Education – Page 12 – rnzngin Fifth Estate

July 25, 2024

EIT delegation visits China for meetings and graduation of first cohort of Data Science and Communications programme | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

5 mins ago

An EIT delegation has paid a visit to China to hold meetings with its partner Zhejiang Yuexiu University and to attend the very first graduation ceremony of EIT Data Science and Communications College of ZYU students, who started in 2020.

An EIT delegation has just returned from China where it held joint management, teaching and academic meetings to further a partnership with Zhejiang Yuexiu University of Foreign Languages (ZYU); and attending the very first graduation ceremony of EIT Data Science and Communications College of Zhejiang Yuexiu University students.

The joint International College partnership between EIT and ZYU began in 2020. That first year saw 230 students starting on the campus in Shao Xing City, Zhejiang Province, Southeast China.

Approval from the China Ministry of Education and the New Zealand Qualifications Authority (NZQA) paved the way for EIT to deliver its degree programmes in China. The joint venture supports the delivery of two of EIT’s degrees, the Bachelor of Creative Practice and the Bachelor of Computing Systems and , with three majors offered in Information Systems, Intelligent Systems and Digital Media.

The delegation that went to China last month was Philippa Jones, EIT Executive Director International; EIT’s two Executive Deans John West and Helen Ryan-Stewart; and Sue Blackmore, Head of School, Viticulture and Wine Science & IDEAschool. The delegation was joined in China by Kaylie Tan, Deputy Dean, EIT Data Science and Communications College, China.

The purpose of the visit was twofold – holding joint management, teaching and academic meetings to further the partnership; and attending the very first graduation ceremony of EIT Data Science and Communications College of Zhejiang Yuexiu University students, who started in 2020.

More than 200 students graduated, 56 with an EIT Bachelor Degree in either Bachelor of Computing Systems or Bachelor of Creative Practice, while the other students graduated with the ZYU qualification.

The event was livestreamed across China and received more than 560,000 views. Graduating as top student in their degrees were Ming Tong HU – Bachelor of Computing Systems (Information Systems); Bin GUAN – Bachelor of Computing Systems (Intelligent Systems); and Lequn XU – Bachelor of Creative Practice.

A celebratory dinner for the delegation was hosted by President Gang Xiu, his Executive Vice President Ms Xiaolin WEI; his Vice Presidents (Academic) Mr Wentao Chen, and Vice President (International) Ms Jinling Ge.

The delegation also met with a number of directors and managers of ZYU and EIT Data Science and Communication College. There was also visit to Qi LU University and a meeting with seven institutions as part of the China Center for International People-to-People Exchange (CCIPE).

A group of eight ZYU staff will be visiting EIT’s Hawke’s Bay Campus from July for five weeks as part of a 12-week training programme delivered to upskill ZYU staff both in China and in NZ. A group of 18 ZYU students and a teacher will come on a study tour to EIT Hawke’s Bay Campus in August for two weeks.

Philippa Jones says that the visit was a success as it built on the solid relationship that EIT has with ZYU and also showcased the hard work that had gone into the first graduation.

“We look forward to many more graduations as we continue to see the EIT Data Science and Communications College grow. This is a milestone in our partnership because it is the very first graduation from our ZYU joint education institute partnership.”

July 25, 2024

Financial monitoring of tertiary education institutions

Source: Tertiary Education Commission

Last updated 25 July 2024
Last updated 25 July 2024

One of the Tertiary Education Commission’s (TEC’s) legislative functions is to monitor tertiary education institutions (TEIs) to assess whether their operations or long-term viability are at risk.
One of the Tertiary Education Commission’s (TEC’s) legislative functions is to monitor tertiary education institutions (TEIs) to assess whether their operations or long-term viability are at risk.

