary of Cook Islands Languages; Tāmata Toiere, a digital repository of waiata and haka; Te Aka, an online dictionary of te reo; and a current research project, Te Reo o te Pā Harakeke. This study investigates the factors which lead to a successful transmission of te reo from parents to children.

Research development The University made some impressive strides in its research development over recent years. AUT achieved $13.1 million in external research revenue in 2017, of which $6 million came from research with industry. The University also signed a record $18.6 million in new research contracts and achieved more than $1.3 million in consultancy fees. Approximately 700 staff are expected to submit portfolios to the 2018 PBRF quality evaluation round, up from 455 in 2012. AUT is the national leader in the field of sports science research and conducts the ground-breaking Pacific Islands Families

36 ‘Prestigious UK science journal publishes in te reo Māori’, New Zealand Herald, 25 May 2018 https://www.nzherald.co.nz/nz/news/article.cfm?c_id=1&objectid=12058428

. When people hear their own voice in research, they are more likely to

feel that they have a place in research.

. - Associate Professor Hannah Buckley

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Study, now in its 19th year. Kode™ technology developed by Professor Steve Henry is undergoing clinical trials for use in cancer treatment and Professor Valery Feigin’s Stroke Riskometer™ app is the foundation for a worldwide study into reducing the incidence and burden of stroke and other non-communicable diseases. AUT’s work on predictive risk modelling is used in New Zealand and the United States to improve responses to families at risk; our work on language revitalisation is used by Indigenous groups around the world; and our researchers and facilities are integral to the SpaceX programme. These achievements notwithstanding, AUT still faces several challenges in the growth and development of its research programme. A high proportion of staff are at the early stages of their research career and need support to build a comprehensive record that includes quality publications, effective postgraduate supervision, fruitful external partnerships and attraction of external research revenue. AUT Directions describes a future of advancement through project- and mission-led research conducted by interdisciplinary teams; collaboration with external partners, international colleagues and students; and integration of teaching with research. Ultimately, AUT aims to be:

the leading New Zealand university in the extent and impact of our interactions with industry and professions, and the employment and enterprise sectors.37

This overarching aim has a number of related goals. AUT Directions sets the intention that all salaried academic staff will have demonstrable achievements in research, scholarship or advanced professional practice each year. The increased breadth, depth and quality of activity will allow the University to realise more of its latent income potential, with the aim of increasing external research revenue and income from industry and commercialisation by 20% per annum. This challenging but achievable level of growth will go some way towards diversifying AUT’s revenue streams and reducing the current reliance on student-derived income. It will also provide a considerable boost to AUT’s national and international reputation, and the University aims to achieve five QS Stars for research and four for innovation by 2025 (building from three and two respectively at the previous assessment in 2016). Finally, the University seeks to continue the strong growth in doctoral students, aiming for 1,500 candidates a year by 2025, of whom 80% complete within four years. The Research Roadmap is in development and translates these wider aims into a plan of action. Some key aspects of the plan include: careful recruitment and professional development of academic staff; establishment of communities of professional practice; inclusion of postgraduate students as active members of our research community; and a broad approach to research that acknowledges the role and importance of professional practice. In turn, these initiatives will be underpinned by clear expectations and stronger accountability for individual academic staff and heads of schools. These objectives are discussed in more detail below. Firstly, AUT acknowledges the diverse paths our staff have taken to reach a career in research. Professional practice, research consultancy and practical engagement with external partners will be valued for their contribution to extending the University’s external impact. Staff will be encouraged to join communities of professional practice alongside industry, business and community representatives. These communities will enhance the impact of our research and creative activities, provide opportunities for external funding, and ensure staff are recognised for their professional strengths as well as research contributions.

