Annual Report for the period January 2008 – December 2008Te Pürongo ä-Tau mö te wä Hanuere 2008 – Tïhema 2008

Ako A

otearoa Annual R

eport 2008

Ako

Aot

earo

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ongo

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008

T-A m-ATOu mATAKITE: Ng-A puTANgA m-ATAurANgA TINO pAI rAwA KA TAEA m-O Ng-A -AKONgA KATOA

ISSN 1172-7810 (Print)ISSN 1172-7934 (Online)

Contact detailsAko Aotearoa National Office Private Box 756 Wellington New Zealand

Phone: +64 4 801 0808 Fax: +64 4 801 2682 Email: akoaotearoa@massey.ac.nz Web: www.akoaotearoa.ac.nz

ISSN 1172-7810 tänga)ISSN 1172-7934 (ä-ipurangi)

Ngä pärongo whakapäAko Aotearoa National OfficePrivate Box 756WellingtonNew Zealand

Waea: +64 4 801 0808 Waea whakaahua: +64 4 801 2682Ïmëra: akoaotearoa@massey.ac.nzPae tukutuku: www.akoaotearoa.ac.nz

Annual Report for the period January 2008 – December 2008

ContentsChair’s Report ........................................................................................................... 2

Director’s Report ....................................................................................................... 3

Regional Hubs ........................................................................................................... 8

Ako Aotearoa Academy of Tertiary Teaching Excellence ....................................... 12

New Website/Portal Development .......................................................................... 15

National Project Fund .............................................................................................. 18

National Project Fund Recipients 2008 ................................................................... 20

Good Practice Publication Grant Recipients 2008.................................................. 24

Regional Hub Funded Projects 2008 ...................................................................... 27

Summary of Performance against the 2008 Business Plan .................................... 35

Summary of Financial Performance ........................................................................ 42

Confirmation of Audit .............................................................................................. 43

Board Members ....................................................................................................... 44

Mäori Caucus Members .......................................................................................... 45

Ako Aotearoa Staff ................................................................................................. 46

Ako Aotearoa Reference Group ............................................................................. 47

Hub Advisory Group Members ................................................................................ 48

National Project Fund Panels .................................................................................. 49

Website/Portal Steering Group ............................................................................... 50

Tertiary Teaching Awards Committee Members ..................................................... 52

Tertiary Teaching Excellence Award Recipients 2008 ............................................ 53

Con

tent

s

1

Whakarongo whakarongo

Whakarongo ki te tangi a te manu nei a te Mātui

Tui tui tui tuia

Tuia i runga, tuia i raro

Tuia i roto, tuia i waho

Tuia te here tangata

Kia rongo te pō, kia rongo te ao

Tuia te muka tangata i takea mai

I Hawaiki nui i Hawaiki roa

I Hawaiki pāmamao

Te hono i wairua

Ki te whai ao, ki te ao mārama

Tihei Mauriora!

Kei ngā mana o te motu

Kei ngā reo o ngā iwi

Koutou ngā kaipupuru i ngā kete wānanga

Tātou ngā mōrehu o rātou mā

Tēnā koutou, tēnā koutou, tēnā koutou katoa

Ko Ako Aotearoa te pokapū whakaako kura tuatoru o te motu

E whai nei kia eke te mātauranga o Aotearoa ki te whakataukī nei

Ko te manu e kai i te miro, nōna te ngahere

Ko te manu e kai i te mātauranga, nōna te ao

E tāpae ake nei ko te tuarua o ngā rīpoata ā-tau a Ako Aotearoa

Hei whakaputanga ki te ao katoa

Kua tū, kua hīkoi, kua mataara te haere

Kei ngā kura tuatoru, kei te motu katoa

E tau nei hoki ko Ako Aotearoa

Tēnā koutou, tēnā koutou, tēnā rā koutou katoa

Mih

i

2

Chair’s Report

Cha

ir’s

Rep

ort

I am pleased to report that, in our first full year of operation, Ako Aotearoa has an impressive list of achievements to its credit. The full range of these achievements is set out in the director’s report that follows. There are many highlights: our website is up and running, the Academy of Tertiary Teaching Excellence has been established, the Tertiary Teaching Excellence Awards enjoyed increased success in raising the profile of excellent teaching, funding has been provided to research projects – both large and small – on a range of topics, we have brought the sector together in a series of successful seminars, and our

purpose and presence are being increasingly recognised across the tertiary education sector. The achievement of these and many other initiatives represents a major step towards fulfilling our remit to expand our understanding of what constitutes excellent teaching, to raise the value placed upon it, and, as a result, improve outcomes for learners across the whole of the tertiary sector.

Much of the credit for this record of achievement must go to our director, who has brought to his task not only the administrative skills needed in setting up a new organisation but also the necessary strategic vision and ability to engage with others so that vision can be realised. Peter has also been able to put together an excellent team whose skill, commitment, and hard work have contributed greatly to our success, as have the efforts of those who have made our regional hubs so effective.

I am also delighted to pay tribute to the role played by the Ako Aotearoa Board. Its responsibility is to provide strategic direction, ensure that the director and his team have the resources needed to implement that strategy, and monitor our performance to ensure that it meets our objectives. Board members have approached these tasks by bringing to the table their individual skills and experience but also a collective willingness to work together. I am very grateful to them for their efforts.

We have not been content just to award pass marks to ourselves. As a board, we decided to submit ourselves towards the end of the year to a professionally administered performance evaluation process that gave us a comparative assessment of our performance, measured against the results achieved by many other boards in both the public and private sectors. The results were more than encouraging; in almost all respects we rated above – and in some cases well above – the average achieved by other respondents over a period of years.

As we approach the coming year, we must be careful not to rest on our laurels. Many of the building blocks necessary for fulfilling our remit are now in place. We can be proud of how much has been done in so short a time. What we must now do is identify and monitor the achievement of measurable outcomes, so that we can claim with confidence to have made a difference to the learning experience of all those who seek education in the tertiary sector. That will not be easy, but we are confident that the promise of our early achievements will be fulfilled.

Brian Gould January 2009

Director’s Report

3

Our purpOse

and cOntext

Dire

ctor

’s R

epor

t

This has been our first, full operational year as an organisation. It has been a busy and rewarding one. We started out with an ambitious plan of work and most of this has been accomplished successfully, with some targets considerably exceeded.

Essentially, Ako Aotearoa is the champion of tertiary teaching and learning in Aotearoa – New Zealand. Unlike comparable centres in the United Kingdom, Australia, and Canada, our brief is right across the whole of the non-compulsory education sector. This includes teaching and learning in the community, institutes of technology and

polytechnics, private providers, universities, wänanga, and the workplace: it is a wide mandate.

We also have significant challenges, and there are four in particular that are key:

existing good and excellent practice is not shared well amongst practitioners•

the research base for tertiary teaching within New Zealand is highly fragmented and, in general, • has a limited impact on practice

most tertiary organisations in New Zealand (with some notable emerging exceptions) are not • strategic about the enhancement of teaching and learning

teaching and learning is often undervalued within our tertiary sector.•

We also have a significant opportunity in that current policy settings for tertiary education in New Zealand allow and incentivise the sector to begin to address these issues. This, in turn, frames our leadership role.

Our work, therefore, has several dimensions, including:

identifying and celebrating good practice•

supporting work to enhance teaching and learning•

maximising dissemination of good practice approaches and research findings•

facilitating debate about what constitutes and inhibits good teaching and learning.•

Having approved a working strategic plan at the end of 2007, the Ako Aotearoa Board and I developed a short-form version of the plan for general circulation. This crystallised our thinking about both our priorities and how we should work as an organisation.

Reflecting our bilingual publication policy, this short-form strategic plan was released in both English and te reo Mäori in June 2008. Our business plan and performance reporting are framed across the nine strategic themes developed in the plan (available on our website: www.akoaotearoa.ac.nz).

Given the breadth of our mandate and the nature of our role, we are unlikely to achieve much alone: Ako Aotearoa is actively looking to develop partnerships with educators and organisations to enable the best possible educational outcomes for learners. I believe we are already beginning to make a difference.

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Major operational projects

The following major projects are featured under their respective sections in this report, with key highlights summarised below.

Through our • national project Fund and regional Hub project Funding scheme we committed over $1.73 million1 in 2008 to a total of 66 implementation or use-inspired research projects designed to support tertiary educators in improving the educational experiences of their learners. This includes funding of 11 major projects through the competitive categories of our National Project Fund (research and implementation projects; Mäori initiative projects; and doctoral scholarships). These components of the fund were eight times oversubscribed.

The new • ako aotearoa website went live at the end of September. A continuing work in progress, the site is designed as a one-stop-shop for researchers and tertiary educators in New Zealand. It provides an increasingly wide range of resources with quick-access guides to material; has a Mätauranga Mäori section; good practice stories and offers hosting facilities for communities of interest. By the end of the year, there were over 480 users registered on the site and 13 communities of interest had been established.

The • ako aotearoa academy of tertiary teaching excellence has been established, comprising national awardees of Tertiary Teaching Excellence from the commencement of the awards in 2002 to the present. The academy held its inaugural symposium in October and now has an elected executive committee. The academy will work alongside, and be supported by, Ako Aotearoa as a nationally recognised expert body of tertiary practitioners that fosters, promotes, and advocates for the development of excellent tertiary teachers.

Our • Good practice publication Grants scheme, established to recognise and resource the dissemination of proven good teaching and learning practice, was launched in July. We made 29 grants in 2008 from 46 applications received.

WHole oF orGanisation approacHes to iMprove teacHinG and learninG

At the invitation of the Tertiary Education Commission (TEC), and with their and the New Zealand Qualifications Authority (NZQA) support, three regional seminars on whole of organisation approaches to improving teaching and learning were held in April 2008. The seminars were hosted by Ako Aotearoa in partnership with the Institutes of Technology and Polytechnics (ITP) New Zealand, the Tertiary Accord of New Zealand (TANZ) group of polytechnics, the Association of Staff in Tertiary Education (ASTE), and the Association of University Staff (AUS).

Our aim was to start debate about ways to place teaching and learning – which is, after all, the core business of our tertiary organisations – back on the strategic planning agenda.

The three seminars, held in the first half of April in Christchurch, Auckland, and Wellington successively, were well attended and received. A discussion paper, Whole of Organisation Approaches to Improving Teaching and Learning, was developed from these meetings and released in June. Articles based on the seminars were published in both the Education Review (23 May) and Dominion Post (18 June).