We take a holistic view of an institution’s performance, using both quantitative and qualitative information. We assess financial risk using a financial monitoring framework alongside other financial information and analysis. We use all other available information available to us to assess the TEI against our performance expectations, and consider any other factors that may impact its long-term viability. We then decide on a final overall risk rating.
Financial monitoring framework
We use the financial monitoring framework (FMF) to monitor TEIs’ financial performance. The FMF is a technical tool that ensures a consistent and transparent approach to assessing each institution’s financial performance. It provides formulaic risk calculations for profitability, liquidity and debt affordability. A low, medium or high risk rating is calculated for each dimension.
A full description of the FMF, including the measures, assessment calculations and weightings, can be found in Appendix 1 of Risk assessment process for tertiary education institutions.
Collection of financial information
We receive financial information from TEIs at least three times per year:

February – the first submission includes the unaudited financial results for the prior financial year, plus the budget for the current year and two out-year forecasts.
May – the second submission includes the now audited prior year results (which we collate and publish – see Financial performance) and updated current year and out-year reforecasts.
September – the third submission includes a reforecast for the current year and any adjustments to out-year reforecasts.

Where a TEI has an elevated risk rating, we may require additional reporting to ensure we are aware of and maintain appropriate visibility of key issues. The appropriate level of monitoring for each TEI is ultimately a judgement call by the TEC. We will engage with you on the best information source to meet our needs. This could include:

targeted reporting on a specific issue
more frequent reporting, or
providing us with copies of Council or Council sub-committee meeting records.

TEC’s performance expectation
The Education and Training Act 2020 provides universities with the autonomy and independence to make academic, operational and management decisions. TEIs and their governing Councils are accountable for their own performance, operation and long-term viability. However, for the TEC to monitor any risks to a TEI’s long-term viability, we need to consider operational, educational, management and governance risks alongside financial performance.
For a full description of the TEC’s performance expectations and the risk assessment process that sits alongside the FMF, see:
Risk assessment process for tertiary education institutions (PDF 398 KB)
For more information please email teifm.info@tec.govt.nz.

Passion for policy and legislation led student to study social work at EIT | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

14 seconds ago

Ami Hokianga is in her third year of the Bachelor of Social Work (Honours) at EIT Tairāwhiti.

A passion for policy and legislation led a student to study social work at EIT Tairāwhiti.

Ami Hokianga (Rongowhakaata, Ngāti Porou) felt that she needed to develop herself further after a number of years working across the legal, health and horticultural sectors. She decided to enrol in the Bachelor of Social Work (Honours) at EIT’s Tairāwhiti Campus to pursue her interest in developing workable policy solutions for New Zealand’s social services.

Ami, wanted to remain in Tairāwhiti with her whānau and said that she realised the social work degree at EIT, was the quickest way for her to see the direct impacts of policy on the front line.

“I think that from the beginning of my studies with EIT my focus has always been policy and legislation.”

“My reason to study social work was to understand the structures and the systems that bind us, particularly for Māori.”

Growing up as an “army baby” Ami spent most of her early school years in Auckland and Wellington and then across to El Paso, Texas on the United States Mexico border to complete intermediate. Ami returned to Aotearoa and completed Year 9 to Year 13, boarding at Turakina Māori Girls’ College and eventually moving to Western Australia to pursue a career in legal studies.

Ami returned to Tairāwhiti to raise her daughters on the East Coast and worked across the health and horticulture sectors before realising she wanted to pursue a degree with EIT.

“I have found it refreshing. I love to learn. And so that’s probably why my career is so vast in regard to law, health, and then horticulture. Learning for me is a huge thing and actually coming back to that study space was exactly what I needed.”

Ami, who is currently in the third year of the four-year degree, says that while the programme has had its challenges, this has allowed her to push herself in regard to learning and responding to different perspectives.

Another aspect of the programme Ami has recently completed, is her 60-day placement within the community. Ami has enjoyed learning alongside experienced practitioners and being supported by an awesome and empowering team at Oranga Tamariki-Tairāwhiti.

She says she would be keen to work at government level of policy or legislation as she believes “by identifying the gaps within our systems and structures from the frontline, we are able to identify the direct impacts for whānau and influence or improve future policy and legislation”.

Ami, an “independent mama”, who also works part-time within Governance support while she completes her degree, recently received the Te Whatu Ora- Te Pitomata grant in recognition of her commitment and study aspirations to contribute to Māori Health, she says she has no hesitation in recommending EIT as a place to study.

