Investment Plan 2019 to 2021 - Ara Institute of Canterbury
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Investment Plan 2019 to 2021 Ara Institute of Canterbury Investment Plan 2019 to 2021 – Ara Institute of Canterbury 1
Citation: Ara Institute of Canterbury. 2018. Investment Plan 2017 to 2019: Ara Institute of
Canterbury, Christchurch, New Zealand.
Published in August 2018 by the
Ara Institute of Canterbury.
Madras Street, Christchurch 8011
This work is licensed under the Creative Commons Attribution 4.0 International
licence. In essence, you are free to: share, i.e., copy and redistribute the material in any medium
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Investment Plan 2019 to 2021 – Ara Institute of Canterbury 2Contents CONTENTS ................................................................................. 3 INTRODUCTION ......................................................................... 4 OUR MISSION AND ROLE .......................................................... 5 MISSION-LED CAPABILITY ....................................................... 6 PREPARING FOR THE FUTURE ................................................. 8 SECTOR LEADERSHIP ............................................................... 9 ADDRESSING THE NEEDS OF OUR STAKEHOLDERS ............. 12 ECONOMIC DEVELOPMENT PRIORITIES ................................ 17 FLEXIBLE, INNOVATIVE INFRASTRUCTURE ......................... 19 STAFF DEVELOPMENT ............................................................ 22 ARA ADVANTAGE..................................................................... 23 GIVING EFFECT TO THE TES ................................................... 24 DELIVERING SKILLS FOR INDUSTRY ..................................... 25 GETTING AT-RISK YOUNG PEOPLE INTO A CAREER ............. 34 BOOSTING ACHIEVEMENT OF MĀORI.................................... 39 BOOSTING ACHIEVEMENT OF PASIFIKA ............................... 46 IMPROVING ADULT LITERACY AND NUMERACY .................. 52 STRENGTHENING RESEARCH-BASED INSTITUTIONS .......... 55 GROWING INTERNATIONAL LINKAGES ................................. 58 OUTCOMES AND MEASURES................................................... 61 SUPPLEMENTARY INFORMATION .......................................... 63 SUPPORTING ANALYSIS .......................................................... 64 SUPPORTING INFORMATION.................................................. 67 Investment Plan 2019 to 2021 – Ara Institute of Canterbury 3
Introduction This Investment Plan sets out how we will continue to be a relevant, contemporary and vibrant contributor to individual and community prosperity throughout Canterbury. During the period covered by the last Investment Plan (Plan), we delivered sector-leading education outcomes for learners, managed a complex merger, delivered a significant capital development programme and were one of the few TEOs to improve our quality assurance rating and deliver an operating surplus. This Plan builds on that foundation of excellence. The Government is looking for ITPs to be: regionally focused; learner-centred; responsive to industry; and operating efficiently and at scale. By any of these measures, Ara is an exemplar of what Government wants from the sector. This Plan sets out the steps we are taking internally and with our partners to build on our central role in the skills system regionally and nationally. We are part of a well co-ordinated network of provision in Canterbury. We offer a range of foundation, vocational and advanced education programmes. These programmes are centred on and accountable to the communities we serve in greater Christchurch, South Canterbury, the wider Canterbury region and North Otago. This Plan speaks to how our offerings align with the Government’s regional economic development agenda and the priorities of the region. We have an enduring partnership with Ngāi Tahu. This Plan sets out how we are supporting the economic, social and environmental aspirations of iwi, and our commitment to programme co- design and development including with Papatipu Rūnanga across Canterbury. Equity of participation and achievement for Māori and Pasifika learners is a key challenge for the whole tertiary sector. Ara already exceeds many of the benchmarks that the TEC has set for 2020 by a significant margin. This Plan sets outs the practical steps we are taking to deliver parity of participation and achievement. We are national leaders in many areas delivering exceptional results for learners underpinned by the Ara Advantage, our comprehensive and holistic support for learners. Our high-quality, innovative teaching and learning practices and growing applied research programmes are underpinned by effective governance and management, deep product knowledge, quality community engagement and highly capable staff. Our commitment is to build on our past performance by delivering the 2021 - Sustainable Ara plan that will make the required changes that further enhance and deliver excellent outcomes for our learners, communities and employers, and collaborate with our peer organisations to improve the performance of the tertiary education system. Thérèse Arseneau Tony Gray Chair Chief Executive Investment Plan 2019 to 2021 – Ara Institute of Canterbury 4
Our mission and role
Mission
Empowering our students to build better worlds
Role
We see the role that an Ara education can play for our city, region and New Zealand as built on four core
components – programmes that are relevant; real life learning; inspiring mentors; and work/life ready
students.
We seek to ensure that all of our provision is up to date with industry best practice and reflects what
industry and people need in a continually changing and developing world. Inspiring students through
outstanding mentors and delivery within real world environments that closely align to industry; offering
complete immersion in the worlds they will enter and build to be better. An Ara graduate is prepared with
the skills needed for success in work and life.
.
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 5Mission-led capability
Exceptional capability, excellent results
Our capability Maude Association, Brackenridge Estate,
This section of our Plan sets out how Ara Canterbury Employers Chamber of
maintains and builds on a track record of Commerce and Nelson Bays Primary
excellence. The key elements of this Health.
capability include our: Appointments are made under Council
statutes prepared in accordance with the
High-performing Council and the
Education Act (1989 as amended). These
supporting governance mechanisms (see
statutes set out the competencies required
A high-performing Council below);
of Council members including knowledge of
Plan to change in response to key global
tertiary education, strategic and business
and national trends (see Preparing for
skills, personal qualities and the ability to
the Future).
reflect a range of perspectives.
Demonstrated track record of
collaboration (see Sector leadership); In making appointments, the Council must
consult with organisations defined as part of
Systematic approach to stakeholder
the statutes and must consult with Ngāi
engagement (see Addressing the needs
Tahu on the appointment of at least one
of our Stakeholders and Economic
member.