I am particularly grateful to our partners and sponsors for developing this programme, and the wide range of contributors from the university, institutes of technology and polytechnics, wänanga, and private training establishment (PTE) sectors, and to the workshop facilitators. Particular thanks go to Rod Oram, who acted so effectively as master of ceremonies and rapporteur for all three seminars, and Amy Fitzgerald of Flow Events Ltd for her exemplary event-management skills.

natiOnal initiatives

tO suppOrt the

imprOvement

Of teaching and

learning

raising the level

Of debate abOut

tertiary teaching

and learning in

aOtearOa

new Zealand

1 All dollar amounts quoted are GST exclusive.

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tertiary teacHinG excellence aWards

In 2008, Ako Aotearoa organised the Tertiary Teaching Excellence Awards for the first time (having taken over the responsibility from NZQA). As in other years, the decision making was difficult, with the quality of applications being high: there are some truly inspirational tertiary teachers in our tertiary sector.

The awards event was hosted in July by the then Minister for Tertiary Education, the Hon Pete Hodgson. The awards bring well-earned recognition to New Zealand’s top teachers, who were there to celebrate with their organisations, families, and each other. It was a memorable event for all the Ako Aotearoa staff, and we are proud of our role in these awards.

The highlight of the evening was the announcement of the Prime Minister’s Supreme Award, selected from the 10 Sustained Excellence awardees. This year’s supreme award winner was Dr Lisa Emerson from the School of English and Media Studies, Massey University.

The minister also paid tribute to the work of Emeritus Professor Graeme Fraser, the Chair of the Awards Committee, who, having overseen the smooth transition of the awards scheme from NZQA has now stepped down from this role, which he has held since the first awards round in 2002. As Pete Hodgson noted, “Graeme will be extraordinarily difficult to replace – he has ensured the integrity and reputation of these awards and brought to the process his own commitment to tertiary teaching excellence that was manifest throughout his own academic career”. I would also like to personally thank Graeme for his strong support for Ako Aotearoa during this transition period for the awards.

The 10 awardees are listed separately on page 53 of this report, and a detailed profile of each has been published in our 2008 Excellence: Supporting Excellence in Tertiary Education booklet.

As we search for a new chair we recognise we still have work to do in increasing the inclusivity of the awards, both by encouraging applicants from a wide range of organisations, and looking for ways to make the awards more accessible to Mäori and Pacific educators. Part of this process may be to consider a major review of the criteria for the awards, but we have also been encouraging the range of applications by running workshops on how to apply. We also see our new Good Practice Publication Grants Scheme as a means of supporting people to take the first step towards developing an application for the Tertiary Teaching Excellence Awards.

WorkinG For Mäori learners

An integral part of Ako Aotearoa’s strategy is to contribute to Mäori development by supporting and learning from kaupapa Mäori. To this end, we have brought together a Mäori caucus, with nominees from key Mäori stakeholders in the tertiary sector. The board has also adopted a policy of publishing all Ako Aotearoa major documents bilingually.

A total of seven projects within our National Project Fund and five regional hub projects have a focus on addressing the needs of Mäori educators and learners from participation in adult and community education (ACE) through to doctoral studies. Details on these projects are listed on pages 20–23 and 27–33. We look forward to working with the project teams in 2009.

In addition, we are committed to developing a working partnership with Te Tira Whakahaere, initiated by Ako Aotearoa’s sponsorship and my contribution to Te Toi Tauira mö te Matariki Conference in October 2008. We have also agreed in principle to contribute to a Mäori learner mentoring project being developed by Te Puni Kökiri.

Given this developing body of work, the board has agreed to the establishment of a senior Mäori development manager position within the national office. This will be advertised early in 2009.

WorkinG WitH tHe ace sector

Over the past year, it has been a pleasure to develop a partnership with ACE Aotearoa since that organisation has taken over from the TEC in administering the professional development funding for that sector. This culminated in the signing of a formal operational Memorandum of Understanding between our two organisations. In particular, the memorandum will ensure that any funding support provided by Ako Aotearoa to the ACE sector will leverage off work already being undertaken by ACE Aotearoa.

celebrating

excellence

suppOrting

success fOr

maOri learners

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the adult and

cOmmunity

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On 1 May, Ako Aotearoa held a one-day invited workshop for ACE practitioners and researchers. Supported by the TEC’s ACE Professional Development Working Group, the primary purpose was to inform our decision making on priorities for the National Project Fund. Facilitated by Peter Hodder of HodderBalog Social and Scientific Research, the workshop drew together many differing views on priorities for projects and research within the ACE sector.

While the views on priorities were diverse, there was a clear message that work should be led by communities rather than any external research/development agenda. A discussion paper, Towards a Strategic Framework for Development Projects and Research to Enhance Teaching and Learning within Adult and Community Education, which summarises the results of this meeting, was released in May.

conFerence sponsorsHip and support

Conference sponsorship is an important part of our strategy to assist and develop partnerships with those organisations already supporting the enhancement of teaching and learning. Our strategy is not just to provide financial support but to work with conference organising committees to determine all the ways we can add value, take advice on what our priorities should be as an organisation, and increase our profile.

Such participation has meant we have been able to build strong relationships with professional and peak bodies with common interests to us. Overall, we have sponsored nine major national conferences and 10 regional events, involving more than 2,500 attendees.

Highlights are too numerous to mention in full, but it gave us particular pleasure to provide support to the New Zealand branch of the Higher Education Research and Development Society of Australasia (HERDSA) as they hosted the 2008 Australasian conference in Rotorua, and the Victoria University of Wellington-hosted Assessment Symposium in Wellington (which originated from a New Zealand Council for Educational Research-supported Teaching and Learning Research Initiative project). Some smaller local regional conferences have also been notable for the quality of the event and the papers presented. As an example of this, the West Coast Tertiary Education Forum Conference, Whakakotahi: Communities of Practice, which was sponsored by the Southern Hub, is worthy of particular mention.

national reGister For researcH and iMpleMentation projects

As part of our initiative to develop a coherent and accessible body of knowledge around tertiary education research and practice in Aotearoa – New Zealand, Ako Aotearoa has developed a register of relevant work carried out between 2006 and 2008. We have been surprised at the quantity of endeavour identified: over 700 pieces of work have been completed during this period. We also have concerns that such a diverse effort seems to have had such little impact on practice.

The register is now available on our website, and searchable by topic, discipline, and key word.

teacHinG Matters ForuM projects

In 2006, as part of the Teaching Matters Forum initiative, the Ministry of Education funded five projects on teaching and learning. Ako Aotearoa has a role in disseminating the results. Four projects now have ministry sign off, with the findings of two published on our website.2 The fifth project has been delayed but is due to be completed early in 2009.

Ako Aotearoa has commissioned the development of a bilingual short-form summary of Hei Tauira: Teaching and Learning Excellence for Mäori in Tertiary Settings by Janinka Greenwood and Lynne Harata te Aika (University of Canterbury).

suppOrting

existing wOrk

and partnership

develOpment

enhancing

access tO

current wOrk

On tertiary teaching

and learning

disseminating

wOrk undertaken

thrOugh the

teaching matters

fOrum prOjects

2 Enhancing the Effectiveness of Tertiary Teaching and Learning Through Assessment (Jill Musgrave et al Waikato Institute of Technology) and Inquiry-Based Learning in Undergraduate Education – Documenting and Sharing Good Practice (Rachel Spronken-Smith et al University of Otago, University of Canterbury, Christchurch Polytechnic Institute of Technology and Victoria University of Wellington).

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strateGic decision MakinG in e-learninG (ako aotearoa TAkIng THE LEAD project)

This Ministry of Education-funded project undertaken by Emeritus Professor Tom Prebble (Massey University) and Andrew Higgins, Director of e-Learning at AUT University, is now complete and has already gained prestigious international attention. Full details of the project are available on our website. The objective of this work was to develop a decision-making resource kit for senior executives in tertiary education organisations based on a series of case studies.

Since the project was completed, Ako Aotearoa has overseen the publication of this work (now retitled as Taking the Lead) in easily accessible form. We are now working on a dissemination strategy in collaboration with the Ministry of Education and the TEC. As a result of these discussions, further case studies are being developed.

international linkaGes

It is important that the work of Ako Aotearoa is informed by international views of good and excellent research and practice and, in turn, Ako Aotearoa facilitates the evaluation of such work in a New Zealand context. To this end, informal working relationships have been established with the Australian Learning and Teaching Council (visited in January) and the Australian Council for Education Research.

In September, the Northern Hub organised a visit to New Zealand by one of Australia’s most eminent authorities on quality in tertiary education, Professor Geoff Scott (Pro-Vice-Chancellor Quality at the University of Western Sydney) where he met with key stakeholders in Auckland and Wellington.

Formal links have been established with the 3M Fellowship in Canada, with reciprocal visits being made by our academy members.

In December we hosted a visit by Dr Megan Quentin-Baxter, Director of the Medicine, Dentistry and Veterinary Medicine Subject Centre, Higher Education Academy, in the United Kingdom as the first step in developing linkages with this organisation.

BuildinG tHe orGanisation

Ako Aotearoa is a small organisation with a wide and diverse constituency. Of necessity, therefore, we have a dispersed model of operation in order to maximise our opportunity to interact with the breadth of our stakeholders.

During the course of the year, we have worked hard to develop a coherent organisation and have built effective teams at both our national office and in our regional hubs. I acknowledge the hard work, utter commitment, energy, and “can do” attitude of the Ako Aotearoa staff who have made this all possible. It is a great privilege to work with them.

Furthermore, each staff member has built around them and the organisation a network of supporters who share our vision and concerns. We thank all those who have supported us both formally and informally through the exciting year that was 2008.

In common with all emergent organisations, we must, from the outset, be reflective and self-critical about how we work and the impact we are having. We are currently working on an evaluation framework to help us to do this and provide mechanisms for feedback from across the sector about how we might do our job better.

We look forward to continuing to work with you on behalf of our tertiary learners.

peter coolbear January 2009

suppOrting

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making abOut

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learning

develOping an

internatiOnal

cOntext

maximising Our

pOtential tO make

a difference

8

Regional Hubs

Reg

iona

l Hub

s

Ako Aotearoa has three regional hubs. The Northern Hub is based at AUT University in central Auckland and co-hosted by AUT University and Manukau Institute of Technology (MIT). It serves the northern half of the North Island (an area bounded by a line from East Cape through Turangi to Tauramanui). The Central Hub, based at the Universal College of Learning (UCOL), Palmerston North and co-hosted by UCOL and Massey University Manawatu, serves the lower half of the North Island. The South Island is served by the Southern Hub, which is based in and hosted by the University of Canterbury.