She says without EIT, she wouldn’t have met social work peers from both Tairāwhiti and Taradale, who are all equally driven, purposeful and strong-minded students. However, it is the unwavering support from her parents and children that keep her grounded in pursuing and gaining a degree with EIT.

EIT Social Work Lecturer and Programme Coordinator Charlotte Chisnell says: “Ami’s commitment to understanding and influencing policy and legislation, especially for Māori communities, aligns perfectly with the core values of EIT. Her experiences in law, health, and horticulture enrich her perspective and contribute significantly to her studies and future career in social work.”

“Ami’s story is a testament to the importance of education and community support. We look forward to seeing Ami continue her journey.”

July 24, 2024

EIT’s new Pouarahi Māori brings passion for mātauranga Māori to role | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 mins ago

EIT’s new Pouarahi Māori (Executive Director Māori), Layelin Stewart, with his wife Stella.

EIT has a new Pouarahi Māori (Executive Director Māori), Layelin Stewart, who brings a passion for Mātauranga Māori to the role.

Layelin (Rongowhakaata, Ngāi Tūhoe, Ngāti Maniapoto) was welcomed to EIT at a pōwhiri on the Hawke’s Bay Campus yesterday (Monday). He has been one of eight National Ako Directors at Te Pūkenga, responsible for Mātauranga Māori, since April last year.

Layelin says that he is pleased to be coming back to his East Coast roots.

“One of the really standout things for me when considering my application to the role was how vibrant the mātauranga Māori community is over there on the East Coast and Hawke’s Bay.”

“I think it’s a role of service to supporting and promoting success for Māori students and staff, as well as navigating the way in which EIT might support iwi aspirations.”

“Of equal importance is supporting our organisational understanding of Te Tiriti excellence and how we explore what that might look like. It is also about how I serve and support my fellow executive staff members, colleagues, and our broader EIT staff collectives , in their understanding of tikanga Māori and how mātauranga Māori or Māori ways of being, doing and knowing might serve as a bridge towards nationhood, albeit at the EIT local level.”

Layelin, 45, first came to Te Pūkenga as Senior Māori Advisor in the office of the Deputy Chief Executive of Academic Delivery Innovation. Before that he was involved in Māori education for more than 20 years.

His most recent role before Te Pūkenga was as Deputy Principal at Te Wharekura o Ngā Purapura o te Aroha in Te Awamutu from 2017 to Oct 2021. His career has seen him work as Kaiako in Kura Kaupapa Māori, Kura ā-iwi and Wharekura in Gisborne and Waikato, including his hometown of Te Kuiti.

He also had a stint as a radio broadcaster for Iwi Radio Station Te Reo Irirangi o Maniapoto between 2006 and 2009.

Layelin has whakapapa links to Te Kūiti, Ruatoki and Gisborne, but grew up in Gisborne, where he attended Gisborne Boys High, before finishing his last year at Te Awamutu College. He enjoys the outdoor life and spending time with his wife Stella and their blended family of six children and 2 mokopuna.

EIT’s Executive Director Kieran Hewitson welcomed Layelin, saying that he would add value to the Executive Team.

“We are pleased to have Layelin join the Executive team. Layelin brings insights and experience to this role that will advance our relationships with our Tiriti Partners and set the strategic direction for responding to the opportunities to deliver better outcomes for Māori.”