37 AUT Directions to 2025

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While most staff will be expected to develop a traditional academic career, some will remain primarily focussed on teaching or professional practice. These staff members will be expected to be at the forefront of developments in their professional fields and feeding scholarly insights back into improved teaching and learning. AUT will expect research activities that are appropriate to their disciplines, which may include publications in the scholarship of teaching and learning, consultancies and publications in professional magazines and journals, active engagement in professional practice, and the production or exhibition of artefacts. Whether developing a traditional academic career, or a practice-based one such as that described above, AUT will support staff through a robust and structured mentoring scheme, focussed on developing staff capabilities in research and postgraduate supervision. The University will also review its promotional criteria and processes to support the advancement of staff whose work is highly engaged with external partners. Stronger accountability will be a hallmark of the approach to research development over the coming years. Academic staff will use their annual plan to outline and track the growth of their portfolio, with measures and expectations tailored to their individual role, skills and discipline. The Research and Innovation Office will provide data to identify areas of strength and opportunities for improvement for each staff member. In turn, heads of school will use their plans to report on mentoring activity, appointment of quality research-active staff, and initiatives to expand our research impact. Along with building the capabilities of current staff, AUT will recruit candidates who will make an effective contribution to the growth of AUT’s research stature, along with meeting high standards in teaching, academic service and engagement. Depending on the level of appointment, the University will prioritise leading researchers with an established record of building partnerships and attracting external revenue, early career researchers with the potential for swift advancement, and post-doctoral fellows with a PBRF ranking of at least C(NE). AUT also develops staff from within our own ranks; the Early Career Academic programme has established a defined career path for high-achieving Māori and Pacific students from research degrees through into academic appointments, and potentially on to senior management positions. AUT appoints up to six Māori and Pacific scholars in their first full-time academic roles each year. Each scholar has a mentor to help build their teaching, research, academic supervision and graduate support skills, and they also receive mentoring from a member of the University’s Strategic Leadership Team in preparation for future promotion opportunities. We will improve our review panel processes and the way staff are supported to write funding applications. This is expected to improve both the number and quality of contract proposals from across AUT. We will also continue to support academic staff to increase their engagement with potential partners. Creating great postgraduates Research and teaching are closely entwined at AUT: great graduates require exemplary teaching and active research in relation to pedagogy and discipline. As a university, research is critical for AUT’s reputation as this drives our ability to attract the best staff and students, and our ability to build and strengthen relationships with external partners including government, industry, communities and other research institutions. AUT Directions focusses on building AUT’s capacity and capabilities, through research that is innovative, relevant, useful and applied, along with collaboration across AUT and with external partners and the enhancement of student research.

We will support our staff in the work of advancing knowledge and in growing the quality and value of this work, including its benefit to their teaching and students.

. 16 Māori and Pacific scholars have joined the Early Career Academic

Programme since 2015 .

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This will be a critical element of the Learning and Teaching Roadmap. Although still in development, the roadmap is expected to include specific frameworks for conceptualising the teaching and research nexus, and for enriching our curricula with research, to ensure that students are introduced to leading edge and contemporary research as well as introduced to the inquiry process. Graduate research is an essential pillar of the University’s research programme. In addition to the Early Career initiative, AUT will continue to build a pipeline of future academic staff by including postgraduate students in well-established research teams. Along with exposure to an academic career, students gain an accelerated start to a publication record, a greater understanding of the research process, and insights to enhance their own projects. As stated in AUT Directions, AUT views advanced students as active members of the academic community and extends opportunities for undergraduate students to participate in research wherever possible. In addition to involvement with research teams, some options include pursuing specific relevant internships in business and industry for research students, and doctoral projects that are partly based with an external partner, and staff consultancies that involve students as well. Through better mentoring of staff, AUT aims to improve postgraduate supervisory capacity across the University. In AUT Directions, the University seeks to increase the number of doctoral candidates to 1,500 by 2025, and for 80% of candidates to complete within four years. Although no formal decisions have been made to date, one potential option may be to encourage the ‘pathway two’ approach to thesis writing, where candidates write and submit manuscripts for publishing as a normal part of their studies. This will provide a more rounded research education for students and greater preparation for those intending to embark on an academic career, as well as decreasing completion times, building stronger links between doctoral candidates and early career researchers, and increasing the number of research outputs. The Research and Innovation Office holds regular seminars for research students to build awareness of the value of transferring and commercialising intellectual property from their research to enhance their learning and create value for themselves, end users and the University. The Graduate Research School is developing a suite of online resources and webinars to better support research students and the University has identified a need for additional support for those who are experiencing isolation. This is particularly a concern for students who have come from overseas to do research, and do not have the social networks or regular in-class contact that undergraduate students may have. AUT will use a proactive, strengths-based approach to supporting these students, using a combination of supervisor referral and analysis of behavioural, academic and demographic information to identify those most in need of assistance. Commercialisation and knowledge transfer The previous Investment Plan described AUT’s approach to commercialisation, including a case management approach from the Research and Innovation Office and a process focussed on the swift transfer of knowledge. Rather than maximising financial gains for the University, students and staff are encouraged to participate in the commercialisation and knowledge transfer process by receiving a generous share of the resulting financial benefits. Although AUT Ventures Ltd (the commercialisation arm of the University) aims to generate sustained and substantial financial returns from commercialisation activities over time, this will be from volume of activity rather than a large profit share. AUT Ventures Ltd has established a substantial external network of contacts in the commercialisation industry and the technical, market and investor fields