WorkinG WitH tertiary education orGanisations

The mandate of the regional hubs is to get to know providers in their area, to develop ways of supporting them to enhance teaching and learning within their own organisations, and to facilitate and support collaborative work across and between sub-sectors in their region.

In the course of 2008, hub staff made 150 formal visits to providers to introduce Ako Aotearoa, and organised or supported 58 regional events (including 10 conferences) involving in total over 1,560 participants.

With such a high level of diverse activity it is possible to highlight only a few events, but the following points give an indication of the range of work being supported by the hubs.

In April, the Northern Hub was invited to participate in the Pacific Islands Tertiary Providers of • New Zealand (PITPONZ) – Tamaki Makaurau Forum, attended by 50 delegates.

An awards ceremony held in September in Tauranga by the Western Bay of Plenty ACE Network • was sponsored by the Northern Hub. Over 70 people attended the ceremony, which had extensive local press coverage.

The Central Hub played a significant role in assisting with the organisation of the second Eastern • Institute of Technology (EIT) Teaching and Learning Conference, which was aimed at sharing and workshopping good practice. Around 100 delegates attended from across the sector.

prOviding direct

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Ako Aotearoa National Office

The Southern Hub

The Northern Hub

The Central Hub

9R

egio

nal H

ubs

Regional HubsDuring September and October, four symposia on international perspectives on the use of • e-learning in vocational education and training were held in the main centres of New Zealand. Four tertiary organisations, led by the Waikato Institute of Technology, collaborated to organise the events which were supported by the Northern Hub through a regional hub project. Several hundred people attended the symposia and a report has been prepared for the Ako Aotearoa website.

A “PTE Update Day”, held at Manukau Institute of Technology in December was the result of a • collaborative effort between the Northern Hub and MIT.

The Northern Hub sponsored WCEL• fest08 held at Waikato University, an event designed to reinvigorate and embed the use of e-learning. It was attended by over 100 people from the university, industry training organisations (ITOs), and PTEs across the Waikato region.

The colloquium • Spotlight on Teaching in the Southern Region was a collaborative, Southern Hub-funded project between the University of Otago and Otago Polytechnic. Up to 160 participants from the university, ITPs and PTEs came together for two days of sharing examples of good teaching practice.

Whakakotahi: Communities of Practice• , the Tertiary Teaching and Learning Regional Conference (another Southern Hub-funded project) was a similarly successful event, with 80 attendees.

Hubs have become active members of provider networks. For example, the Southern Hub has • become a member of the West Coast Tertiary Education Forum and of a professional development group of Dunedin PTEs. Similarly, the Northern Hub administers the Tertiary Academic Staff Developers Education Network (TASDEN) and is on its executive committee.

All three hubs have been working with ITPs’ teaching development units within their regions, • facilitating information sharing, providing collegial support, and helping with the identification of potential joint projects. For example, ITPs in the central region have established four streams of work, including a visiting advisors’ exchange scheme, and a community of practice using the new Ako Aotearoa website.

reGional HuB projects

In 2008, the regional hubs worked with many different providers to develop projects under the Regional Hub Project Funding Scheme. There were 54 projects approved for funding in 2008 to the value of $0.5 million.3 This fund is designed to support projects of a value up to $10,000 to explore and share good teaching practice. The projects are a mixture of research and implementation projects (in roughly equal proportion) and there is a major capability-building element to many of them, with the staff of the hubs taking a significant role in helping practitioners develop ideas. For many of our successful applicants, this was the first time they had gained project funding.

A full list of current projects is provided on pages 27 to 33 of this report.

We are particularly grateful to members of the hub advisory groups who have provided independent assessments and critiques of all regional hub project proposals and made decisions on whether or not they should be funded. This has entailed a considerable amount of work and members’ efforts are much appreciated.

We are encouraged by the range of projects currently being funded and the diversity of providers involved. We are especially pleased with the number of projects developed within the PTE sector (15 in all) and are now looking to expand our work with the ITO sector (currently four projects), the ACE sector (currently two projects), and Mäori and Pacific learners (currently six projects are relevant to Mäori and three to Pacific learners). We are also impressed with what is being achieved by various project teams with a relatively small amount of money.

suppOrting

prOjects designed

tO imprOve OutcOmes

fOr learners

3 One further project (not listed) was approved and then withdrawn prior to funding being released because of a change in circumstances for the participants.

10R

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ubs

By the end of 2008, 11 projects had been completed successfully. Of course, the value of this funding scheme ultimately depends on its impact on practice. Nine completed projects have produced valuable teaching and learning resources that are now available on our website for others to use. Notable examples are: two interactive case studies developed by Terry Stewart (Massey University), a project by Catherine Ross (The Open Polytechnic of New Zealand) that investigated the provision of relevant support for first year Mäori and Pasifika distance learning students, the “Signposts” collaborative project led by Judith Honeyfield (Bay of Plenty Polytechnic in association with Waiariki and Waikato ITOs), and the e-Primer guide about the application of online discourse developed by Mark Nichols from Laidlaw College.

The first of Terry Stewart’s interactive case studies deals with research ethics and asks students to respond to an unfolding scenario involving a human resources manager conducting research within his company; the second uses a similar methodology, this time asking tutorial staff to make improvements to an online distance learning course.

Catherine Ross’s research report includes suggestions for practice, and details the practice developments initiated at The Open Polytechnic of New Zealand as a result of the project. Judith Honeyfield’s collaborative project has produced a series of resources to assist new teachers in tertiary education, particularly in their first few months.

Learner benefit is difficult to quantify, but in a survey of project teams carried out just before the end of the year, 17 teams identified the numbers of learners that were being targeted by their work. Across these 17 projects, it was estimated that over 4,700 learners per year could potentially benefit. If we can be effective in sharing these project outputs beyond the immediate project teams, this number will multiply rapidly.

national contriBution By tHe reGional HuBs

As noted in the director’s report, considerable effort has been spent during 2008 in developing the infrastructure and team culture to enable Ako Aotearoa to function as a coherent organisation. A notable feature has been the willingness of the regional hubs to be involved in national projects, to the extent that attempting to categorise activities as national or regional has become something of an artificial exercise.

Also of note has been the active participation of hub staff in national conferences (for example, the pre-conference workshop on regional hub projects at the HERDSA meeting), the willingness of the regional hubs to support the development of the new website, and the support of the Teaching Matters Forum projects.

Of most importance, however, is the acknowledgment that must be given to the leadership role undertaken by Ian Rowe, Operations Manager for the Central Hub, in providing outstanding organisational support for the Tertiary Teaching Excellence Awards selection process and the awards ceremony itself.

wOrking as

One OrganisatiOn

Academy holds its first symposiumThe establishment of the Ako Aotearoa Academy of Tertiary Teaching Excellence was a significant highlight for 2008.

Working alongside Ako Aotearoa, the academy aims to foster, promote and advocate for the development of excellent tertiary teaching. Further, it is utilising a valuable resource to do this – nationally recognised excellent teachers.

All members of the academy are recipients of a national Tertiary Teaching Excellence Award, and the academy is determined this body of expert tertiary practitioners will become a respected and influential voice, committed to working for the benefits of educators and learners.

To kick-start the academy’s activities, an inaugural symposium was held in Wellington last October. The event provided a stimulating platform for members to meet each other and engage with the academy’s objectives.

The academy has harnessed the overwhelming enthusiasm expressed during the symposium to build a solid foundation for its future activities. A vibrant community space on the new Ako Aotearoa website is enabling the group to stay connected.

Together for the first time – members of the academy at the inaugural symposium.

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Ako Aotearoa Academy of Tertiary Teaching Excellence

A priority objective in Ako Aotearoa’s strategic plan is to “Establish and support a National Awards Academy”. Working as a subsidiary of Ako Aotearoa, such an academy, comprising Tertiary Teaching Excellence Award winners, has the potential to be both a major resource for enhancing teaching practice, and an authoritative voice in the development of tertiary education policy in New Zealand.

estaBlisHMent oF tHe acadeMy and tHe inauGural syMposiuM For MeMBers

Following on from six regional meetings of awards winners in the latter part of 2007 and a widely attended national workshop in January, a team of volunteers formed a working group in early 2008. The group began implementing the proposals identified at the workshop.

The proposed initial activities of the academy were planned to support the establishment of a body that encourages active participation by its members, and that works to identify and build the collective strengths and interests of that body.

The short-term goals of the academy were to begin raising the profile of tertiary teaching by:

developing a database of members’ expertise •

further developing good practice by fostering collaboration amongst members•

making that expertise available to assist in supporting the development of teaching practice across • the tertiary sector.

The inaugural symposium, which focused on educational leadership, the telling of teaching stories, and the establishment of member expectations, was held over two days in October, and brought in expert speakers from around New Zealand and overseas.

Presenters to the symposium were:

Hon Maryan Street, Associate Minister for Tertiary Education•

Professor Mark Israel, Flinders University, Australia, Associate Fellow of the Australian Learning and • Teaching Council and Senior Fellow of the Higher Education Academy (SFHEA)

Professor Ron Smith, Concordia University, Canada, Chair of the Council of 3M National Teaching • Fellows in Canada and recipient of the 3M National Teaching Fellowship Award

Emeritus Professor Wayne Edwards, past Professor of Educational Administration and Head of the • School of Educational Studies, Massey University

Emeritus Professor Graeme Fraser, the Past Chair of the Tertiary Teaching Excellence Awards • Judging Panel

Dr Stuart Middleton, Director, External Relations, Manukau Institute of Technology•

Dr Peter Coolbear, Ako Aotearoa •

Justin Sampson, Ako Aotearoa•

Te Tumatakuru O’Connell, Massey University.•

The presenters commented on the energy, enthusiasm, and motivation of the academy members who were enthusiastic about the future of tertiary teaching in New Zealand. Attendees provided feedback and the following comments appropriately summarise the event.