Development Priorities);
Sector-leading educational The Council has processes in place for
infrastructure (see Flexible, innovative competency self-assessments and transition
infrastructure); planning.
Comprehensive approach to staff and A clear purpose and strategy
workforce development (see Staff
The Council has articulated the purpose of
development).
Ara clearly through our strategic plan (see
Underlining our capability is the Ara Our mission and role).
Advantage, our distinctive package of
The Council is responsible for other key
comprehensive, holistic support for learners
planning and reporting documents such as
(see Ara Advantage).
this Investment Plan, the Annual Report
A high-performing Council and the Statement of Service Reporting.
The Ara Council comprises eight members The steps that the Ara Council has taken to
with a high level of capability. These ensure that our strategy, performance goals
members bring experience and expertise and resource allocations align to that
from a range of perspectives including in the purpose are described in the section
governance of large, complex businesses Preparing for the future.
and organisations, both for-profit and not- Excellent education
for-profit. Some examples include
ChristchurchNZ, J Ballantyne and The Council monitors the execution of the
Company, Opuha Water Limited, Nurse organisation’s strategy to maintain and
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 6improve educational quality through a along with supporting analysis and
variety of means. A key element is oversight commentary
of the activities of the Ara Academic Board.
Effective risk management
The Academic Board is delegated by Council
The Council Audit and Risk Committee has
to advise on the academic strategic direction
five voting members including an
of the organisation. The role of the
independent Chair. This committee
Academic Board encompasses academic and
considers internal and external audit
research policy-making, programme
reports, monitors the Financial Information
approval decisions and other matters as
Management System and oversees the
determined by the Ara Council or Chief
organisation’s financial delegation’s policy
Executive.
and key risk register.
The Academic Board reports to Council on
Risk management is integrated into our
membership changes, policy development
governance processes with regular reporting
and implementation, workforce
and a planned approach to the review of
development, the status and outcomes of
risks. The committee oversees regular audit
programme reviews and internal and
activities including external audits by Audit
external evaluation and review processes
New Zealand.
and the results of significant monitoring
activities, such as the Graduate Outcomes Council also receives a Health and Safety
Survey. report monthly, and members participate in
health and safety walkarounds at Ara’s
Robust monitoring campuses. Each report to Council discusses
Oversight of the performance of Ara is any new incidents, the steps that Ara staff
exercised systematically in accordance with took to avoid, minimise or transfer new or
an agreed Council Work Programme. The previously identified health and safety risks
Council has two sub-committees which each including detailed actions.
meet six times per year: the Council Audit This report provides Council with
and Risk Committee; and the Council performance data covering the year to the
Campus Redevelopment Committee. end of the month preceding the Council
The Council meets formally 10 times per meeting and comparison to the prior period.
year reviewing comprehensive reports from This reporting includes cumulative
senior management (such as the Chief reporting, the split of notifiable and non-
Executive and the Kaiārahi), related entities notifiable events, incidents by cause and
(such as Ara Foundation), key management incidents by group (contractors, staff,
bodies (such as Academic Board) and learners, visitors and capital works-related).
Council sub-committees. These reports have Council is also updated on any audits,
a defined format. Consideration must be training and the implications for staff
given to the relationship to the welfare of any incidents.
organisation’s strategy and any implications Additional reporting is provided in relation
for the organisation’s financial and risk to the Capital Works Programme.
profile.
Detailed financial reporting is supplied for
each meeting covering the 12 months to the
end of the month preceding the Council
meeting and comparison to the prior period
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 7Preparing for the future
2021 - Sustainable Ara
Our context providing dynamic world-class products
Ara is among New Zealand’s leading and learning and teaching delivery (see
providers of tertiary education and training. Innovation and quality);
(see Mission-led Capability). creating greater responsiveness to
customers, and leadership across the
Our operating environment is changing
region and the tertiary sector (see
significantly including through:
Stakeholder-led provision);
shifts in learning and training demand developing a future-focused, adaptable
as the nature of work changes; and high performing workforce (see
changes in the structure of the ITP Staff development);
sector, the way vocational education and achieving cohesive organisational
training is organised and the education planning using learner data and
system generally; analytics and a strategic approach to
the ongoing contribution by Ara to the planning (see Flexible, innovative
Christchurch recovery and the region; infrastructure); and
an increasingly competitive and complex using technology to enhance the learner
market for international learners; experience to achieve greater agility,
changes in tertiary funding and flexibility and efficiency (see Innovation
regulatory policies; and and quality).
the opportunities offered by technology
Key enablers
for more personalised and learner-
centric delivery models. Ara demonstrates a systematic approach to
Despite our successes we know we need to delivering quality teaching and learning.
do more to meet the expectations of our Each academic unit prepares detailed
learners, the communities we serve and business plans, and performance is assessed
Government. through expert performance panels.
The experience of learners is closely
2021 – Sustainable Ara
monitored with their interactions with Ara
We are committed to a change strategy, tracked through our case management tool.
2021 – Sustainable Ara (Ara, 2018). These data is combined with learner
This strategy aims to entrench our participation and achievement data through
commitment to putting learners at the an increasingly sophisticated learner
centre of all we do, and our place as the analytics platform.
‘Institute of Technology’ of choice for the Our governance and management processes
Canterbury region, New Zealand and support a deliberate, well-executed business
international learners. plan and measurable improvements in
The key benefits of this plan will further academic quality over time. Our success is
ensure that we are: underpinned by the Ara Advantage.