. 2017 X-Challenge winners Holly

Sutich and Bradley Hagan are preparing to launch their Beta

Energy drink by late 2018 .

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that are available to both staff and students in their endeavours. In addition, students benefit from opportunities to build their skills in enterprise and entrepreneurship through regular seminars on the commercialisation process, industry networking events, and the annual AUT X-Challenge.

Over recent years, AUT Ventures Ltd has focussed on identifying and developing research and ideas emerging from staff and students associated with engineering, design, computer science, sport and health. There are several start-up companies moving through the pipeline. Avice is collaboration between staff from sport, science and engineering to produce a wearable device that provides the user with real-time feedback while lifting weights. MyBioMotion involves staff from the same disciplines, and is developing a knee sleeve for accelerating post-injury rehabilitation for elite athletes. The computer science-based Zyetric Ltd has commenced operations with developments for the gaming market, using augmented reality and artificial intelligence. Sonnar Ltd (computer science), and Conical Ltd and Titan Ideas Ltd (both design and computer science) are expanding their businesses using mixed reality concepts. Consultancy activities have increased in recent years, with budgeted revenue at $1.5 million for 2018. A major proportion of this income comes from the Centre for Social Data Analytics, for their predictive risk models that are used by child protection agencies in the United States.

As defined in the Research Roadmap, the next steps for AUT will be to further improve the identification and prioritisation of commercial opportunities from research and creative work. Innovation and Enterprise staff will be assigned to each discipline to identify such opportunities, and the University will adopt a ‘fast fail’ approach, using market intelligence and due diligence at an early stage to focus attention on the projects with the greatest chance of success. Where appropriate, AUT will look to establish open innovation partnerships with industry, where products and processes are developed jointly through early-stage collaboration. The University will also create an investment fund that will provide seed funding for promising intellectual property opportunities. In partnership with benefactors and preferably with additional external support, the funding will be used to accelerate prototype development and testing of readiness for licensing or a start-up venture.

Engagement with other research institutions The University is a foundation partner of the New Zealand Human Performance Innovation Centre (HPIC). HPIC is a collaboration between AUT and ATEED, Callaghan Innovation, Sport New Zealand, AUT Millennium and High Performance Sport New Zealand and was developed in recognition of the opportunity to enhance and expand sports performance research with the addition of other disciplines, including design, data science, engineering and materials. This approach translates into human performance and wellbeing, well beyond the elite sports arena. HPIC will be a hub for the design, development and commercialisation of services and products for the high-performance sports market worldwide. The initiative aims to improve businesses’ ability to convert ideas into innovative, viable products and services, and commercialise innovation into wider such as education, medical applications, wellness, healthy lifestyles and nutrition. AUT will be involved through the Sports Performance Research Institute, along with providing expertise in design and engineering. HPIC will be based at the AUT Millennium Campus and has already received significant investments from ATEED and Callaghan Innovation, in terms of initial funding for the business case, and staff FTE to progress the project. The concept was softly launched at the May 2017 Sports Innovation Forum and the working group have held various industry engagement workshops to gather feedback on the proposal. The foundation partners recently agreed to proceed to the next stage, which is preparing to establish a building at AUT Millennium Campus. Both ATEED and Callaghan have indicated the possibility of additional funding to develop an investment prospectus to attract international investment if required.