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“I reflected on the amazing group of deeply committed and highly skilled tertiary teachers in the room. Their stories greatly inspired me and I have a strong sense of an increasingly positive place for teaching in our range of tertiary institutions. The time for improving, developing and recognising quality teaching is certainly here while the Academy is poised to work as an important part of Ako Aotearoa in addressing important policy issues at the national level. At the same time, the individual teachers in the Academy will exert even greater influence in ensuring that teaching is properly valued in their own institutions.”

“I have never been to such a joyful conference, symposium or meeting before. I cannot recall AnY instances of dissension or unpleasantness. You will agree that this is almost unheard of.”

executive coMMittee oF tHe acadeMy

An executive committee was elected at the symposium to steer the academy forward. The committee comprises:

Karl Dodds, President, Principal Lecturer, School of Maths, Physics and Computing, Christchurch • Polytechnic Institute of Technology

Julia Bruce, Hairdressing Tutor, Centre for Hairdressing and Beauty Therapy, Waikato Institute of • Technology

Associate Professor Donna Buckingham, Faculty of Law, University of Otago•

Professor Katharine Dickinson, Department of Ecology and Botany, University of Otago•

Professor John Hosking, Department of Computer Science, University of Auckland•

Peter Mellow, Senior Lecturer, Flexible Learning Advisor/Faculty of Health and Environmental • Sciences, AUT University

Dr Tracy Riley, Senior Lecturer, School of Curriculum and Pedagogy, Massey University•

Dr Sydney Shep, Senior Lecturer in Print and Book Culture, Wai-te-ata Press, Victoria University of • Wellington

Dr Marc Wilson, Senior Lecturer, School of Psychology, Victoria University of Wellington.•

In addition, academy member Tracey Poutama-Mackie, from People Potential Ltd, will provide advice and assistance on issues specifically relating to Mäori and/or to PTEs. Other members will be called on as required by the committee to provide advice in other specialist areas.

The members of the working group were:

Associate Professor Donna Buckingham, University of Otago•

Karl Dodds, Christchurch Polytechnic Institute of Technology•

Oriel Kelly, Manukau Institute of Technology•

Dr Pip Lynch, University of Otago•

Tracey Poutama-Mackie, People Potential Ltd•

Dr Lesley Proctor, University of Otago•

Dr Sydney Shep, Victoria University of Wellington.•

Ako Aotearoa launches its new websiteAt the end of September 2008, we began the “soft” launch of our new website – designed to provide all those interested in teaching and learning in the tertiary sector with a “one-stop shop” – for information, resources, news and contacts.

More than that, we wanted to provide users, particularly those registered on the site, with the ability to network with other educators and researchers sector-wide.

In addition, the site allows team members working on any given project to set up and use a private space where files, ideas and information can be shared.

Our Knowledge Manager, Justin Sampson, held a series of website workshops at a range of tertiary organisations around New Zealand from early September. Initial feedback about the site has been overwhelmingly positive. We are pleased to have more than 500 registered users, and look forward to this number growing steadily as further educators take advantage of the interactive functionalities the site has to offer.

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New Website/ Portal Development

In September, Ako Aotearoa launched its new website/portal – an easy, interactive, one-stop shop for information about teaching and learning in New Zealand tertiary education. Fifteen presentations were held around the country to launch the website, from Whangarei to Dunedin.

BackGround

Following the development of a vision statement and developer’s brief, the website development was put out to tender in November 2007. In February 2008, Catalyst IT, a Wellington company specialising in open source technology, was selected as the successful developer from a list of seven applicants.

Over the next few months a detailed functional specification document was put together with user input, the site was developed by Catalyst IT, and content was written/identified internally.

A steering group comprising learning and teaching practitioners and IT/website consultants provided guidance and independent input throughout this process.

tHe WeBsite

The site is designed to be a place where Ako Aotearoa can publish information about the organisation, link to information about good teaching and learning, provide news and events from the sector, and be interactive, where users can have a space to work on projects and form communities of practice. These projects and community of practice spaces have functionality that includes: controlling membership, user-editable pages, file sharing and organising, blogging, discussion forums, news and calendar events, and space for creating and working on material privately before sharing it with other users. As such, it is a continuing and collaborative work in progress.

The site has a te reo Mäori home page (www.akoaotearoa.ac.nz/matauranga-maori), which includes organised links relevant to Mätauranga Mäori, such as Mäori student participation and achievement, supporting Mäori staff, teaching and learning in a Mäori environment, and teaching and supporting Mäori students.

Based on user feedback and testing, enhancements have already been made to the site since its launch, and a phase 2 release is planned for 2009.

A key feature of the site is a Resource Centre, which contains high quality, practical information about good tertiary teaching and learning, organised under topics such as distance and flexible learning, Mätauranga Mäori, and teaching disciplines. This is intended to be a growing area, and already includes over 300 items from a range of sources, covering material from quick tips and tricks through to in-depth academic reports.

The website contains outcomes of several significant projects including: Taking the Lead: Strategic Management for e-Learning, Inquiry-based Learning (a Teaching Matters Forum project), Enhancing the Effectiveness of Tertiary Teaching and Learning through Assessment (a Teaching Matters Forum project), and the results of several Ako Aotearoa regional hub funded projects.

The interactive functionality of the site has been well received, with a wide range of groups using the site, including: the Ako Aotearoa Academy of Tertiary Teaching Excellence; educational developers; New Zealand Association for Cooperative Education; Education for Sustainability; Learning Design; Spotlight Colloquium on Teaching and Learning; Tools and Techniques for Scenario-based e-Learning; and West Coast Tertiary Education Forum.

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The site also includes a national register of research and projects in tertiary teaching and learning (www.akoaotearoa.ac.nz/project-register), which is aimed primarily at researchers so they can see what work is currently being done or recently finished, and who is doing the work. To date, the register includes over 700 entries.

We are pleased that, by the end of the year, over 480 people had registered and the site was receiving, on average, around 200 visits per day.

Response to the website has been extremely positive to date. It is already being used as a teaching resource by staff developers.

We would particularly like to acknowledge the outstanding work of Dr Sue Frame, our contract project manager, who oversaw the technical development of the site, and for the wisdom and guidance of our steering group.

Launch of the National Project FundWe were delighted to launch the Ako Aotearoa National Project Fund in 2008, which is designed to support strategic initiatives to improve tertiary teaching and learning.

The fund focused on three major streams in its initial round – research and implementation projects, Maori initiative projects and doctoral scholarships.

Response from the sector was extremely positive – with all three streams being heavily oversubscribed. After careful consideration by the selection panels, 11 projects were successful – representing a commitment by Ako Aotearoa of over $1.3 million dollars (including GST).

From a total of 87 initial applications, funds were awarded to three doctoral scholarships and eight major projects – comprising five research and implementation projects and three Maori initiative projects.

Examples of the awarded projects include studies on: assessment structures and processes in the ITO sector, best practice for supervisors of thesis writers in New Zealand universities, and assessing Hauora Maori for medical students in clinical settings.

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National Project Fund

The National Project Fund (NPF) was established during 2008 to support large-scale research and implementation projects on tertiary teaching and learning. The goals of the NPF are to enhance educational outcomes for learners, promote collaboration across and within different parts of the tertiary sector, contribute to the development of a coherent knowledge base of effective tertiary teaching and learning in Aotearoa – New Zealand, and build research capability and capacity.

Through a process of sector consultation, six priority areas were identified for the NPF. These areas are: “assessment and moderation”, “contribution to Mätauranga Mäori and meeting the needs of Mäori learners”, “learner engagement and learner outcomes”, “learning pathways”, “strategic professional development initiatives”, and “workplace learning”.

There are four funding streams in the NPF: research and implementation projects, Mäori initiative projects, doctoral scholarships, and collaboration projects. The NPF also includes allocated funds for commissioned projects.

Independent selection panels comprising representatives from across the New Zealand tertiary sector were established for research and implementation projects, Mäori initiative projects, and doctoral scholarships. Collaboration projects were selected through a process of negotiation with the Ako Aotearoa national office, whereby initial scoping discussions with applicants were followed by an invitation to submit a full proposal.

The criteria developed reflect the goals of the fund. In particular, the selection criteria focused on the alignment of project aims and goals with the vision of Ako Aotearoa, the extent to which the project built on existing knowledge, the merit of the project design, the project’s potential to be of benefit to learners, the project team’s capability, and the project’s overall value for money.

In keeping with Ako Aotearoa’s commitment to working in partnership with the sector, assistance was available to project teams as they developed their applications. The NPF was also promoted at various conferences and visits to tertiary organisations by Ako Aotearoa staff.

There was large interest in the NPF during 2008, with each stream receiving substantially more applications than could be funded. Projects not selected for funding were those that did not align closely enough with the strategic imperatives of Ako Aotearoa, lacked a clear evidence base for the need for the project, and expressed weak project designs/methods. In addition, the dissemination plans for unsuccessful projects were often weak and lacked strategic consideration of how the project might impact upon practice.

Unsuccessful project teams were provided with feedback from the selection panel specific to their application to support the enhancement of any future applications. In addition, project teams shortlisted to submit full proposals were provided with specific feedback from the selection panel to help strengthen their submissions.

researcH and iMpleMentation projects

The selection panel for research and implementation projects considered 52 expressions of interest, which sought a total of $6.3 million in funding. Of these expressions of interest, 21 were implementation projects and 31 were research projects. The majority of expressions of interest were submitted in the priority area “assessment and moderation” (54 percent), 17 percent related to “strategic professional development initiatives”, 12 percent to “workplace learning”, 10 percent to “assessment and moderation”, 6 percent to “learning pathways”, and 1 percent to “contribution to Mätauranga Mäori and meeting the needs of Mäori learners”.

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Of the 52 submitted expressions of interest, the selection panel invited 13 project teams to develop a full proposal, and considered 12.4 The panel selected five projects for funding, which sought a total of $488,020 (excl GST). Information on funded projects is provided on page 20.

Mäori initiative projects

The selection panel considered 20 expressions of interest for Mäori initiative projects, which sought a total of $2.5 million in funding. Fourteen were implementation projects and the remaining six were research projects. Most expressions of interest were submitted in the priority area “contribution to Mätauranga Mäori and meeting the needs of Mäori learners” (50 percent), 30 percent related to “learner engagement and learner outcomes”, 10 percent to “learning pathways”, 5 percent to “strategic professional development initiatives”, 5 percent to “workplace learning”, and none related to “assessment and moderation”.