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 8Sector leadership
Our contributions to the skills system are manifold
Tangible contributions Graduate employment outcomes. A very
The Government wants to see the ITP sector high proportion (85.4%) of Ara
operating more as a system. graduates are in employment or further
study in the year following their
Ara has a long track record of leadership in
graduation (Ara, 2018a).
the sector and across the tertiary education
Course completion. We consistently lead
system. We make a strong contribution to
the ITP sector in course completion with
an agile, innovative and streamlined and
a rate of 84% (TEC, 2017) - this rate is
efficient system. We are renown for:
the seventh highest nationally among
a commitment to innovation: Our tertiary education institutions. The rate
innovations have informed nationwide for international learners is even higher
initiatives such as Māori and Pasifika at 90.1% (Ara, 2018a).
Trades Training and the Trades First-year retention. We recorded a rate
Academies programme. of 72% in 2016, the fourth highest in the
leadership in qualification development: ITP sector (TEC, 2017).
Ara staff were engaged in the Targeted Progression to higher level study. Our
and Mandatory Review of Qualifications 2016 rate of progression of 43% is
and the Mātauranga Māori Evaluative considerably higher than the sector
Quality Assurance system. median of 29%, and the fourth highest
enabling system efficiency. We played a in the ITP sector (TEC, 2017).
major leadership role in the Qualification completion. This rate in
development of the New Zealand 2016 was 72% reflecting the sector
Benchmarking Tool, collaborative sector median (TEC, 2017a).
insurance procurement and the TANZ
Student satisfaction. We recorded a
Accord including most recently online
student satisfaction rate of 82.4% in
teaching and learning through the TANZ
2016 (Ara, 2018a).
e-Campus initiative.
effective integration. The successful Vital collaborations
merger that created Ara demonstrates Ara is a member of the Tertiary Accord of
our capacity to manage structural New Zealand (TANZ), Canterbury Tertiary
change where necessary. Alliance (CTA) and the South Island
being a valued collaborator. We Tertiary Alliance (Ara, University of
collaborate on a range of programmes Canterbury, Lincoln University, Otago
with TEOs across NZ. University, and Otago Polytechnic).
Exceptional performance We also partner with other TEOs on a range
of initiatives including:
Ara delivers sector-leading performance
evidenced by our high EER rating (see SIGNAL ICT Grad School. This initiative
Outcome and measures) and high rates of: is a collaboration of the five leading
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 9South Island tertiary institutions: National educational research. We are
University of Canterbury, Lincoln working with NMIT, Tokona te Raki and
University, Ara Institute of Canterbury, Unitec to produce guidelines for
University of Otago and Otago effective assessment of vocational
Polytechnic. The school aims to grow the learners (see Strengthening research-
ICT Industry in the South Island by based institutions).
working closely with industry.
Leading through innovation
Agribusiness training. We collaborate
with the Primary ITO to offer advanced Ara is a pathfinder in terms of innovative
management qualifications to people teaching and learning practice.
working in the agricultural sector (see Our innovative practice demonstrating what
Stakeholder-led provision). is possible when ITPs combine a focus on
Nursing Masters-level qualifications. We learner outcomes, and ‘future-focused’
work with EIT and CDHB to offer a excellent staff and strategic investments.
Master of Nursing programme offering Whether it is our virtual reality training
learners advanced nursing knowledge, facilities (see Cutting-edge simulation
critical analysis and advanced practice technology), our Manawa Health Research
and research skills (Ara, 2016). and Education Facility which combines the
Pathways with the University of energies of CDHB, University of Canterbury,
Canterbury. We offer a dual programme Ara and iwi partners (see World-class
with the University of Canterbury which teaching, learning and research facilities),
offers learners classes in Ara's clinical the use of interactive lightboard technology
practice units, clinical placements (see Innovation and Quality), joint
organised by Ara, and UC postgraduate programme development with international
health science courses that count as partners (see Growing international
prior learning credit towards nursing linkages) or building ‘tiny houses’ as part of
degrees at Ara (Ara, 2017). foundation-level education (see Real-world
Promoting Māori achievement. Te Taura challenges), Ara offers a mix of innovative
Whiri i Te Reo Māori, University of approaches to engage learners and real-
Canterbury, Te Whare Wānanga o world learning opportunities.
Awanuiārangi, Ako Aotearoa and We are boosting diversity in the engineering
Tokona te Raki are collaborating on a profession through the He Toki initiative
Framework for Māori Achievement. The (see Boosting Achievement for Māori) and
framework will guide a range of delivering world-class teaching, learning
strategies to strengthen cultural practice and research environments (see Flexible,
at Ara and support Māori learners to Innovative Infrastructure).
succeed across qualification completion
and employment (Ara, 2017). TANZ eCampus
Programme development. We develop The Government wants to increase the
new programmes with a range of innovative capacity and responsiveness of
partners including construction-related the sector, improve the sector’s ability to
programmes (with Unitec and UCOL), meet diverse learner needs including
and an engineering programme for upskilling adults in work and contribute to
Māori (with Otago Polytechnic) (see regional economic development.
Stakeholder-led provision).
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 10Our value proposition and 17% of learners are Māori. Both Māori
and Pasifika uptake is higher than the Ara
TANZ is making an important contribution
average (TANZ , 2018).
to these goals through TANZ eCampus
Limited. The age of learners is predominantly in the
25-34-year-old bracket (40%) with U25
This jointly established shared online
representation at 31%, and the remainder at
delivery platform offers first-rate online
35 years and above (TANZ , 2018).
education opportunities to learners across
New Zealand. Our projections indicate that TANZ
eCampus will deliver 1,200 EFTS in 2019,
This approach supports our growing
increasing to 2,000 in 2020 and out years.
orientation toward employees and
employers and integration with the labour Governance and ownership
market. Significantly the platform allows
The TANZ eCampus partners are Ara,
greater access to high-quality, innovative
Eastern Institute of Technology NorthTec,
provision for people in employment.