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AUT has been leading a consortium of universities, Crown research institutes and businesses aiming to establish a Centre of Technological Excellence (CoTE) focussed on high speed, real-time data processing and analytics. Known as Interact, the centre will focus on four main areas: artificial intelligence, real-time signal and data processing, human-computer interfaces and ultra-high performance computing. Its work can be applied in a wide range of areas with economic, social, capability and environmental benefits, including predictive modelling for social services agencies, high-performance computing, and the development of autonomous vehicle technology. The final entity will be a virtual organisation hosted by one of the partners and with research teams across multiple institutions. As part of the drive to increase our international standing, AUT researchers are encouraged to collaborate with international colleagues as well as national. According to the Web of Science, the proportion of AUT’s outputs with an international co-author grew from 53% in 2013 to 60% in 2017. Communicating international research to New Zealanders AUT seeks to share our findings in an accessible way, particularly where there is potential for a direct benefit to the consumer. More than 11,000 people have participated in the RIBURST (Reducing the international burden of stroke using mobile technology) study. Through the Stroke Riskometer™ app, participants learn their individual stroke risk profile while contributing to an international epidemiological evidence base. The ubiquity of technology and ease of dissemination means that participants are based around the globe, including Europe, Asia, Africa, Australasia and the Americas. On a smaller scale, AUT developed the MS Energise app in collaboration with the Multiple Sclerosis Society of New Zealand. This app supports people with multiple sclerosis to manage their fatigue using proven cognitive behavioural therapies. Doctoral candidate ‘Aulola Fuka-Lino led the development of the Heilala Malu Tongan Framework for Suicide Prevention, the country’s first evidence-based framework for promoting Pacific mental health. The resulting pamphlet is available from health services, churches and Le Va, the Pacific well-being organisation. In 2017, AUT became the first university to produce a weekly podcast. In the Afraid to Ask series, AUT academic staff respond to challenging questions in an accessible, conversational manner, inviting the public to take part in the discussion. To date, episodes have covered topics such as whether one person’s vote actually counts, the gender pay gap, and the line between free speech and hate speech.38 Next steps In research, our next steps are focussed on consolidating and building on the gains of recent years. We seek to further increase the quality and quantity of research activity across our academic staff, taking into account and valuing the contributions of those who are heavily involved in industry engagement or professional practice and understanding what our top researchers need to support their work even further. We are working with Callaghan Innovation and Auckland Council to establish the HPIC precinct at AUT Millennium Campus, and will bid for MBIE funding for the Interact centre of technological excellence in collaboration with several other universities and two large industry players. We seek to increase the reach and impact of our research through international partnerships, commercialisation and knowledge transfer to industry, and to involve our students in the process. Our work will be founded on a commitment to advancing Mātauranga Māori and to working in a way that is tika, pono and aroha, supporting the inclusion and achievement of all.

38 Episodes of Afraid to Ask are available at https://news.aut.ac.nz/afraid-to-ask

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Priority-based objectives These objectives are targeted towards increasing the reach, application and impact of our research and commercialisation activities, and to achieving our AUT Directions goal of increasing our doctoral programme.

Institution objective Advancing by collaborating

Description of related activities (if required) Increase international research partnerships

Performance indicator Increase the proportion of outputs with an international co-author

Baseline, 2017 60%

Interim target, 2019 62%

Final target, 2020 63%

Reflected in: The sections of this Investment Plan dedicated to research and internationalisation. This indicator also forms part of the forecast Statement of Service Performance

Institution objective Contributing excellent research

Description of related activities (if required) Increase the quantum and quality of research activity across AUT

Performance indicator Increase the number of quality-assured outputs

Baseline, 2017 2,122

Interim target, 2019 2,400

Final target, 2020 2,600

Institution objective Enhancing student research

Description of related activities Reach 1,500 doctoral students by 2025

Performance indicator Increase the number of doctoral students

Baseline, 2017 959

Interim target, 2019 1,095

Final target, 2020 1,163

Reflected in The June SDR forecast, with growth in EFTS for the PhD, EdD and DHSc programmes.