Of the 20 submitted expressions of interest, the selection panel invited six project teams to submit a full proposal, from which three were approved for funding, totalling $373,620 (excl GST). Information on funded projects is provided on page 21.

doctoral scHolarsHips

The selection panel considered 15 applications for doctoral scholarships. Most applications related to the priority area “contribution to Mätauranga Mäori and meeting the needs of Mäori learners” (26.5 percent). The priority areas of “learner engagement and learner outcomes”, “learning pathways”, and “workplace learning” each comprised 20 percent of applications, 7 percent related to “strategic professional development initiatives”, and the remaining 6.5 percent to “assessment and moderation”.

From the 15 applications, the selection panel selected three doctoral research programmes for funding. Each scholarship comprises $25,000 per annum and tuition fees are paid for three years. Information on the funded projects is provided on page 22.

collaBoration projects

The national office discussed collaboration project ideas with nine project teams. Two teams were invited to submit full proposals, of which one submitted a full proposal. One collaboration project has been funded during 2008, totalling $24,089 (excl GST), see page 23 for further information.

coMMissioned projects

One commissioned project has been funded during 2008, totalling $29,750 (excl GST) see page 23 for further information.

overall outcoMes oF tHe 2008 FundinG round

Overall, the inaugural year of the NPF successfully attracted a substantial number of applications from the wide breadth of tertiary education in New Zealand. The projects funded focus on diverse discipline areas, such as: enhancing teaching and learning in medicine and nursing, the transition from secondary to tertiary education in the sciences, assessment practices in workplace learning, delivering a postgraduate programme in te reo Mäori across multiple sites, and supporting thesis students through best practice in supervisor feedback. In addition, the 2008 portfolio reflects the broad nature of tertiary organisations; funded projects include involvement from the ACE sector, ITOs, ITPs, wänanga, and universities. We are particularly pleased with the number of projects that are collaborative, especially those representing cross-organisational and cross-sector collaborations.

We would like to thank most sincerely the selection panel members for their participation during 2008 and diligent consideration of each application. In particular, we would like to acknowledge the contribution of Professor Ian Evans, Massey University, and Associate Professor Pare Keiha, AUT University, who chaired the doctoral scholarships and Mäori initiative projects selection panels respectively.

4 One project team withdrew its application because it had been successful in gaining funding for the proposed work from another source.

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National Project Fund Recipients 2008

researcH and iMpleMentation projects

Assessing Hauora Mäori in Medical Students in Clinical Settings $124,597

This project aims to identify and develop valid and reliable assessment methods and staff development processes to effectively assess Hauora Mäori (Mäori health) in clinical settings. The newly developed assessment tasks will focus on enhancing cultural competence among New Zealand’s future doctors, and will be tested across two intervention sites using clinical staff and learner feedback.

Dr Rhys Jones (Contact Project Leader), University of AucklandDr Mark Barrow, University of AucklandAssociate Professor Philippa Poole, University of AucklandAssociate Professor Papaarangi Reid, University of Auckland

Best Practice in Supervisor Feedback to Thesis Writers in new Zealand Universities $85,268

Supervisors and learners will contribute to an investigation of “good practice” in the type of feedback supervisors offer postgraduate thesis students. This research will be conducted across seven New Zealand universities and will focus on the disciplines of applied linguistics, marketing, and maths/statistics. The results of this study will add to current knowledge of effective feedback practices for thesis students.

Professor John Bitchener (Contact Project Leader), AUT UniversityDr Helen Basturkmen, University of AucklandDr Martin East, Unitec and University of AucklandHeather Meyer, AUT University

Dedicated Education Unit: Enhancing Clinical Teaching and Learning $94,044

Two pilot Dedicated Education Units (DEUs) will be established to create a learning community of nursing students and staff. The DEU aims to enhance learner outcomes by actively engaging them in real-life placements within this new context. An action research process will be adopted throughout the course of the project. The units will also be independently evaluated by staff from Christchurch Polytechnic Institute of Technology.

Dr Willem Fourie (Contact Project Leader), Manukau Institute of TechnologyBeverley McClelland, Counties Manukau District Health BoardDoreen Mak, Counties Manukau District Health BoardJanine Horsfall, Counties Manukau Health BoardDenise Kivell, Counties Manukau District Health BoardAllison Lovelock, Manukau Institute of TechnologyDebbie Penlington, Manukau Institute of TechnologySheona Watson, Manukau Institute of Technology

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Engaging Learners Effectively in Science, Technology, and Engineering: The Pathway from Secondary to University Education $86,000

This project seeks to assist universities to better maintain learners’ interest and enthusiasm for the sciences. Research will be conducted within secondary schools and university departments to examine the factors that retain science students. A framework will be developed to support learners transitioning between secondary and tertiary science education.

Professor Tim Parkinson (Contact Project Leader), Massey UniversityHelen Hughes, Independent ConsultantBill McIntyre, Massey UniversityGordon Suddaby, Massey University Margaret Gilling, Massey University

ITO Workplace Assessment Structures $98,111

This work will explore the different structures and processes that ITOs use to support and manage workplace assessment and assessors. Building on a comprehensive literature review, this project will identify and promote good practice in ITO workplace assessment structures.

Nicholas Huntington (Contact Project Leader), Industry Training FederationDr Karen Vaughan, New Zealand Council for Educational ResearchDr Neil Bechervaise, Retail InstituteMary Kingsbury, CompetenzDr Dominic Madell, ETITOIan Shepherd, Creative Trades ITOLiz Stephenson, Careerforce

Mäori initiative projects

Exploring Challenges Mäori Face in Daily Use of te Reo $132,810

This project seeks to evaluate the effectiveness of marae and community-based Mätauranga Mäori programmes provided through community education in the Taranaki region. A kaupapa Mäori research approach will be adopted, which will include data collected through focus groups at hui. The results of this project will improve the effectiveness and outcomes of community-based education for learners engaged in Mätauranga Mäori programmes.

Deleraine Puhara (Contact Project Leader), Te Kupenga Mätauranga o TaranakiKataraina Houia-Rongonui, Te Kupenga Mätauranga o TaranakiMaakere Edwards, Taranaki Environmental Education TrustNaumai Edwards, Te Kupenga Mätauranga o Taranaki

Tätou Tätou/Success for All: Improving Mäori Student Success in Health Professional Degree-level Programmes $111,921

The project will explore the ways in which non-lecture teaching and learning helps or hinders Mäori success in degree-level education. The project also explores what “success” means in health professional degree-level study from a Mäori perspective. A Quality Tertiary Teaching Profile (QTTP) will be developed, describing the characteristics of teaching and learning in non-lecture settings that support Mäori learner success.

Dr Elana Curtis (Contact Project Leader), University of AucklandDr Airini, University of AucklandDr Mark Barrow, University of AucklandDr Judy McKimm, University of AucklandAssociate Professor Papaarangi Reid, University of Auckland

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Te käwai kümara – A Pilot for the Synchronous Delivery of a Common Postgraduate Programme in te Reo Mäori across Multiple Sites $128,889

This project aims to build the research capability and capacity of Mäori learners by supporting them through advanced digital technologies. First, the project will pilot a comprehensive suite of interactive teaching and learning techniques across multiple sites. Second, best practice techniques will be developed to support the teaching and learning of te reo Mäori at the postgraduate level. Ultimately, this project aims to develop a cohort of Mäori supervisors capable of supervising theses students in te reo Mäori.

Professor Tania Ka’ai (Contact Project Leader), AUT UniversityTe Ripowai Higgins, Victoria University of Wellington and Te Ätaarangi National TrustDr Timoti Käretu, Te Wänanga o AotearoaDr Katerina Mataira, Te Ätaarangi National TrustDr Wharehuia Milroy, Te Wänanga o AotearoaProfessor John Moorfield, AUT UniversityHana O’Regan, Christchurch Polytechnic Institute of TechnologyDr Huirangi Waikerepuru, esteemed kaumätua

doctoral scHolarsHips

An Investigation of Undergraduate Medical Students’ Discourses of general Practice and Surgery

This project is framed within the context of the workplace crisis in the area of general practice. The discourses of undergraduate medical students in general practice and surgery will be examined to explore how learners conceptualise these disciplines. Furthermore, how these discourses relate to the medical school culture and teaching hospital itself will be examined. The project will enhance knowledge of the influence that teaching practice and environments have on student decisions while studying medicine.

Dr Chrystal Jaye, University of Otago

Integrating Information Literacy, and Learning to Write with Authority within a new Zealand Tertiary Context

Alongside the development of a longitudinal programme to develop students’ information literacy and pre-writing skills, this work will explore the way students learn to write in a style that is both academic and yet feels authentic to the writer. A range of methods will be used in this study; both qualitative and quantitative data will be collected. By enhancing skills in information literacy, pre-writing skills and academic writing style, this programme seeks to reduce plagiarism in learner writing at tertiary organisations.

Dr Lisa Emerson, Massey University

Mäori Learning Mäori: What Works for Mäori Adults Learning Mäori as a Second Language?

This project seeks to examine the experience of successful adult te reo Mäori learners. This project will quantitatively assess Mäori learners’ te reo competency as well as gather qualitative data relating to the language-learning process for adult learners. The project will add to current knowledge of effective practices for teaching te reo as a second language.

Professor Stephen May, University of Waikato

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collaBoration projects

Te Hononga Mätauranga $24,089

This collaborative project aims to develop a suite of online resources designed to meet the needs of Mäori doctoral students. The online resources will include: audiovisual information on the doctoral process, administration, writing a thesis, methodology, ethics, and the effective use of technology. The portal will be evaluated through student feedback and is expected to enhance learning among Mäori thesis students.

Dr Te Kani Kingi (Contact Project Leader), Massey UniversityMeegan Hall, Victoria University of WellingtonDr Helen Taiaroa, Te Wänanga o Raukawa

coMMissioned projects

Te Reo Mäori Systems, Translations and Processes: e-Learning in Aotearoa for the Tertiary Sector $29,750

This is phase one of a larger project aimed at identifying and developing the requirements of a rich media resource to support online Mäori language materials. Phase one involves consultation with learning communities, re-evaluation of processes, translations for the Moodle (an open source learning management system) language packs, and validation of processes.