Otago Polytechnic, Nelson Marlborough
By taking a network-wide approach, we Institute of Technology, and Universal
achieve greater scale and manage costs. College of Learning.
Key features Each partner is represented on the Board of
TANZ eCampus which is chaired by an
The key features of the platform are:
independent professional director.
predictive and learner analytic capability;
collaborative programme development; a Each partner has provided funds to the
modern online delivery platform for tertiary company as equity. This funding enables the
education; and, shared intellectual property capital investment to develop a high-quality
that reduces duplication in the sector. online platform and the necessary joint
course and programme development.
Collaborative delivery promotes the
sustainability of our provision by combining Future developments
small numbers of learners in each ITP and
We are working with the TEC and NZQA to
concentrating expertise in online delivery
explore options for the future organisational
and facilitation.
form of the TANZ eCampus.
We leverage our existing economies of scale
by using the existing enrolment and learner Future collaborations
management systems of each partner. We are accelerating several collaborative
Each TANZ partner has access to our jointly initiatives as part of the TANZ group’s
developed programmes and the associated contribution to the ‘ITP Roadmap’ project.
shared intellectual property. These initiatives include options for
structural change, shared programme and
Delivery
learning and teaching resource development
Demand for this flexible, learner-centred and collaborative learner and learning
option is growing rapidly. We forecast that management and predictive analytics
TANZ eCampus will enrol at least 500 EFTS system development (Gray, 2018).
in 2018, an increase from 200 in 2017. We are also engaged with NZITP to
Analysis of learners choosing TANZ integrate these developments with any all-
eCampus in 2018 shows 70% are female, of-sector’ initiatives.
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 11Addressing the needs of our
stakeholders
The Canterbury region is home to over 620,000 people and
distinct, specialised economies.
Our stakeholders Papatipu Rūnanga (marae communities)
within the Ara catchment, and these are
Ara plays a key role in the development of
centres of tribal development (Ara, 2017).
our region. The ‘Ara catchment’ (rohe)
refers to the Canterbury region plus the Economy
Waitaki (North Otago) District. The Canterbury region produces 12.3 per
The Ara rohe stretches from Kaikoura in the cent of New Zealand’s GDP (Canterbury
North, to Oamaru in the South, and from Mayoral Forum, 2017). There are around
the East Coast of the South Island to Twizel 338,000 people employed in the Ara
and Omarama in the South West, and catchment, with 256,000 working full time
Hanmer Springs in the North West. It is (Ara, 2017).
made up of ten territorial authorities (Ara, The region’s economic focus includes
2017). construction, manufacturing, healthcare,
The people of our regions retail trades, professional, scientific and
technical services and, particularly outside
The Canterbury region is home to an
of Christchurch, agriculture and related
estimated 620,300 people. The population
industries (Ara, 2017).
is concentrated around the city of
Christchurch with 82% living in The regional economy is in transition. The
Waimakariri District, Selwyn District and region experienced considerable GDP
Christchurch city. Other important growth during the earthquake recovery and
population centres include the Timaru rebuild phase. GDP growth was 1.0% in the
(45,400) and Ashburton (32,400) districts. year to December 2017. Growth is settling at
a lower rate, but the level of economic
The region is becoming more ethnically
activity is set to stay elevated during the
diverse driven by population changes in
next Plan period (Canterbury Mayoral
Christchurch. While Europeans make up
Forum, 2017).
83.4% of the population, there are
significant and growing populations of New Māori economic aspirations
Zealand Māori (7.7%), Asian (6.5%) and Ngāi Tahu 2025, the tribal strategy for the
Pasifika (2.4%) peoples. prosperity of Ngāi Tahu Whānui identifies
Ngāi Tahu is the largest iwi by population in priorities including freshwater
the South Island and holds the management, economic growth, education
rangatiratanga (tribal authority) to over and training, economic and social
80% of the South Island. There are ten
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 12development and wellbeing (Ngāi Tahu, Skills and employment
2010). There are significant opportunities to build
Tokona Te Raki (Māori Futures Collective) on the strong economic growth in the
is an evolution of iwi efforts to increase region.
Māori participation, success and The unemployment rate is relatively low at
progression in education and employment. 3.7% (compared to 5.2% nationally), and the
The collective is a collaboration between Te region has an exceptionally low proportion
Runanga o Ngāi Tahu and their partners (10.6%) of 15-24-year-olds not in
(including Ara). employment, education or training (NEET)
Research commissioned by the collective (CDC, 2017).
quantified the financial impact of education Strong employment growth is projected in
and employment inequalities (Tokona Te construction, manufacturing, health,
Raki, 2018a) and called for the rewiring of business services, retail and accommodation
the education system. Key elements include services (MBIE, 2018). The regional
culturally responsive education pathways, economy is hampered by skill shortages.
better matching of skills supply to labour There are shortages of skilled construction,
market needs and preparing workers for the engineering, trades and transport workers
future world of work (Tokona Te Raki, in Canterbury (INZ, 2017).
2018b).
The pipeline of people into the workforce is
The focus of iwi on supporting the tertiary enhanced by improving educational
education system to change reflects outcomes among young people. The youth
projected rapid growth of the Māori of Canterbury record high levels of
population in the Ngāi Tahu takiwā (by 80% educational achievement (such as NCEA
by 2038) and as a share of the working-age level 2 achievement) (Ministry of Education,
population (Tokona Te Raki, 2018c). 2017).
Iwi has a focus on building the skills, Key limiting factors include widespread
knowledge and expertise of people within differences in the education level,
each of the Papatipu Rūnanga, particularly demographics and access to employment
around the management of resources (Ara, opportunities for some groups, particularly
2017). Māori and Pasifika (Tanielu, et al., 2013),
South Canterbury (BERL, 2018).
