Progress on Activity 2015 - Shaping the nation and taking the best to the world The Road to 2025 - Massey University
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Progress on Activity
2015
Shaping the nation and taking the best to the world
The Road to 2025
The following report has been compiled using information primarily sourced from
quarterly Consolidated Performance and Risk Reports, Massey News and the Vice-Chancellor’s e-logs
as at 23rd November 2015.
Contents Big Goal 1: Research and Enterprise ....................................................................................................... 2 Big Goal 2: Teaching and Learning .......................................................................................................... 9 Big Goal 3: Connections ........................................................................................................................ 21 Big Goal 4: Internationalisation ............................................................................................................ 30 Big Goal 5: Responsibility ...................................................................................................................... 37 Big Goal 6: Generating Income ............................................................................................................. 40 Big Goal 7: Enabling Excellence............................................................................................................. 42 Staff ................................................................................................................................................... 42 Students ............................................................................................................................................ 45 Infrastructure .................................................................................................................................... 47 APPENDIX A – 2015 KEY ACTIONS STATUS ........................................................................................... 55
Big Goal 1: Research and Enterprise
“To promote the highest standards of research and scholarship, be a world leader in our areas of
specialisation and support active engagement with, and participation in, knowledge exchange to
ensure that the intellectual capital we generate is used to best advantage.”
Research
Recognition Place and Influence Excellence
and Reach Purpose and Impact and
Scholarship
The following key initiatives were undertaken in 2015 in support of the Big Goal Research and
Enterprise.
2015 Institutional Review of Research
This is a critical year in the Performance Based Research Fund (PBRF) cycle. The Institutional Review
of Research (IROR) was undertaken in 2015 as a critical element toward the 2018 Performance
Based Research Fund (PBRF) submission. The process required:
• all research outputs and professional activities to be entered into Symplectic by 31st May;
• eligible staff in Colleges to submit completed evidence portfolios by 1 July into Symplectic,
followed by assessment and academic review of the portfolios by colleges by 1 October; and
• feedback to individual researchers through their College representative providing
developmental advice in preparation for PBRF 2018.
By year end the IROR exercise was largely completed (with an exception reported by CoHSS of Te
Putahi a Toi). Consolidated reviews were provided to Heads of Academic Units and plans are being
developed to assist staff in achieving increased research outputs between now and 2018 PBRF
review. University and College level results have been presented to the PBRF governance group and
the University Research Committee to inform strategic planning and investment.
Research Communication Strategy
• Work to implement the Research Communication strategy is ongoing. Although the existing
strategy itself was not updated, the External Relations team followed an agreed internal
plan.
• Massey researchers and success stories identification and promotion are on-going through
articles, interviews, opinion pieces, and events. This year saw a significant upturn in Massey
in the news.
• Media training and advice was given to a wide range of Massey academics through the year,
who were identified to have relevant newsworthy research, along with the competency and
desire to be in the media. This has resulted in increasing numbers of academics involved in
high profile media coverage.
• The Web Content Manager began work with the Research and Enterprise office to define the
scope of the research communications web project. External Relations undertook an online
survey of web users of the research web pages to identify key users and areas of interest
and inform the scope of the research communications project. This work will inform the
development of the web page architecture once a new Content Management System is
selected.
2
Research Strategy 2015-2017
• Workshops were held on each campus to provide an opportunity to reflect on achievements
against the Research Strategy 2012-2014 and facilitate the development of the Research
Strategy 2015-20171, with the College of Humanities and Social Sciences undertaking a
college specific strategy revision.
College Research Development Plans
• Research & Enterprise staff developed a College facing approach across key teams to better
support College Research Plans which range from fully developed to a list of themes.
• College Liaison Research Development Advisers worked specifically with College of Health
and Massey Business School Research Directors to work through key initiatives specific to
the College/School to support the strategic research plan. The resulting College of Health
Research Development Plan was applied as a model by other Directors. Support for other
College research plans will come in future years as resourcing will accommodate.
New ‘Researcher Development’ Programme
• The new researcher development programme is in operation and is continually being
improved. Massey’s three year membership offers enhanced researcher support online,
which delivers an internationally benchmarked career pathway. Massey is the first New
Zealand member of Vitae.org.
• A suite of training programmes have been implemented to address researcher training
needs. All offerings in the research skills programme have been aligned to the Vitae.org
Researcher Development Framework which is designed as a researcher career map.
Facilitating and supporting researcher quality and success
• A Research Partnerships Development Manager in the Research and Enterprise office has
been appointed to enhance the capacity to foster and facilitate research collaborations
across the University and externally.