Cheryl Brown (Contact Project Leader), The Open Polytechnic of New ZealandAssociate Professor Mark E Brown, Massey UniversitySue Dark, The Open Polytechnic of New ZealandErima Henare, The Open Polytechnic of New ZealandTom Roa, University of WaikatoDr Peter Rutland, The Open Polytechnic of New ZealandProfessor Taiarahia Black, Massey University

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Good Practice Publication Grant Recipients 2008

Videoing ‘enactments’ of their own insights Vanessa Andreotti, University of Canterbury

Portfolio assessment in a business practice based learning (PbL) courseDiana Ayling, UnitecPrue Cruickshank, UnitecDave Hodges, Unitec

Assessment of prior learning against undergraduate degrees using graduate profilesKris Bennett, Otago Polytechnic

Open education resourceLeigh Blackall, Otago PolytechnicHillary Jenkins, Otago Polytechnic

The provision of quality education and training for students with an intellectual disabilityColin Carson, Nelson Marlborough Institute of Technology

Creating peer supported learning communitiesDr Wayne Clark, University of Auckland

Engaging students using mobile 2.0Thomas Cochrane, Unitec

Using physical problem-solving activities to foster deeper learning in outdoor educationJean Cory-Wright, Christchurch Polytechnic Institute of Technology

Innovation to improve learning outcomes for environment students studying economicsPaul Dalziel, Lincoln University

Teaching new Zealand sign language using full immersion teachingAnn Fitzgerald, Aoraki Polytechnic

WonderwebbersPhillipa Fowler, The Open Polytechnic of New Zealand

Managing resistance to challenging ideasChristine Herzog, Auckland Workers’ Educational Association

Using film to teach communication conceptsDr Heather Kavan, Massey University

The teaching and learning of te reo Mäori using digital technologyAssociate Professor Pare Keiha, AUT University Professor Tania Ka’ai, AUT UniversityProfessor John Moorfield, AUT UniversityHohepa Spooner, AUT University

Enhancing student’s critical thinking skills and conceptual understanding in undergraduate mathematics through counter-examplesSergiy Klymchuk, AUT University

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Using online and classroom debates to enhance learning engagement and outcomesAdrian McDonald, University of Canterbury

Study TXTNicholas McGuigan, Lincoln UniversityAssociate Professor Sidney Weil, Lincoln University

Information maps: supporting students throughout their research and writing processDr Sharon McKenzie Stevens, Massey UniversityDr Lisa Emerson, Massey UniversityDr John Muirhead, Massey University

Waiata Tamariki to support all practitioners within the early childhood sectorRotu Mihaka, Te Tara Puna Ora o Aotearoa/New Zealand Childcare Association Ngaroma Williams, He Wharekura-tini Kaihautu o Aotearoa

Enhancing student learning through feedback, formative evaluation, and self-assessmentDr Billy O’Steen, University of Canterbury Alison Holmes, University of CanterburyAssociate Professor Richard Scragg, University of Canterbury

kaupapa Mäori architectural educationNina Pelling, Unitec Rau Hoskins, Unitec

The development of a collaborative multi-media interactive teaching/learning resourceNuddy Pillay, Manukau Institute of Technology

Viewing giftedness through different lensesTracy Riley, Massey University

Facilitated online study skills workshops for first year studentsCatherine Ross, The Open Polytechnic of New Zealand

Using computer gaming technology to record oral historiesDr Khyla Russell nominated Associate Professor Samuel Mann, Otago Polytechnic

Using stories in human science lectures to demonstrate relevanceKevin Stewart, Waikato Institute of Technology

Innovation pilots to support quality or servicesDorothy Thwaite, National Association of ESOL Home Tutors

An interactive system to gather, share and disseminate biochemistry laboratory class information, raw data and resultsLeo Vanhanen, Lincoln UniversitySue Clemes, Lincoln UniversityGeoffrey Savage, Lincoln University

An innovative way of conveying written communication skills to science and engineering studentsDavid Whyte, Zestos

Regional Hub Project Fund – first two projects completed In August, Ako Aotearoa celebrated signing off the first two regional hub projects to be completed since the funding scheme was launched less than a year earlier.

Our Central Hub Advisory Group signed off Dr Amanda Gilbert’s study into work-based apprentice learning materials for the Building and Construction Industry Organisation (BCITO), and Dr Irina Elgort’s project that contributes to building capabilities among tertiary teachers and researchers to participate in remote collaborations.

The contrasting nature of the two projects reflects Ako Aotearoa’s commitment to addressing the educational outcomes of learners across the entire tertiary sector.

Amanda’s BCITO study identified that, amongst the diverse group of apprentices, successful completion of their apprenticeship was influenced greatly by: age and maturity; level of literacy; support received from others, including parents or partners; level of motivation; quality of the teaching and feedback they received from their employers; the relationship they had with their training advisor; and their understanding of how to learn.

Irina’s literature review highlighted the benefits gained through successful collaboration, including cross-institutional learning collaborations and how technology is making it easier for researchers, teachers and learners to work together at a distance.

Dr Irina Elgort, Victoria University of Wellington and Dr Amanda gilbert, independent consultant for BCITO.

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28R

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West Coast Tertiary Education Forum ConferenceAko Aotearoa’s Southern Hub was delighted to support the West Coast Tertiary Education Forum’s Tertiary Teaching and Learning Regional Conference held on 27–28 November in Shantytown, West Coast. We were even more delighted with the success of the event – it was a stand-out example of what can happen when a dedicated collaborative group of educators meet.

The conference theme “Whakakotahi: Communities of Practice” encapsulated two major goals of the forum: to build a highly integrated and unified network of provision, and to excel as regional educators in rural New Zealand.

Both keynote speakers – Dr Marion Bowl, University of Canterbury, and Dr Tony Barrett, formerly of Lincoln University – gave their perspectives on building strong communities of practice. The key message being that there must be a sense of purpose and structure if communities of practice are to be successful.

Two recent Tertiary Teaching Excellence Awardees – Selena Chan of Christchurch Polytechnic Institute of Technology and Julia Bruce of Wintec – ran inspiring workshops on their initiatives for developing flexible delivery of courses and collaborative practices in their teaching.

The heightened sense of community that this diverse group of educators displays offers an excellent model of collaboration. They demonstrate a total willingness to share, discuss and learn from each other. This is combined with a commitment to work at the same level, regardless of background, with mutual trust and respect.

Dr Tony Barrett delivering his keynote presentation.

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This report is set against the 2008 Business Plan. Objectives are numbered to align with our strategic plan. All dollar amounts are quoted GST exclusive.

strateGic tHeMe 1: celeBrate Good teacHers and identiFy and sHare Good practice

1.1 Manage the tertiary teaching

excellence awards 2008

process successfully

Process runs smoothly and •

without challenge.

Significant increase in entrants •

from PTEs attracted through hub

activities managers’ support for

development of applications.

achieved apart from attracting more PTE entries

Awards process and event ran smoothly. No challenges.•

As in previous years, no PTE entrants in 2008; eight •

workshops on applying for awards run by regional

hubs and involving past award winners have generated

interest for 2009.

1.2 ensure an increased profile for

the tertiary teaching excellence

awards 2008

Excellence awards booklet •

produced to a high standard.

Publicity in excess of last year.•

Resources developed for website.•

achieved

Awards booklet • Excellence: Supporting Excellence

in Tertiary Education released November 2008.

Coverage on Radio New Zealand National: press •

coverage estimated to be 40 percent higher than

that in 2007.

Profiles of past awards winners posted on our •

new website.

1.3 enhanced inclusivity of the awards

for 2009

Revised criteria signed off by •

the Minister of Tertiary Education

and publicised.

partially achieved

Minor revisions to 2009 criteria approved and •

promulgated November 2008.

Further work planned to enhance inclusivity for Mäori.•

1.4 establish national awards academy

Foundation committee in place.•

Secretariat established. •

First projects completed.•

Academy formally launched.•

achieved

The Ako Aotearoa Academy for Tertiary Teaching •

Excellence held its inaugural symposium in Wellington

on 16 and 17 October, with 42 past awardees attending.

The establishment working group has now handed over •

to an elected executive committee. Secretarial support

is provided by Ako Aotearoa national office.

1.5 deliver new ako aotearoa

website/portal

Portal delivered on time and •

on budget.

Portal meets vision. •

Portal formally launched and •

well received by tertiary

education community.

Awareness of portal high across the •

tertiary community and well received.

achieved

New website went live at the end of September.•

Fifteen regional events undertaken to progressively •

launch site, with site receiving strong positive feedback.

There are now 480 users registered on the site.•

Letter of agreement has been signed off with the •

Ministry of Education e-learning group about formal

collaboration with their site.

Summary of Performance against the 2008 Business Plan

Dr Tony Barrett delivering his keynote presentation.

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1.6 establish active communities of

interest on portal

Te Pane Takiao and four other •

communities of interest established

on the site.

target exceeded

Te Pane Takiao resource fully incorporated into Ako •

Aotearoa website.

Thirteen communities of interest registered on the site.•

1.7 negotiate high-profile conference

sponsorships

At least three high-profile •

conference sponsorships arranged

for 2008, with clear contribution

from Ako Aotearoa.

target exceeded

Conference sponsorships include: EIT Teaching and •

Learning Conference, HERDSA, e-Fest, Industry Training

Federation (ITF) Vocational Education Research Forum,

ITF, New Zealand Association of Private Education

Providers (NZAPEP), New Zealand Association for

Research in Education (NZARE), Teacher Education

Forum of Aotearoa New Zealand (TEFANZ), Te Toi

Tauira mö te Matariki, Victoria University of Wellington

Teaching and Learning Research Initiative Assessment

Conference, University of Otago and Otago Polytechnic

Southern Region Colloquium, West Coast Tertiary

Education Forum. In total, these conferences involved

over 1,800 attendees.

Presentations and/or workshop sessions held at each of •

the conferences except ITF.

1.8 Hold regional workshops

Range of successful workshops •

held and outcomes met.

Hub advisory groups confirm •

range of regional workshops is

appropriate in scope and reach.

achieved

Three regional workshops convened by national office •

in April in partnership with AUS, ASTE, ITP, and TANZ

(with NZQA and TEC support) on Whole of Organisation

Approaches to Improving Teaching and Learning. Over

60 participants at each. Overall worth of the days scored

at an average 4.1/5.0 by respondents to evaluation.

Contributed to each of NZQA’s Quality Enhancement •

Road Shows in September.

In September, hosted seminar for Wellington •

stakeholders by Professor Geoff Scott “Approaching

strategic improvement of teaching and learning: what

engages students in productive learning and retains

them in different fields of education?”.

Up to 48 local workshops/interest group meetings •

were hosted by regional hubs in consultation with hub

advisory groups involving 778 attendees.