The South Canterbury region is a major Both Māori and Pasifika workers are
agricultural centre supported by significant overrepresented in occupations and
manufacturing, processing, engineering and industries that are relatively vulnerable to
distribution sectors. Timaru hosts major external economic shocks (MBIE, 2017),
port, industrial and logistics facilities (MBIE, 2016).
(Timaru District Council, 2018). Around 18.5% of the working-age
Population projections suggest that the population in the Ara rohe do not hold a
region will experience modest population formal qualification (Ara, 2017) with higher
growth underpinned by significant rates for Māori (28.1%) and Pasifika
structural ageing in the future (Jackson, (24.8%) (StatsNZ, 2013).
2014). This changing age profile will While the strong economic performance of
underpin demand for health and social the regional economy means the economy
services provision. can currently absorb less well-skilled
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 13workers, people without formal opportunities that target critical gaps in the
qualifications are less well-prepared to current primary sector workforce,
adjust to adverse economic changes. particularly management capability (see
The region has identified key priorities that Delivering Skills for Industry).
we need to adapt to (See Economic Underpinning our contribution to the
Development Priorities). region are relationships with local
Government and related economic
Social wellbeing
development agencies. We work with
The health and wellbeing of learners is an Canterbury Regional Council, Christchurch
influence on learner success. City Council, and the Kaikoura, Timaru,
The Canterbury earthquakes have Hurunui, Selwyn, Waimakariri, Ashburton,
significant ongoing effects, particularly on MacKenzie, Waimate and Waitaki District
young people. For example, contacts with Councils. The focus of this work is to align
mental health services increased by 68% with the regional economic development
between 2011 and 2015 (compared to 5% priorities. Besides these entities, we engage
nationally) (Ara, 2017). with three crown-led agencies (Regenerate
We are investing in our capacity to respond Christchurch, Ōtākaro Limited, and the
to these changing needs (see Getting At- Greater Christchurch Group) and a local
Risk Young People into a Career). government agency (Christchurch
Development Limited) that support
Significant partnerships recovery activities.
Ara has significant partnerships with key The Ministry of Health, the Canterbury and
organisations across the region. South Canterbury District Health Boards,
Our relationship with Māori, particularly Land Information New Zealand, and the
Ngāi Tahu, is central to our identity and Ministry of Business, Innovation and
purpose. We collaborate with the iwi Employment also contribute to the
through Tokona Te Raki (the Māori Futures regeneration of Christchurch and the
Collective) supporting the approach and surrounding region.
aspirations of iwi-influenced investment Key agencies supporting business that
(Tokona Te Raki, 2018b) (see Our provide valuable intelligence include the
Capability). ChristchurchNZ, Canterbury Business
Ara staff also maintain an active programme Association, Aoraki Development Trust, the
of outreach to Māori communities across South Canterbury Chamber of Commerce,
the region centred on the ten Papatipu the Institute of Directors, the Canterbury
Rūnanga. We are heavily involved in the He Employers’ Chamber of Commerce, the
Toki ki te Rika trades training partnership Committee for Canterbury, Enterprise
(see Boosting the Achievement of Māori Canterbury, Grow Mid-Canterbury, and the
and Pasifika). Canterbury branch of the New Zealand
We are a key member of the TANZ alliance Manufacturers and Exporters Association
of ITPs. This alliance combines the (see Delivering Skills for Industry).
strengths of New Zealand’s leading ITPs Ara is contributing to the new Manawa
(see Sector Leadership). Health Research and Education Facility
We are collaborating with the Primary ITO (Manawa) in Christchurch. Our partners for
using the ITO’s network of field staff to this facility are the CDHB and the
promote training and education University of Canterbury. Manawa
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 14integrates health research, education and The learner voice
simulation environments based on clinical Learners are represented in key decision-
care in a shared collaborative space (see making bodies including the Student
Innovation and quality) Council and Academic Board.
We are making a significant contribution to We also maintain strong representative
engineering provision in New Zealand. We systems for learners that are well-resourced
contribute to the Engineering e2e Steering and influential. Our student council
Group and the New Zealand Board of coordinates feedback to key decision-
Engineering Diplomas (see Delivering Skills making bodies such as academic board and
for Industry). sustainability and health and safety
We partner with 51 secondary schools committees. The council supports learner-
within the Canterbury and North Otago led initiatives including those relating to
regions in several ways. We deliver learners with mental health issues and the
secondary-tertiary pathways programmes, LGBTQIA+ community.
offer engagement programmes in a wide Learners participate in class and
range of discipline areas and use business programme surveys and an annual student
intelligence from our recruitment activities experience survey. The results of these
to shape our provision (see Getting At-Risk surveys are used in a ‘You Said, We’re
Young People into a Career). Doing’ programme responding to student
We are developing new relationships with feedback.
community organisations. Our engagement There are paid learner teams operating
involves connecting with people where they across the campus, support for learner
live, work, play, worship and celebrate. groups, clubs and societies and a website
Some examples include the Canterbury dedicated to helping learners navigate Ara.
Rugby Football Union (CRFU), Canterbury
Each class group has a volunteer student
Cricket, Celebration Church and the
representative. These representatives
Canterbury Youth Workers Collective (see
receive training and support resources. They
Getting At-Risk Young People into a
share feedback from learners at regular
Career).
student representative meetings.
Ara has a long history of delivering training
Student groups offer a range of options for
to people at Christchurch Men's Prison. We
student community building including for
work with the Department of Corrections to
Pasifika (PISA), Māori (Te Pou Hereka
bring our sector-leading expertise to the
Waka), women in technology (Tech Girls),
challenge of supporting people to
the LGBTQIA+ community (Spectrum),
reintegrate into society (see Delivering
mature learners (Network 25+) and
Skills for Industry).
international learners.
We are strongly connected to Pasifika
There is also an independent Student
communities through the Ara Pasifika
Advocate and registered counsellor
Advisory Group, the Pasifika Trades
available to learners.