July 24, 2024

Monitoring update: March 2020

Source: Tertiary Education Commission

At the TEC, we gather a range of information about common issues through our monitoring activities. We’re committed to partnering with tertiary education organisations, and sharing learnings from our monitoring work to help the sector build capability so we can all achieve better outcomes for learners.
New CSSF Ministerial Direction and guidance document
A reminder that the Minister of Education issued a new Ministerial Direction on Compulsory Student Services Fees (PDF 173 KB) (CSSFs) in 2019.
We have updated our website and produced guidance (PDF 2.1 MB) for you to understand and comply with these requirements, including an example of what to include in your annual CSSF report.
The new Ministerial Direction requires more detailed reporting, so your annual report will need to detail the types of services offered within the different CSSF categories. This improves visibility of the services funded via the CSSF. Please ensure you capture this additional detail in your 2019 annual report.
CSSF information available on provider websites
The new Ministerial Direction also adds the requirement for providers to publish core CSSF information on their websites.
This requirement was originally introduced as a funding condition in 2017, and while most providers have basic CSSF information, such as the fee amount and services it funds, improvements can be made across the board to improve transparency in the fee-setting arrangements. It should be clear how the current fee and services were determined, and students should be well informed about how they can provide feedback or engage in future CSSF decision-making.
Fees Free and CSSFs
As part of Fees Free reporting to the TEC, TEOs are required to self-attest that they comply with the CSSF Ministerial Direction. We review all CSSFs to verify whether they comply with these requirements.
This is particularly important as we won’t make fees-free payments for CSSFs that relate to eligible learners if you are not compliant with the Ministerial Direction.
If you receive “Query” messages for any CSSF entry in your Fees Free reporting, please email cssf@tec.govt.nz to discuss the fee.
TEI Governance Guide updates
In December 2019 we released a revamped and updated version of the Governance Guide.
The Guide provides council members of tertiary education institutions (TEIs) with an introduction to the tertiary education sector. It provides information for everyone interested in the contribution of good governance to organisational sustainability and effective performance.
The Guide also includes the legislative framework for TEIs and their councils, information on key central agencies, an overview of the Tertiary Education Strategy, the Investment Plan process, and information on accountability and performance monitoring of TEIs.
The online version of this Guide includes hyperlinks to relevant legislation, eg, sections of the Education Act 1989.
You will find the latest version of the Guide on the Tertiary Education Commission website.
A new version of the Guide will be available when the changes in the Education (Vocational Education and Training Reform) Amendment Bill come into effect on 1 April 2020.
Your comments and suggestions are valuable. Any feedback can be emailed to governance@tec.govt.nz
COVID-19 information
The TEC is working closely with other education agencies, peak bodies and education provider representatives to support the sector and to ensure tertiary education providers get the latest information on COVID-19.
We are closely monitoring the potential financial impacts on the sector of both the current travel restrictions and potential future scenarios. Please engage with us directly if you have any concerns about your financial position over the short and medium term.
We advise students, their families and whānau, and providers to keep updated on education developments through the Ministry of Education’s website.
Tertiary education sector information on COVID-19 can be found on the TEC’s website.
For health advice, please refer to the Ministry of Health’s website.
You can get COVID-19 information from government agencies in one location on the New Zealand Government’s website.

July 22, 2024

Australian webinars and training videos

Source: Tertiary Education Commission

Last updated 24 July 2023
Last updated 24 July 2023

These Australian webinars and training videos will help your tertiary education organisation (TEO) to build and enhance the quality of your online teaching resources and practices.
These Australian webinars and training videos will help your tertiary education organisation (TEO) to build and enhance the quality of your online teaching resources and practices.

All resources listed on this page are free to view or download.
Please note: We have gathered the resources on this page to make it quicker and easier for you to find information to support your transition to teaching online. While we have made every effort to ensure sources are reputable, inclusion of content does not indicate endorsement from the Tertiary Education Commission.
Teaching online – training videos for teachers and lecturers (Griffith University, Australia, updated June 2020)
Practical tips and strategies for best practice online teaching
Watch eight practical advice videos.
Quick tips for emergency remote teaching (March 2020)
This set of videos has been developed for trainers and lecturers working with adult students of all ages. They are intended to help educators transition to the online space and become comfortable trying new things.

Platform features and how to maximise them
How to teach ‘live’ online
How to host and manage discussion forums
Using Microsoft Teams
New ideas for teaching online
How to facilitate social engagement in your learners
How to humanise yourself for better learner engagement
Six-step approach to designing a learning topic for online
The role of the online teacher.

