Advertisement

New Zealand Journal of Educational Studies

, Volume 54, Issue 2, pp 315–325 | Cite as

The Tensions Associated with Regional Programme Development Within a Neo-Liberal Environment for Tertiary Providers in Aotearoa New Zealand

  • Debbie PrestonEmail author
  • Tracey Carlyon
Article
  • 62 Downloads

Abstract

In Aotearoa New Zealand, changes to the political landscape have made it increasingly difficult for Institutes of Technology and Polytechnics (ITP) to successfully deliver programmes in regions away from urban centres. Within this context, research was undertaken to identify some of the tensions associated with regional strategy development. Findings highlighted that each community and their needs are different; positive partnerships are required; there are resourcing challenges, yet ITP staff demonstrate a strong sense of social and moral responsibility to their learners and communities.

Keywords

Regional programme Tertiary Neo-liberal environment Education 

Notes

Acknowledgements

The authors acknowledge the support provided by Waikato Institute of Technology (Wintec).

Compliance with Ethical Standards

Ethical approval

Full ethical approval to undertake the research reported on in this article was gained from Wintec’s Human Ethics in Research Group on 21/2/2018.

References

  1. Bishop, R., & Berryman, M. (2009). The Te Kotahitanga effective teaching profile. Set, 2(2), 27–33.Google Scholar
  2. Blumenfeld, S., & Malik, A. (2017). Human capital formation under neo-liberalism; the legacy of vocational education training in Australasia and implications for the Asia-Pacific region. Asia Pacific Business Review, 23(2), 290–298.CrossRefGoogle Scholar
  3. Brian, T. (2016). Navigating the tides of globalisation and neoliberalism: a critical approach to 21st century tertiary education. New Zealand Journal of Teachers Work, 13(2), 134–146.CrossRefGoogle Scholar
  4. Codd, J. (2005). Teachers as “managed professionals” in the global education industry: The New Zealand experience. Education Review, 57(2), 193–206.CrossRefGoogle Scholar
  5. Cohen, L., Manion, L., & Morrison, K. (2011). Research methods in education (7th ed.). London: Routledge/Falmer.Google Scholar
  6. Creswell, J. W. (2009). Research design. Qualitative, quantitative, and mixed-methods approaches (3rd ed.). London: Sage.Google Scholar
  7. Elsom, S., Greenaway, R., & Marshman, M. (2017). Experiences of bridging program students at a regional satellite campus. Australian Journal of Education, 57(2), 242–265.Google Scholar
  8. Giroux, H. A. (2004). The terror of neoliberalism. Authoritarianism and the eclipse of democracy. Boulder CO: Paradigm Publishers.Google Scholar
  9. Hamerton, H., & Henare, S. (2017). Evaluating vocational tertiary education programs in a small remote community in Aotearoa, New Zealand. Journal of Community Engagement and Higher Education, 9(2), 30–47.Google Scholar
  10. Lauder, H. (1997). Education, democracy and the economy. In A. H. Halsey, H. Lauder, P. Brown, & A. Stuart Wells (Eds.), Education: Culture, economy and society (pp. 382–392). Oxford: Oxford University Press.Google Scholar
  11. McMillan R, Exeter D (2018) Socioeconomic deprivation in the Waikato Region. Using the index of multiple deprivation to understand drivers of deprivation. Hamilton, New Zealand: Waikato plan discussion paper, Waikato planGoogle Scholar
  12. O’Neill, J., & Snook, I. (2015). What will public education look like in the future and Why? New Zealand Journal of Educational Studies, 50, 195–209.CrossRefGoogle Scholar
  13. Organization for economic co-operation and development (OECD). (2009). Regions matter: Economic recovery. Paris: Innovation and sustainable growth.Google Scholar
  14. Peters, M. A. (2012). Neoliberalism, education and the crisis of western capitalism. Policy futures in education, 10(2), 134–141.CrossRefGoogle Scholar
  15. Roper, B. (2018). Neoliberalism’s war on New Zealand’s universities. New Zealand Sociology, 22(2), 9–39.Google Scholar
  16. Ruth, D. (2018). Education as a gift: Taking education out of the market and the market out of education. New Zealand Sociology, 33(2), 203–229.Google Scholar
  17. Snook, I. (2010). Excuses, excuses: Social class and educational achievement. New Zealand Journal of Educational Studies, 45(2), 3.Google Scholar
  18. Stats NZ Tatauranga Aotearoa. (n.d.). Retrieved November 26, 2018, from https://stats.govt.nz/
  19. Tertiary Education Commission. (2017). Tertiary education report: Background for a first discussion about ITP viability. Retrieved from http://www.tec.govt.nz/assets/Reports/TEC-report-Background-for-first-discussion-about-ITP-viability.pdf
  20. Watt, H., & Gardiner, R. (2016). Satellite programmes: Barriers and enablers for student success. Retrieved from https://akoaotearoa.ac.nz/research-register/list/satellite-programmes-barriers-and-enablers-student-success

Copyright information

© New Zealand Association for Research in Education 2019

Authors and Affiliations

  1. 1.Customer Experience Project Lead, Waikato Institute of TechnologyWaikato Mail CentreHamiltonNew Zealand
  2. 2.Teaching & Learning Coach, Waikato Institute of TechnologyWaikato Mail CentreHamiltonNew Zealand

Personalised recommendations