Governance Group and the Christchurch
Metropolitan Pasifika Collective Body (see The staff voice
Boosting the Achievement of Māori and The views of teaching and support staff are
Pasifika). represented through our internal decision-
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 15making bodies and advocacy through the efficacy of programmes, and
Tertiary Education Union. recommendations for change;
Key fora include a Staff and Council As part of post-completion reviews,
Advisory Group (an advisory group to the progress and achievement data is also
Ara Council) and Academic Board and its shared with key industry clients so that
subcommittees (Programme Approval; they can assess the returns that they
Evaluation and Review; Learning and obtain from their investment;
Teaching; and Research & Knowledge Daily updates are made through our
Transfer). comprehensive presence in media,
Each department has a Board of Study and including social media, which serves to
regular internal engagement and feedback inform and shape opinions about the
mechanisms. Staff can influence the performance of each organisation; and
direction of the organisation through Administrative data reported to the TEC
regular professional and academic through the Single data Return and in
development discussions with their accordance with other reporting
managers and peers. requirements. This reporting provides
the TEC with detailed information about
How we report progress the performance of the organisation for
Ara reports progress in meeting the needs of accountability and funding purposes.
key stakeholders through a mix of Reporting to stakeholders takes a variety of
mechanisms tailored to the requirements of forms including written public reports,
each group. These mechanisms include: detailed analytical reporting, and oral
Annual formal and consolidated briefings and communications. Most often
reporting through our Annual Report reporting takes a combination of these
including performance against the forms.
Statement of Service Performance (SSP).
These flagship reporting tools provide a
comprehensive overview of performance
against the organisation’s strategic plan;
Monthly or bi-monthly progress against
the commitments made in this plan and
through the SSP is reported internally
and to key stakeholder groups, such as
the representative and advisory groups
for Māori and Pasifika learners;
On-demand sophisticated information
products that we push to key internal
decision-making bodies and, where
relevant, External Programme Advisory
and Industry Advisory Group. Data on
applications and enrolments, learner
achievement, graduate outcomes and
financial performance is analysed and
used to inform assessments of the
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 16Economic development priorities
The region launched a refreshed economic development
strategy in 2017.
In our role of increasing momentum towards economic, social and environmental
regeneration of the City we are looking to supporting the sunrise industries that will replace
the manufacturing and service jobs lost or displaced due to the earthquake and changing
nature of work. Ara has a pivotal role to play as an Institute of Technology. The creative and
technology industries, health, and wellbeing are cornerstones of a new economy. City Centres
are a natural attractor of learners, and R&D allied industries. Our vision for Ara would be an
enhanced campus environment supporting an internationally recognised Institute of
Technology that blurs the boundaries between Town and Gown. A Live Work Play campus
that moves seamlessly beyond its boundaries to embrace the wider City Centre environment
and economy within a vibrant and accessible City Centre environment.
Regenerate Christchurch
Introduction The ‘place-based’ strategies highlight the
Economic development priorities for the divergence between regional and urban
region are articulated through strategies Canterbury (Christchurch). The former
that are place-based (region-wide or linked forecast modest population growth, an
to local government areas), sector-based ageing population and a ‘missing’ cohort of
(such as ICT, international education and 20-24-year olds from the population
major events), resource (such as water) and structure (Market Economics Limited,
capability-based (such as Antarctic-related 2017), (Enterprise North Canterbury, 2012),
capabilities and resilience). These strategies (Timaru District Council, 2018).
provide us with a clear guide to the major By contrast Christchurch (and to some
opportunities, challenges and priorities of extent Selwyn district (PLANZ Consultants,
stakeholders in the region. 2014) is characterised by significant
This section of our Plan identifies key population growth, high levels of
themes from these strategies. transnational migration and increasing
ethnic and cultural diversity
Context for the region (ChristchurchNZ, 2017).
Most strategies seek to ‘look through’ the All of these strategies recognise the
short-term effects of the regional rebuild to continued importance of primary
understand how to drive economic growth production, particularly agriculture. The
and employment. They are all anchored in a ‘place-based’ strategies are differentiated by
deep understanding of the effects of the the extent of economic diversification.
2010/2011 earthquakes, particularly the Christchurch city is highly diversified with a
interruption to many important sectors, the large and complex construction,
new demographic patterns that resulted and manufacturing, transport and logistics,
the economic changes they engendered. technology, research, tourism, and health
and social services sectors.
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 17The strategies for the Timaru and Selwyn of attracting new investment and skilled
districts point to the large food processing people and promoting tourism and
facilities and their strategic transport links. international education.
Tourism is central to the economy of Maintaining and restoring the natural
Kaikoura accounting for 50% of all environment, particularly freshwater
employment (Kaikoura District Council, management and irrigation
2017) but is an important feature of the infrastructure.
wider regional economy. Effective and efficient regulatory
The ‘sector-based’ strategies consider the processes, particularly in relation to
interruption to major service sectors such as resource consents.
ICT and tourism from the earthquakes. Meeting the education, health and social
Increasing pressure on natural resources is needs of the community, particularly
also a feature, most notably in relation to effective strategies to respond to
the management of water resources but growing diversity and quality
often linked to greater recognition of the community facilities.
value of partnering with Ngāi Tahu
How we can respond
(Canterbury Water, 2010).