1.9 publish paper on link between quality

assurance and effective teaching

and learning

Work informs government’s current •

quality assurance developments.

achieved

The paper • Whole of Organisation Approaches to

Improving Teaching and Learning was developed from

the April seminars and released in June.

Articles derived from this work published in the •

Education Review and Dominion Post.

As a consequence of this work, Ako Aotearoa •

contributed to the NZQA Quality Enhancement Road

Shows in September.

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strateGic tHeMes 2 and 3: support researcH and its application and support, and evaluate neW ideas

2/3.1 establish a new Zealand tertiary

education research directory

Directory completed and available •

on website.

achieved

The register, with over 700 entries for the period •

2006–2008, was published on the Ako Aotearoa website

in September.

2/3.2 actively promote and expand

regional Hub project

Funding scheme

All monies allocated.•

Minimum of two PTE and two •

ACE projects in each hub region.

All projects successful.•

All completed projects published •

on website and disseminated in

other ways.

Appropriate balance achieved •

between research and

implementation projects.

substantially achieved and some targets exceeded

Including nine projects approved in 2007, 63 projects •

have now been approved for funding across the three

regional hubs, representing a commitment of $584,000.

This is 34 percent of hub income to date (their service

contracts commit them to a minimum of 20 percent).

Fifteen PTE-based projects, but only two projects to •

date involve the ACE sector.

Eleven projects successfully completed to date with •

two withdrawn (one in 2007 the other in 2008) prior to

funding being released; the rest are in progress.

Shareable resources, where developed, are being •

progressively loaded onto the website as appropriate.

Ten projects in progress were featured in a HERDSA

pre-conference workshop in July. Completed projects

also featured in newsletters.

Thirty projects are implementation projects.•

2/3.3 develop and release central

project fund

Fund released.•

Fund has research and •

implementation components.

Fund has open and •

commissioned components.

achieved

First national funding round completed in December. •

Five research and implementation projects (R&IPs) and •

three Mäori initiative projects (MIPs) grants awarded,

totalling $488,000 and $374,000 respectively.

Of the eight projects, three are implementation and five •

are research projects.

Three doctoral scholarships awarded. •

One commissioned project ($30,000) supported. •

One collaboration project ($24,000) supported.•

Twenty-nine Good Practice Publication Grants (GPPG) •

totalling $98,000 awarded from 44 eligible applications.

2/3.4 proactively promote and manage

central project fund

Applications in each category •

equal or exceed quantum of

money allocated.

Approval processes are seen to be •

robust and fair.

Allocation of monies has balance •

across the different component of

the tertiary sector.

At least two projects are across •

different parts of the sector.

All projects have potential for clear •

impact on learning outcomes.

substantially achieved

Five R&IPs awarded from 52 expressions of interest, •

totalling $6.3 million.

Three MIPs awarded from 20 expressions of interest, •

totalling $2.5 million.

Three doctoral scholarships awarded from 15 •

eligible applications.

Of central discretionary funds, 91 percent was •

committed. Total funds of $1.4 million5 underspent

by $125,000 (against original allocations: R&IP,

collaboration, commissioned projects and GPPG

components of fund underspent by $12,000, $76,000,

$170,000, and $52,000 respectively; MIP funds

overspent by $224,000; $39,000 unallocated unspent).

5 Assumes a value of doctoral scholarships at $105,000 a year for three years.

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2/3.4cont.

Three independent panels used for R&IP, MIP and •

doctoral scholarships respectively.

Individual feedback given to all applicants.•

Projects involve universities, ITPs, wänanga, ITOs, •

and the ACE sector.

Four projects are cross-sector collaborations.•

Potential impact on learners was a key •

selection criterion.

2/3.5 evaluation capability developed for

implementation projects

All centrally funded implementation •

projects include evaluation plan.

process established

Built into requirements for National Project Fund.•

2/3.6 Work plan for collaboration with

the tertiary education professional

development community established

Plan in place and signed off.•

in progress

Programme of meetings being undertaken with ITP/•

wänanga teaching development units (TDUs) on a

regional basis, and regional and national plans in place

for 2009.

Meeting with directors of university TDUs held in •

October and discussion continuing.

strateGic tHeMe 4: Work across tHe WHole sector WitH all stakeHolders

4.1 ensure ako aotearoa is seen to work

across the whole tertiary sector

National office and regional hubs •

can demonstrate through routine

reporting (especially on Objectives

in 2/3 that they are working as

inclusively as possible).

Capability-building projects with •

different sectors identified as

appropriate.

ongoing

Regular liaison with peak bodies; director, member of •

TEC ACE Professional Development Working Group

(disestablished July 2008) and the ACE Professional

Development Steering Group/Te Röpü Whäiti

Whakangungu Pakeke (established September 2008).

Memorandum of Understanding negotiated with ACE •

Aotearoa to collaborate on professional development

matters.

Regular liaison with unions (seminar partnership) and •

New Zealand Union of Students’ Associations (NZUSA).

Students and unions represented on the reference •

group.

Several regional hub projects have explicit capability-•

building elements.

4.2 establish reference group

Reference group established •

and active.

achieved

Reference group met in July and October.•

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strateGic tHeMe 5: raise tHe level oF deBate aBout tertiary teacHinG and learninG

5.1 implement communications strategy

Hardcopy and electronic •

newsletter(s) developed.

Website actively promoted as key •

communication tool.

At least two significant publications •

released.

Ako Aotearoa is seen as accessible •

and adding value.

Awareness of Ako Aotearoa •

increases.

Media coverage continues to profile •

Ako Aotearoa positively.

achieved

Three hard copy newsletters published May, September, •

and December. Mailing list at over 1,500.

Website regularly updated with news and •

announcements and promoted in hard copy mailings.

Strategic plan overview released June 2008; • Towards

a Strategic Framework for Developing Projects and

Research to Enhance Teaching and Learning within

Adult and Community Education (released May 2008),

Whole of Organisation Approaches to Improving

Teaching and Learning (released June 2008), Taking

the Lead (co-published with the Ministry of Education,

released September 2008), Excellence: Supporting

Excellence in Tertiary Education (released November

2008).

Strong informal feedback received on accessibility and •

contribution to conferences.

Regular contact with peak bodies and professional •

associations.

Twenty-one significant articles in major papers/•

Education Review (December 2007 to date).

5.2 release first annual report

Annual report prepared, signed off •

and released.

achieved

First annual report produced in both English and te reo •

Mäori in September.

5.3 partnerships developed with

international organisations

At least two formal partnerships •

developed.

Good progress made

Informal working relationships established with the •

Australian Learning and Teaching Council (visited

in January) and Australian Council for Educational

Research.

Formal links established with 3M Fellowship, Canada •

(reciprocal visits by academy members).

Visit by the director of the Medicine, Dentistry and •

Veterinary Medicine Subject Centre, Higher Education

Academy, United Kingdom in December.

strateGic tHeMe 6: support and learn FroM kaupapa Mäori

6.1 develop and support a Mäori caucus

and reference group

Mäori caucus and reference group •

established and active.

ongoing

Caucus members appointed with representation •

from Te Kahui Amokura, ITPNZ and Te Tauihu o

ngä Wänanga.

Decision to be made about whether a wider reference •

group is now needed.

6.2 develop Mäori for Mäori initiatives

At least one national initiative is •

developed and underway.

achieved

Seven projects under the National Project Fund •

specifically support Mäori educators and learners.

Six regional hub projects have been funded that have •

relevance to Mäori learners.

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strateGic tHeMe 7: enHance educational opportunities For paciFic peoples

7.1 develop and support a pacific

peoples’ caucus

Pacific Peoples’ caucus established •

and active.

to be progressed early 2009

7.2 develop initiatives for pacific

educators and learners

At least one national initiative is •

developed and underway.

rescheduled for 2009

Three regional hub projects have been funded that •

address issues for Pacific learners.

strateGic tHeMe 8: raise expectations For all learners

8.1 develop meaningful engagement

with learners

Regular processes for engaging •

learners are established.

achieved

Regular liaison with NZUSA and Learner Engagement •

Group within the TEC.

strateGic tHeMe 9: Build a sustainaBle orGanisation

9.1 establish a coherent set of internal

policies and processes

Policies and procedures are •

established and a review cycle is

in place.

on track

Code of ethics, conflicts of interest, Regional Hub •

Project Funding Scheme, Good Practice Publication

Grants, and National Project Fund policies developed

and approved by the Board.

9.2 establish professional development

plans for all staff

Professional development plans •

agreed and implemented.

to be formalised for 2009

Staff focusing on getting to understand the sector and •

participating in professional conferences as appropriate,

thereby developing an understanding of their future

professional development needs.

9.3 operationalise interim management

group

Interim management group •

convened and mode of

operation agreed.

achieved

Biannual meeting cycle established.•

9.4 develop professional development

plan for the Board

Professional development plan •

agreed and implemented.

achieved

The Board held an Institute of Directors (IoD) training •

day on the principles of governance (December 2007)

and a strategic planning workshop (February 2008).

The Board undertook Leblanc Diagnostics self-review •

(November 2008).

9.5 establish an evaluation process for

ako aotearoa

Evaluation plan agreed and •

in place.

Being progressed

Following consultation with key stakeholders, •

a proposed evaluation platform has been developed.

This will be presented to the Board at the end of

January 2009.

Signing a Memorandum of Understanding with ACE AotearoaAnother important event in Ako Aotearoa’s 2008 diary has been the strengthening of our support for the adult and community education (ACE) sector through a formal Memorandum of Understanding between its peak body, ACE Aotearoa, and ourselves.

The agreement commits the two organisations to working in partnership to support the enhancement of teaching and learning practices in adult and community education.

This has several mutual benefits, the main one being that Ako Aotearoa can provide capability development support to ACE Aotearoa while, in turn, gaining an increased understanding of this diverse sector through its peak body. The relationship will also ensure that any future funding support provided by Ako Aotearoa will leverage off the work being undertaken already by ACE Aotearoa.

Committed to working together – Dr Peter Coolbear, Director, Ako Aotearoa, with Margie Scotts, CEO and Te Tumuaki, ACE Aotearoa.