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3.7 Growing international linkages

AUT Directions Designing student-directed learning

Being an inclusive community

Improving our work through internationalisation

Sustaining our future

What we have done What we are doing What we will do next - Built strong partnerships with national and local governments and educational institutions across Asia - Established AUT Indonesia Centre - Established joint research and teaching projects with prestigious universities in Asia - Established AUT Internz programme providing international experience for outstanding graduates while building AUT’s reputation

- Working with New Zealand government agencies to build partnerships with foreign governments - Using trusted advisors to build our profile in key international markets - Offering joint doctoral programme with the China Academy of Art - Holding the International Noho Marae weekend each semester, for international students to experience Māori culture

- Establish an International Pathway College - Develop a Recruitment Strategy 2019 to increase international EFTS - Increase the proportion of students who have an international experience as part of their study

International relations AUT operates in a global marketplace where there is strong competition for students, academic staff, and research investment. We continue to raise our international profile to attract the people, opportunities and connections that will allow AUT to expand its influence around the world. International students make an important contribution to the diversity of our student cohort and enrich the student experience with a range of different perspectives, preparing graduates for working in a globally connected workforce. International research partnerships increase the depth and impact of AUT’s research programme and improve our standing on the world stage. Finally, partnerships with international governments and other educational institutions build additional revenue streams for the University, ensure our influence is spread across the globe, and support New Zealand’s prosperity and standing as a peaceful trading nation. Ultimately, our aim is to make international connections that will influence and develop long-term, high quality relationships with lasting mutual benefits.

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To this end, AUT works extensively with New Zealand government agencies such as the Ministry of Foreign Affairs and Trade (MFAT), New Zealand Trade and Enterprise (NZTE), the Government-to-Government Partnerships Office, NZ Aid, the Ministry of Education, New Zealand Qualifications Authority, and with foreign governments. AUT is a channel partner of the Government-to-Government office, which is dedicated to selling New Zealand’s expertise to other governments. We train more than 200 senior government officials from Indonesia, Thailand and Viet Nam each year, both here at AUT and offshore. Another project under this aegis is AUT’s work in Thailand, where we train and supervise doctorates for academic staff. We use an international relations approach to building AUT’s profile in the global market, and specifically seek relationships at the most senior government levels. Our countries of focus are China, and the South-East Asian nations of Thailand, Viet Nam and Indonesia. These relationships will enhance our ability to recruit the best international students while strengthening our resilience to the potentially volatile international recruitment market. The AUT Indonesia Centre, which opened in 2017, was established with the Indonesian Ministry of Education and Culture. A world-first partnership between a university and an overseas government, the Centre is a pilot project for promoting Indonesia in New Zealand and is likely to be replicated in other cities around the world. The Centre promotes student exchanges and offers courses in Bahasa Indonesia, culinary arts, batik and film-making. AUT works with our trusted advisors in Indonesia, Thailand and Viet Nam in pursuit of similar opportunities and other revenue-generating activities. We have a memorandum of understanding with the Thai government, and provincial governments in Indonesia (South Sulawesi and North Sumatra), and Viet Nam (Quang Ninh and Ca Mau). In China, we have signed an agreement with the China Scholarship Council that enables selected students to study for doctoral degrees or conduct research at AUT. Under a partnership with the State Administration of Foreign Experts Affairs (SAFEA), senior AUT academic staff will be employed as expert consultants in China, while Chinese government officials, technical and managerial professionals will receive training at AUT. Along with government partnerships, AUT has developed relationships with prestigious universities in China. These include the Chinese Academy of Art, for a joint doctoral programme in arts creativity and practice; Wuhan University, for a joint project on the development of autonomous vehicles; Sun Yat Sen Universities; Shandong University; Beijing University of Posts and Telecommunication; the China Academy of Science; and the China Executive Leadership Academy Pudong. Through the Knowledge Engineering and Design Research Institute, headed by Professor Nikola Kasabov, AUT is a partner in a prestigious tripartite arrangement with Xinjiang University in Western China and Shanghai Jiaotong University. Our alumni are an important contributor to our international standing, and the University holds regular alumni events in Thailand, China and Viet Nam that are also attended by government officials, business guests and friends of AUT. The AUT Internz programme places outstanding graduates with companies in the United States, including FCB West, Zolfo Cooper, the American Museum of Natural History, Dropbox, and Play Rugby USA. This programme enhances AUT’s reputation in the United States, while offering a unique experience for our graduates. International student recruitment AUT is a strong advocate for internationalisation and its benefits for students. Enhanced student diversity and mobility enriches the classroom experience with different world views, perspectives and