Ara has a direct role in supporting the
‘Capability-based’ strategies point to
execution of these strategies. We are
concentrations of experience, expertise and
contributing to the economic priorities for
infrastructure. Christchurch city sees major
the region by:
opportunities to build on the city’s role as a
gateway to Antarctica (Christchurch City Delivering graduates with the skills
Council, 2018). The region’s experiences of needed to contribute to key economic
natural disasters stimulated a recognition of sectors, particularly in areas of growth
the importance of resilient communities (See Delivering Skills for Industry);
(Greater Christchurch Partnership, 2015). Sustaining a deep and mutually
Each of these strategies recognises the supportive partnership with Ngāi Tahu
interconnectedness of the region, most (see Boosting achievement of Māori);
tangibly expressed in the regional economic Education and training to support water
development strategy (Canterbury Mayoral management (see Stakeholder-led
Forum, 2017). provision);
Broadening the range of source
Key priorities
countries for international learners (see
Common themes that are developed in the New pathways);
strategies include: Supporting youth transitions (see
Building off existing economic strength, Successful transitions);
particularly developing the support and Capitalising on the Health Precinct
processing industries for agriculture. development (see Innovation and
Deepening the partnership between quality); and
local government and iwi, particularly Contributing to the SIGNAL ICT Grad
Ngāi Tahu. School initiative (see Sector
Maintaining and developing quality and Leadership).
resilient infrastructure, particularly This Plan speaks to how we orient ourselves
digital connectivity and transport links. to regional economic priorities in the
Increasing the profile for the region, context of the Tertiary Education Strategy.
nationally and internationally, in terms
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 18Flexible, innovative infrastructure
Our new capital assets are designed with the future of
teaching and learning in mind.
Capital asset management These facilities were completed to scope and
At the end of 2017, the total assets of Ara budget. An Independent Quality
were valued at $357m, including $287m Assessment of the Trades Training
associated with land, buildings, plant and development emphasised how well the
equipment, fixtures and fittings, and objectives were met.
information technology. There are The new capital assets provide modern,
approximately 100,950 square meters of flexible and open spaces that support
built space, spread over multiple campuses collaborative teaching, learning and work.
(Ara, 2018a). The investment was designed with the
The 2010 and 2011 earthquakes caused future of teaching and learning in mind and
significant damage to Ara campuses. underpinned by evidence-based research.
These changes support pedagogical
Major redevelopments
developments that ensure Ara graduates
A City Campus Master Plan (2013) guided continue to be work ready and armed with a
how we responded to this damage. The breadth of skills making them creative,
delivery of the plan was augmented by the resilient, adaptable, responsible and
$18.9m invested by Government in trades sustainable environmentally, socially and
training facilities (the Better Business Case economically. These capital assets place Ara
for Trades Training). at the forefront of modern teaching and
Major developments since 2014 were: learning practice in the tertiary sector,
• Whareora catering to sports science and capable of adapting and responding to new
learner health and recreation (2015); and changing demands of learners and
industry regionally, nationally and globally.
• Trades campus redevelopment (2015-
17); Manawa Health Research and
• Kahukura for the engineering and Education Facility
architecture programmes (2017); The next major development is the
• Te Kei (2017) for corporate services; completion of Manawa, the Health Research
• Landscaping and ‘wayfinding’ and Education Facility in the Health
improvements to the city campuses; and Precinct. This facility supports co-developed
• Apartments for 120 learners (2017) and and delivered health education for more
ongoing refurbishment of than 1,000 EFTS.
accommodation for a further 74 We have outlined the distinctive value
learners. proposition that Manawa represents as part
These facilities collectively provide of our description of our strategy for
contemporary, highly sustainable building delivering skills for industry.
and leading-edge educational facilities.
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 19This development will support delivery of • Learner Retention and Achievement
programmes including the Bachelor of • Digital Engagement Capability.
Nursing, Midwifery and Medical Imaging These projects have delivered a cloud-
degrees. The facility will be fully occupied by based financial platform, comprehensive
the beginning of 2019 (see Innovation and admission, enrolment and financial
quality). performance reporting capability, and
Regional Master Planning learner case management and predictive
analytics capability.
Ara is developing an updated Regional
Key benefits from this work include:
Master Plan. The plan is being developed in
three stages: • improved reporting and monitoring of
financial performance across all areas of
• One: Background, context and current
responsibility - ensuring better-
state stage describing the current stock
informed budget holders and other key
of capital assets (completed by Athfield
stakeholders, and better visibility of the
Architects Limited in 2018);
financial performance of the institution
• Two: Campus Analysis to determine
at all levels
what is needed for the future
• the infrastructure and organizational
considering educational, cultural,
capability to deliver a comprehensive
heritage, sustainability, and urban
information suite to decision-makers,
structure and spatial requirements
reflecting institutional priorities
(under development by Chow Hill and
• the ability to use a wide array of
expected to be completed by year end,
available student data points to predict
2018); and
likely educational outcomes, determine
• Three: the Regional Master Plan will be
the most effective interventions with
reaffirmed during 2019 informed by the
available resources and then case
analysis of Stage 2. This process will
manage the experience of each student
allow Ara to make suitably considered
• a platform for engagement of a diverse
and responsive investment decisions
range of audiences in a cohesive and
and align that investment with
effective manner.
educational delivery needs across the
region. An important element of this These projects will continue during the
planning will be aligning our capital term of this Plan. Major deliverables
include improved budgeting, forecasting,
investment with expected learner
modelling and planning, integration of
demand across the campus network.
predictive analytics with the case
Information and Systems Strategy management tool and a responsive and
Programme accessible web search and connect
Ara has undertaken several key capability integrated with social media.
information and systems projects to
support the organisation’s strategic
planning.
These projects include:
• Financial Management Information
System.