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Summary of Financial Performance

stateMent oF Financial perForMance

For the year ended 31 December 2008 (ex-GST) $000’s (to nearest $1,000)

note 2008 actuals $

2008 Budget $

2007 actuals $

income

Government Grant 4,415 4,417 1,641

Current Year Income in Advance 1 (1,398) (182)

Carried forward from 2007 182 192

Other income 54

Contingency from 2007 120 120

Interest Income 11

total income 3,384 4,729 1,459

expenditure

Staff Related Costs 469 566 147

Contracted Services 139 55 85

Regional Hub Funding 950 951 894

Good Practice Publications Grant 2 30 150

Quality Assurance Workshops 64 70

National Awards Academy 95 142

National Project Fund 3 1,089

Tertiary Teaching Excellence Awards 268 290

General Operating Costs 344 462 9

Equipment 6 10

Marketing 86

Conference Sponsorship 108 75 8

Website development 457 400

Travel & Accommodation 62 50 37

Contingency 80 80 120

Infrastructure Costs 78 78 39

Rent (7) 30 33

Central Overheads 177 177 30

Depreciation 5 4

total expenditure 3,326 4,679 1,488

net surplus for the period 58 50 (29)

NOTES

1 Carried forward to 20092 $68k forward commitments made3 $1021k forward commitments made

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PREVIOUS YEAR – POSITIONAL ONLY

44B

oard

Mem

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Board Members

professor Bryan Gould, cnZM (Chair)

denise church, Qso Community

professor colin Gibbs Tertiary sector

darel Hall Tertiary sector

dr jacqueline (jaki) Horn Community

dr kathie irwin Maori caucus

dr joce jesson Tertiary sector

phil ker Tertiary sector

emeritus professor tom prebble Massey University Vice-Chancellor’s Representative

anania randall Maori education sector

professor lorraine stefani Tertiary sector

Full profiles of board members are available on our website www.akoaotearoa.ac.nz

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Mem

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Māori Caucus Members

dr kathie irwin Ako Aotearoa Board Member

anania randall Ako Aotearoa Board Member

turoa royal Te Tauihu o ngä Wänanga

dr khyla russell Otago Polytechnic (nominated by ITPnZ)

dr rawiri taonui University of Canterbury (nominated by Te kahui Amokura)

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national oFFice

dr peter coolbear Director

rosalind churchman Research Register Developer (from March 2008 until July 2008)

Helen dobson Business Manager

iain Matheson Interim Research Manager (from March until June 2008)

justin sampson Knowledge Manager

dr Warren sellers Web Content Editor (from August 2008 until December 2008)

anita tailor Administrator (from April 2008)

jill tanner-lloyd Communications Coordinator (from March 2008)

casey te rangi Project Manager – Mäori Caucus (from April 2008 until October 2008)

dr kirsty Weir Research Manager (from June 2008)

nortHern HuB

kate cater Coordinator (until March 2008)

ruth peterson Coordinator (from March 2008)

nigel Field Administrator (from May 2008)

central HuB

Gordon suddaby Coordinator

ian rowe Operations Manager

christina crews Administrator (from November 2008)

soutHern HuB

Bridget o’regan Coordinator

pat robertson Administrator

Ako Aotearoa Staff

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Ref

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Ako Aotearoa Reference Group

dr Helen anderson Manukau Institute of Technology (nominated by ITPnZ)

jeremy Baker Industry Training Federation

associate professor Mark Brown Massey University (nominated by Vice-Chancellor Massey, representing host institutions)

corrina Gestro-Best WestREAP (nominated by Association of Staff in Tertiary Education)

liz Hawes New Zealand Union of Students’ Associations (Representing learners)

trevor Moeke Te Wänanga o Aotearoa (nominated by Te Tauihu o ngä Wänanga)

professor kerry shephard University of Otago (nominated by new Zealand Vice-Chancellors Committee)

dr rob strathdee Victoria University of Wellington (nominated by Association of University Staff)

claire szabó English Language Partners New Zealand (nominated by the ACE sector)

karl yates Avonmore Tertiary Academy (nominated by new Zealand Association of Private Education Providers)

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Hub Advisory Group Members

nortHern reGion

dr Helen anderson MIT Convenor, Manukau Institute of Technology

associate professor neil Haigh AUT Convenor, AUT University (to February 2008)

kate cater AUT Convenor, AUT University (from March 2008)

kim crosland Cut Above Academy for Hairdressing and Professional Development (to July 2008)

liz Fitchett Waiariki Institute of Technology

dr stanley Frielick AUT University

dr jennifer lees-Marshment University of Auckland

trevor Moeke Te Wänanga o Aotearoa

Faimai tuimauga Pasifika Education Centre

pat reid Northtec (from October 2008)

ross scobie Northtec (to October 2008)

kevin smith New Zealand Institute of Fashion Technology Limited (from July 2008)

central reGion

janet Walke Convenor, Universal College of Learning

professor tom angelo Victoria University of Wellington (to August 2008)

neil carroll Wellington Institute of Technology

Manurere devonshire Te Wänanga-o-Raukawa

Greg durkin New Zealand Flooring Industry Training Organisation

richard Forgie Vision Manawatu (to July 2008)

Flora Gilkison Pacific International Hotel Management School

stephen Hannam Taratahi Agricultural Training Centre (from July 2008)

dr stephen Marshall Victoria University of Wellington (from August 2008)

peter Mcneur Wairarapa Rural Education Activities Programme

lesley petersen Eastern Institute of Technology

talei smith Vision Manawatu (from July 2008)

ronnie stallard Taratahi Agricultural Training Centre (to July 2008)

soutHern reGion

alison Holmes Convenor, University of Canterbury

jeff ah kuoi PEETO The Multi-Cultural Learning Centre (from May 2008 to December 2008)

jane dillon Nelson Marlborough Institute of Technology

professor Gail Gillon Te Tapuae o Rehua

Hayley Mowat University of Canterbury (from December 2008)

George nimmo Career Force ITO (to December 2008)

russell nimmo Karoro Learning

sean regan Hagley Community College

Wendy smith Aoraki Polytechnic (to October 2008)

dr rachel spronken-smith University of Otago (to December 2008)

pauline steedman Frontline Training Consultancy

kevin Walker New Zealand Extractives ITO (from December 2008)

Hub

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doctoral panel

professor ian evans (Chair) Massey University

professor patricia johnston Te Whare Wänanga o Awanuiärangi

professor kerry shephard University of Otago

associate professor alison young Unitec

Mäori initiatives panel

associate professor pare keiha (Chair) AUT University

Wiremu doherty Manukau Institute of Technology

dr rangi Mataamua Massey University

trevor Moeke Te Wänanga o Aotearoa

dr poia rewi University of Otago

tangi tipene Association of Staff in Tertiary Education

Bronwyn yates Literacy Aotearoa

researcH and iMpleMentation panel

dr peter coolbear (non-voting Chair) Ako Aotearoa

jeremy Baker Industry Training Federation

dr amy edwards Bethlehem Tertiary Institute

alison Holmes University of Canterbury

peter Mcneur Wairarapa Rural Education Activities Programme

lesley petersen Eastern Institute of Technology

dr rob strathdee Victoria University of Wellington

Gordon suddaby Massey University

dr te kani kingi Massey University

National Project Fund Panels

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justin sampson Convenor, Ako Aotearoa

dr irina elgort Victoria University of Wellington

dr sue Frame Project Manager, Independent consultant

peter Guiney Ministry of Education

ross kettle Independent consultant

john Milne Massey University

Bridget o’regan Ako Aotearoa, Southern Hub

antony royal Independent consultant

jill tanner-lloyd Ako Aotearoa

Website/Portal Steering Group

Tertiary Teaching Excellence Awards This year Dr Lisa Emerson, from the School of English and Media Studies at Massey University, was awarded the Prime Minister’s Supreme Award. Lisa’s contribution to teaching spans a 19-year career, and she has received many prestigious awards and grants. She starts her portfolio by declaring, “It is my great privilege and joy to be a teacher of writers”.

What is impressive about Lisa’s work is the variety and breadth of her teaching and assessment. She has designed and taught writing courses across the whole university, especially for science and technology students. Many people have benefited from Lisa’s “Interactive Grammar!” e-learning tool and the open website for creative writers called “The Writery”, which won the People’s Choice web award in 2004.

Lisa recently described the Tertiary Teaching Excellence Awards portfolio process as “one of the most enriching forms of professional development I have experienced”, adding that “Ako Aotearoa’s challenging criteria invite deep and rich evaluation of teaching that is well worth the effort”.

The 2008 Prime Minister’s Supreme Award winner – Dr Lisa Emerson, Senior Lecturer, School of English and Media Studies, Massey University.

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Tertiary Teaching Awards Committee Members

emeritus professor Graeme Fraser (Chair)

dr peter coolbear Ako Aotearoa

Greg durkin Industry Training Federation

liz Hawes New Zealand Union of Students’ Associations

dr Mary Hill Teacher Education Forum of Aotearoa New Zealand

dr sally Hunter Association of University Staff

dr Marjorie Manthei ITP New Zealand

dr Mike roberts New Zealand Association of Private Education Providers

Mereana selby Te Tauihu o ngä Wänanga

alieta uelese Association of Mäori Providers of Training Education and Employment

Tert

iary

Tea

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2008

priMe Minister’s supreMe aWard

Dr Lisa Emerson from the School of English and Media Studies, Massey University.•

sustained excellence aWards

Dr Hamish Anderson, Senior Lecturer, Department of Economics and Finance, Massey University•

Julia Bruce, Hairdressing Tutor, Centre for Hairdressing and Beauty Therapy, Waikato Institute of • Technology

Dr Dawn Garbett, Associate Dean Teaching and Learning, Faculty of Education, University of • Auckland

Professor John Hosking, Professor of Applied Computer Science, Department of Computer Science, • University of Auckland

Dr Ian McAndrew, Senior Lecturer in Employment Relations, Department of Management, School of • Business, University of Otago

Dr John Reynolds, Senior Lecturer, Department of Anatomy and Structural Biology, University of • Otago

Dr Sean Weaver, Senior Lecturer, School of Geography, Environment and Earth Science, Victoria • University of Wellington

Dr Marc Wilson, Senior Lecturer, School of Psychology, Victoria University of Wellington•

Adrian Woodhouse, Catering Lecturer, School of Hospitality, Otago Polytechnic.•

A detailed profile on each of the 10 excellence award winners is published in the booklet Excellence: Supporting Excellence in Tertiary Education, released in November 2008. This is also available online via our website: www.akoaotearoa.ac.nz

Tertiary Teaching Excellence Award Recipients 2008