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approaches. This open mindset is essential for New Zealand’s ongoing development, influence and place in the world. Such is the University’s commitment that one of the measures in AUT Directions is for all students to have an international experience as part of their studies. This may include formal exchanges and Study Abroad programmes, but could also involve overseas work placements or graduate internships, joint in-class projects with students from foreign universities, or involvement in student-directed initiatives such as the AUT Asia Connect Student Committee. Over the next year, AUT will develop an International Recruitment Strategy, which will embed an evidence-based, integrated, target-focussed and intentional approach to international EFTS growth. China remains our largest market for international students, followed by India, Saudi Arabia and Viet Nam. The Americas are an emerging market, with the United States an important provider of students for Study Abroad, undergraduate and doctoral programmes, while Brazil and Colombia are a growing source of students for English language, pathways and postgraduate education. Russia is another priority, with AUT looking to re-enter this market after a gap of several years, and to attract students at all levels of study. Study Abroad students are mostly recruited from Europe. Based on the successful model used by universities in Australia and the United Kingdom, AUT will develop a business case to establish an International Pathway College, which in time will become a significant source of international students. Pastoral care We abide by the Code of Practice for the Pastoral Care of International Students. To support our students, we offer regular workshops to help them connect with others, adjust to life in Auckland, and learn about insurance, safety and working in New Zealand. The 2017 University Experience Survey shows international respondents had generally high levels of satisfaction with AUT, with 85% satisfied with student life, and 87% with the facilities and environment and student services. Overall, 85% of international respondents were willing to recommend AUT. Our Chinese Centre provides pastoral care and academic assistance to students from China, in recognition of the importance of this group of students to AUT. AUT provides a unique opportunity for our international students; each semester, we host over 70 new international students for the Noho Marae weekend. Students from around the world attend this hugely popular event, with places filling up within minutes of becoming available, and some students registering before they even arrive in New Zealand. More than 3,000 students have attended since the first noho was held in 2001, learning waiata, haka and the stick game tititorea, and experiencing a hangi and marae protocol. The aim is to provide an unforgettable, positive experience for international students while introducing them to Māori tikanga, along with values and principles such as whakawhānaungatanga. The pepeha (motto) of the weekend is Whānau4Life. Next steps Our next steps are as described above: preparing business cases for an International Pathway College, developing an evidence-based recruitment strategy to be used from 2019 onwards, and increasing the proportion of our students who have an overseas experience as part of their degree. These approaches will enable us to continue targeting high quality students who will enhance the international reputation of AUT. We will also continue our strategy of engaging with governments and prestigious universities in South East Asia, identifying research and partnership opportunities, and potential revenue-generation activities. Finally, we will strive to offer our international students an outstanding experience during their time with us. They will have opportunities to connect with Māori

. More than 3,000 international

students have attended a Noho Marae weekend since 2001

.

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culture through the noho marae, learn from Māori concepts and values in the classroom, and build lasting connections with other students from New Zealand and around the world. Priority-related objective This objective is focussed on growing the number and proportion of international EFTS, providing a critical additional income stream and enhancing the diversity of our student body.

Institution objective Sustaining our future

Performance indicator Increase the proportion of international EFTS

Baseline, 2017 16%

Interim target, 2019 17%

Final target, 2020 17.5%

Reflected in The June international SDR forecast