• Performance Reporting Infrastructure
Framework
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 20Student-centred technology investments As part of preparing for the future, Ara is exploring investments as part of the information and systems strategy programme that strengthen our engagement and support for learners. These key investments are outlined below. myday – student portal and app Student Pulse myday is a highly configurable student portal Student Pulse will use a variety of data that will allow Ara to engage with its learners sources to create ‘micro engagements’ with at every stage of their experience and do so in individual learners. such a way as to allow learners to Our student management system holds data communicate with staff, with each other and that allows us to make judgements about the to see all the information we hold about them progress of learners. The Student Pulse tool and their study. will combine these data with other data from The app will use targeted communications Moodle, learners’ activity on our networks that will vary depending on the ‘groups’ and access to our campuses to develop a rich learners might belong to, it may have picture of each student. different designs depending on the Student Pulse will then draw from a library characteristics or discipline area of learners of tailored engagement events supporting The app will be configurable by users so they learners to reflect on their own can control how they interact with it, what engagement, offer simple interventions and they see and don’t see and what push support our ‘Summer Melt’ and ‘Autumn notifications they want to receive. Melt’ initiatives. Assess2Educate – Commitment and CognAssist – Neurodiversity Analytics Readiness Assessment and Learning Support Assess2Educate uses research-based This diagnostic tool helps to identify areas approaches that target support based on a of cognitive strength and potential learner’s commitment and readiness to development for learners. change. CognAssist then creates a tailored online The tool will assess this level of readiness learning library of support materials. This based on a simple diagnostic test, trigger library includes material on coping strategies personalised engagement with learners and interventions that help them deal with employing the range of motivational their needs plus access to a range of free techniques employed by Ara staff in a more resources. A staff member monitors the systematic way. student’s use of the learning library and can This approach allows us to scale and intervene with the student if they are systematise this model of engagement and struggling to use it or wish to discuss their support. needs. Investment Plan 2019 to 2021 – Ara Institute of Canterbury 21
Staff development
The most important purpose of teaching is to promote
learning and improve outcomes for learners.
Introduction Ara expects that all teaching staff will have a
Staff support to ensure they can confidently teaching qualification. These include the
and effectively meet the needs of learners is New Zealand Certificate in Adult and
organised around the Ara Academic Tertiary teaching (Level 5), New Zealand
Capability Framework (Ara, 2018). This Certificate in Adult Literacy and Numeracy
framework has four domains: Learning, Education (Vocational/Workplace) (Level
Teaching and Assessment Practice; 5), and Graduate Diploma in Tertiary
Academic Quality; Scholarship of Teaching Teaching and Learning (Level 7).
and Learning and Research; and Industry Ongoing support
Knowledge.
Ara offers a variety of tools, guidelines and
The framework defines core academic procedures to support staff. These include
capabilities for each domain and indicators formal observations, developmental
that staff have attained these. The teaching observations, peer observations,
framework includes additional indicators learning walks, quality of teaching surveys
that denote the level of influence and and student feedback focus groups.
leadership on quality teaching and learning
A key strategy is formal observations. These
expected of academic leaders.
observations provide evidence for
Induction and initial training developmental feedback for individuals
We ensure that staff are well-prepared by through professional conversations, action
offering comprehensive induction, plans and development activity. The results
developmental teaching observations and a of the observations inform assessments of
range of tertiary teaching qualifications. each department’s teaching effectiveness
and the overall teaching and learning
All staff benefit from a comprehensive
quality of the organisation.
induction programme which includes a
‘New to Teaching’ workshop. The workshop Additional resources
covers topics such as positive learning Ara has an Academic Capability
environments, understanding and engaging Development team to support staff and a
learners and managing behaviour. dedicated Teaching and Learning @ Ara
Developmental teaching observations Moodle site. Capability development
provide a structured opportunity during a activities include assessment health checks
teacher’s first year of employment to focus and workshops on moderation, blended
on specific aspects of teaching practice, learning and increasing engagement
feedback and coaching. The process through technology.
promotes reflection and conversation about Where appropriate personalised support or
good teaching practice. department-wide support is available.
Investment Plan 2019 to 2021 – Ara Institute of Canterbury 22Ara Advantage Investment Plan 2019 to 2021 – Ara Institute of Canterbury 23
Giving effect to the TES This section of the Plan sets out how Ara aligns its strategic and business planning and activities to the priorities identified in the Tertiary Education Strategy (2014-2019) (Ministry of Education, 2014). Investment Plan 2019 to 2021 – Ara Institute of Canterbury 24
Delivering skills for industry Our strategy for delivering skills for industry involves an overall portfolio that is responsive to stakeholder need, a firm commitment to employer-led programme design and innovative, high-quality and sustainable teaching and learning. We will evolve our provision to meet changing patterns of demand from the health, construction, engineering and primary sector- related industries during the term of this Plan. We will also maintain a range of high-quality and well-performing provision in areas important to the economic, social and environmental life of the region. We will continue to validate our portfolio against the imperatives of the TES and carefully consider provision that delivers poor outcomes. Ara is central to the economic development of the wider Canterbury region providing several thousand skilled graduates each year (Ara, 2018a). The education and training we offer responds directly to regional and national skill shortages in key industry areas. Our portfolio continues to adapt to respond to evidence of stakeholder need. We update our mix of programmes to respond to changes in the labour market, the priorities set by our region and to lift our performance. Our programmes cater to the diverse economic base of the region. Our product mix reflects our role as the region’s pre-eminent provider of vocational and advanced education and training in areas of priority for the regional economy. We offer provision at levels 1-9 on the New Zealand Qualifications Framework that is widely acknowledged to be responsive and flexible to the needs of industry. Stakeholder-led provision Reducing or exiting from provision with poor labour market or socio-economic outcomes, improve labour market relevance and increase provision in areas of labour market demand Our overall mix of provision reflects the diverse needs of the region within the constraints of our business model. Ara produces graduates who are equipped to meet the demands of the local, national and international labour markets. We recognise the value of good data on labour market and socio-economic outcomes which we use to stimulate dialogue with industry partners and inform decisions about programme changes (see Employer-led design). We recognise that our product mix needs to be timed and sequenced to match the changing skills and labour needs of industry. Investment Plan 2019 to 2021 – Ara Institute of Canterbury 25
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