Australian Disability Clearinghouse on Education and Training (ADCET) resources
ADCET resources
ADCET offers multiple resources on the move to online delivery. While their focus is students with disability, advice is relevant to all learners, and particularly relevant for disabled and other marginalised learner groups.
Webinars are recorded and can usually be viewed in 30–50 minutes.
Designing Online Education that Works for All Students – A 7-Step UDL Approach (50 mins)
An online webinar which describes a seven-step Universal Design for Learning (UDL) approach for designing inclusive and accessible online instruction that meets the needs of diverse learners, including students with disability. Presenters share new, illustrative examples from their own practice.
Tips for providing on-line mentoring support to students with disability (April 2020, 45 mins)
A short advice page which links to further resources around advice to learners and tools to support new habits for them in the transition to online learning.
Supporting students’ wellbeing during online delivery (April 2020, 45 mins)
The webinar looks at how online learning can be delivered in ways that enhance student engagement and student wellbeing. Tips are focused at staff delivering on-line instruction.
Key learnings:

Know your learners (their needs, challenges, circumstances and strengths) so you know what they need from you.
Work to facilitate connection and communication between yourself and your learners and learners with each other.
Actively promote your TEO’s student support services (don’t assume they will go looking for them on your website).

TEQSA Online learning good practice kit (Australia, March 2020)
Higher education good practice hub
This resource has been collated by the Tertiary Education Quality and Standards Agency (TEQSA) Australia to assist the sector’s rapid transition to online learning during COVID-19. All material is free to download or access.
The content is arranged into six broad subject areas:

July 19, 2024

Personal tragedy and working at EIT Tairāwhiti proves to be motivation to study further | EIT Hawke’s Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

3 mins ago

Hailey Keepa has worked and studied at EIT Tairāwhiti and is now in her first year of a Bachelor of Midwifery, through the Waikato Institute of Technology (Wintec) where her study is a mix of classes based at EIT’s Tairāwhiti Campus and block courses in Hamilton.

Her personal experiences and working at EIT Tairāwhiti’s Hub Café has inspired a local woman to study a career preparation programme at EIT and now midwifery.

Hailey Keepa left Gisborne Girls’ High School in year 11 in 2002 and proceeded to do a number of jobs before starting her own cake business, which she ran for five years out of her registered kitchen from home.

However, circumstances changed when she and her whānau were unable to buy the house they had rented for 15 years. The loss of their home meant the loss of Hailey’s business and weeks later they also experienced the loss of their son Kyrei who was born stillborn. These life altering events that all happened within six weeks of each other, made her assess her life.

A job at the Hub Café on the EIT Tairāwhiti Campus, led her to realise that studying further was a way forward for her.

“Working there I met heaps of students, and especially adult students. It inspired me to realise that I could still study at my age, and that I was determined to do better for not only myself, but for my whānau.”

“I always thought I’d love to be a midwife, but I always put it in the too hard basket, as I thought that it would be terrible to go back to school as an adult student. But working at the Hub Cafe, meeting all those people, I was like, ‘man, I am actually going to do this’.”

Because she had been out of study for so long, 37-year-old Hailey first had to enrol in the NZ Certificate in Study and Career Preparation (Level 3 and 4).

“I didn’t think I needed to do the level three, but I’m actually so glad that I did it, it helped transition me into level four. These courses just prepare you so much more for further study in degree level. They take you back to the basics, which I needed as I wasn’t at school long enough to even learn those. I actually did way better than I thought I would academically too.”

“My tutors were amazing, and all the staff at EIT are so encouraging. It’s a very close-knit community at EIT.”

Hailey is now in her first year of a Bachelor of Midwifery, through the Waikato Institute of Technology (Wintec). And with her first semester completed she was pleased to announce she received straight A’s, and hopes to continue her learning journey at a high level.

Hailey, who is married and the mother to five children, says that her experience with her stillborn son Kyrei is a big part of her midwifery journey.

She says that while she realised that she wanted to be a midwife when her daughter was born 12 years ago, it was the birth of Kyrei that pushed her to make it happen.

“I always thought that it would be an amazing career to have and to be part of that moment in a woman’s life. What held me back was that I did not do too well at high school. School was never for me, I’m much more of a hands-on person.”

“But then after everything with Kyrei, I thought: ‘Gosh, how many women could I support through their healing process if I actually was in this career.”

EIT’s Study and Career Preparation programmes provided the foundation for Hailey to fulfil that ambition.

With three more years to go of her degree after this one, Hailey is keen to learn what is needed to become a midwife and to equally care for and work in partnership with all women, and give back to the Tairāwhiti community.

EIT’s Acting Head of School Education and Social Sciences, Mandy Pentecost, says: “Hailey’s story is a shining example of the way the Study and Career Pathway courses are doing a great job getting people ready to enter higher level study, and we wish Hailey every success as she continues to pursue her dream.”

July 12, 2024

EIT pilot study into vaping among students extended beyond Hawke’s Bay | EIT Hawke's Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

4 seconds ago

Left to Right: Melody Khan (Masters Student), Dr Sue Scott-Chapman (Secondary Supervisor), Associate Professor Anita Jagroop-Dearing (Principal Supervisor/Lead Researcher) and Associate Professor Rachel Forrest (Student Mentor).

An EIT research project addressing the epidemic of youth vaping among intermediate and high school students in Hawke’s Bay has been extended outside of the region following interest from a Bay of Plenty High School.

The extended out-of-region study titled ‘Vaping Landscape’ complements an existing study ‘Scoping solutions to address the epidemic of youth vaping in Aotearoa’ which is currently being conducted by a team led by Associate Professor Anita Jagroop-Dearing from EIT.

Vaping Landscape will focus on Pāpāmoa College and is being conducted by EIT Masters of Health Science student Melody Khan, who has been involved in the original study.

It is funded by a second grant from the Health Research Foundation Hawke’s Bay, which adds to the pool of funding for the project including grants from the Health Research Council and EIT.

Both studies hope to capture the stories, experiences and health awareness of e-cigarette vaping by youth. It will also make for a comparison of regional variations in vaping behaviours.

Anita says it will be the first comprehensive investigation into vaping among intermediate and high school students between two areas in New Zealand.

“We are working with a number of schools across Hawke’s Bay and additional funding has enabled the involvement of out-of-region schools.

“Pāpāmoa College approached us to say that they were experiencing issues to do with vaping in their school and that they would like to be a part of our study. After confirming the feasibility, obtaining the necessary ethics approval, and securing funding for an out-of-region school, we included them to conduct comparative studies.”

The college has more than 1700 students, of whom 28 percent are Māori and six percent are Pasifika.

“Previous data indicated higher vaping rates among Māori and Pacific students compared to their non-Māori and non-Pacific peers. Therefore, we aim to compare the vaping behaviours in this school with those in Hawke’s Bay.”

Anita hypothesises that there may be regional differences between vaping behaviours in youth with distinctions in narrative of experiences and self-awareness.

Melody previously graduated with a Bachelor of Sport and Exercise Science at EIT. After being displaced due to Cyclone Gabrielle, she was able to pivot and extend this study for her masters.

“Initially I started with nutrition. My original masters thesis was nutrition and nutritional labelling, but when this opportunity opened up, I jumped on it because it’s something that’s going to need further research and is becoming more prevalent.”

Pāpāmoa College Deputy Principal (Tumuaki Katiriwā) Ben Ormsby says when they heard about the study, they thought why not reach out and see if they could be a part of it.

“Like most schools, we have been seeing an increase in vaping related incidents. Our rationale was that, while we are trying to find ways to educate students, we might as well volunteer to be part of the study.”

Ben says that the feedback from their community has been really positive about them being involved in the trial.

“We would suspect that whilst schools are struggling with youth vaping, the wider community is also seeing the impacts. The feedback to date would suggest the community is glad we are trying to do something about it.”

They are now looking forward to seeing what comes out of the study.

“If the information our students give forward contributes to something positive to tackle youth vaping, whether that be strategies or messaging then we thought it will be well worth it.”

July 12, 2024

EIT says farewell to long-standing research director | EIT Hawke's Bay and Tairāwhiti

Source: Eastern Institute of Technology – Tairāwhiti

14 mins ago

EIT is farewelling its Research Director Associate Professor Jonathan Sibley.

EIT has farewelled its long-standing Research Director, Associate Professor Jonathan Sibley, who has been at the forefront of driving research at the institute.

Jonathan, who joined EIT’s School of Business in 2016 and has headed EIT’s Research and Innovation Centre (RIC) since 2018, is retiring from the role to pursue other interests.

Together with former Executive Dean Natalie Waran, he led the push towards increasing grants for researchers at EIT and encouraging them to participate in the Performance-Based Research Fund (PBRF) process.

Jonathan says that a strong research culture was built at EIT under the direction of former Chief Executive Chris Collins.

“Chris, along with the then Executive Deans Susan Jacobs, Natalie and Professors Bob Marshall and Kay Morris Matthews, ensured that we were very research active in the ITP sector.”

“We built an enviable position for regional polytechnics in research and were able to establish a research centre with Te Kura i Awarua, to engage in research as a principle. Great thanks are owed to Professors David Tipene Leach and Annemarie Gillies for their leadership in the development of the Centre and our rangahau Māori capability.”

Jonathan says despite challenging times during COVID-19 and Cyclone Gabrielle, research has continued.

“We built a really strong, nationally recognised research culture with a number of researchers who had an international reputation.”

“As we move back to independence, we have an excellent platform for further developing our research culture.”

“EIT can also be proud that it hosts the largest number of international postgraduate students among New Zealand polytechnics,” says Jonathan, who also teaches and supervises students in the postgraduate business programmes.

EIT’s Executive Dean, Faculty of Commerce and Technology John West paid tribute to Jonathan for his professionalism and research leadership.

“Jonathan has led the evolution of the School of Business’ postgraduate studies. He has also played an important role in fostering research and mentoring our researchers.”

“We thank him for everything that he has contributed and wish him well in the future.”

Jonathan will continue teaching in the School of Business’ postgraduate programme on a part-time basis.

July 11, 2024

Funding for study overseas

Source: Tertiary Education Commission

The Government wants to encourage more citizens and New Zealand permanent residents to study overseas and develop new international connections and capabilities through exposure to countries with which they are not familiar.
For study starting on or after 1 January 2017, tuition subsidy funding and student support will be available to domestic students (as defined by section 10(1) of the Education and Training Act 2020) who study at an overseas campus or delivery site of a New Zealand TEO, and meet the funding conditions for the relevant year.
Funding conditions by year
The following eligibility criteria apply:
1. The study must be at an approved country. These countries are located in Asia, Latin America, or the Middle East which are regions the New Zealand Government wishes New Zealand to expand its commercial and social linkages with.
Approved country list (PDF 239 KB)
And
2. The study must be at level 7 or above on the New Zealand Qualifications Framework (NZQF). This level of study is targeted to focus on establishing international research and business connections.
And
3. The study is undertaken full-time and face-to-face as part of a New Zealand qualification. Students still need to complete part of their qualification in New Zealand.
Additional criteria for permanent residents
For New Zealand Permanent Residents (NZPRs) the following criteria apply in addition to the criteria outlined above:
4. The student must be studying in a country they are not familiar with. “Not familiar with” means the student has not previously been to that country or has been to that country but has spent less than six months in total in the five years before the date on which their overseas study begins.
And
5. The student is ordinarily resident in New Zealand and meets an ordinarily resident test for tuition subsidy funding (as they must for student support) to demonstrate their commitment to New Zealand. A person who is ordinarily resident is someone who is lawfully able to reside in New Zealand, normally resides here and intends to remain here (ie, they consider New Zealand to be their home).
Guidelines for deciding ordinarily resident – Work and Income
The responsibility for ensuring that a student is eligible to access tuition subsidy funding and study support rests with the TEO. The TEO may require NZPRs intending to study part of a New Zealand qualification overseas to complete a declaration to confirm their unfamiliarity with the overseas country they intend to study in and provide evidence that they are ordinarily resident in New Zealand.