• Research Professional, a funding database, was increasingly accessed by researchers to
search for more diverse research funding opportunities.
• To facilitate research collaborations between researchers, capability development was
aimed at the key contestable fund campaign level with cross university workshops; through
to the project-level. Activities included:
o Identifying potential researchers for key annual funding campaigns, and ad hoc
research funding opportunities.
o The Research Development Advisor team met with new-to-Massey researchers.
o Researchers who present fundable research but are not funded were targeted to
explore alternative avenues.
o An external review with individual feedback reports for all 2015 preliminary
Marsden Fund applicants was conducted and well received.
o Planning began, based on the MBIE new approach to the 2016 annual funding
round, to ensure only high quality applications are submitted.
• Attention was given to developing readiness to respond to the National Science Challenges
as a contestable funding opportunity.
• To increase the number of researcher applications to more diverse funding sources, the
Research Development Advisor team also focussed on supporting academic efforts across a
wider range of funding sources than the contestable rounds only, though progress was
slower than desired.
1
http://www.massey.ac.nz/massey/staffroom/news/article.cfm?mnarticle_uuid=FD68A634-E578-F3F0-DC55-
221AFA811A88
3
• Work to develop a self-managed early career network was progressed, which included a
2016 pilot mentoring programme for College of Health, as well as relationships with the
Palmerston North Royal Society NZ event organiser and the Palmerston North Association of
Women in Science.
• The College of Humanities and Social Sciences was on track with its plans for support and
development of researchers. This included:
o Peer support and guidance through a series of meetings and workshops, for specific
PBRF related needs for early career researchers (ECRs).
o Increased development of external research bids during 2015 for both existing (e.g.
Marsden) and new opportunities (e.g. National Science Challenges). External
research revenue is diversifying and has grown during 2015: plans are underway to
continue this momentum in 2016.
o Workshops were held on grant writing, developing research bids, and importance of
high quality research as part of efforts to develop team research in strategic areas.
Follow-up activities are planned.
o New research groupings in CoHSS have been developed within and across Colleges,
involving national and international collaborative partners. Plans to change the
criteria for the CoHSS team research award in 2016 to foster more collaborative,
interdisciplinary bids are underway.
o A process was undertaken in mid-July to provide opportunity for 2nd MURF funding.
o Other activity to extend the profiles of all researchers included summer scholarships,
targeted PhD scholarships, funding towards the completion of quality research
outputs from researchers by 2018. Ka Awatea initiatives will further support
development of evidence for 2018 PBRF exercise.
• Massey Business School developed a comprehensive external funding strategy including the
“Idea Seeding” – an initiative to build staff capacity and to increase staff participation in
seeking research funding.
• In the move towards a research integrity approach the Policy for the Code of Responsible
Research was consulted university-wide and approved at Academic Board.
• Online human ethics processes went ‘live' in July. The ‘go live’ date for online animal ethics
processes has been rescheduled to 2016. Work on an online genetic technology committee
form was not undertaken due to the low demand for the service.
Increasing the number of Higher Research Degree Students and reducing completion times
• Academic staff are being encouraged to add PhD scholarships to funding applications where
possible.
• The Graduate Research School held new supervisor inductions but also offered ‘Master
classes’ as part of a programme in place to improve supervision and ultimately PhD
outcomes. Workshops for Head of Unit and for supporting administrators were held to
improve communications with departments. A series of forum for College Postgraduate
Directors were also held during the year.
• An online admissions application process was progressed to enhance the student application
and enrolment experience, thereby reducing student attrition due to complicated processes.
A series of workshops were provided to explain the new admissions process.
o E-forms for both doctoral progress reports and candidacy matters have been
introduced; improvements to the process around nominating examiners and the
confirmation event; the student experience questionnaire incorporated higher
research degree related questions; information on the web for HRD students has
been updated; PhD students are given earlier notice of their examination date
(within a 3 month time frame), and sending the thesis to examiners electronically is
also speeding up the examination process and ultimately saving the student money.
4
• A draft agreement has been prepared to establish a joint postgraduate school with
AgResearch and is currently being assessed by AgResearch. Postgraduate numbers are
building in the joint school with Plant and Food Research.
Research agreements and partnerships
The College of Sciences met its target of 20 new funding partnerships in 2015. Examples included:
Partner Key Massey Staff Massey School/Institute
The Global Volcanism Drs Elizabeth Cottrell and Ben Institute of Agriculture and
Programme of the Smithsonian Andrews Environment
Institute
NZ Natural Hazards Research Prof Mark Bebbington and Dr. Institute of Agriculture and
Platform Gert Lube Environment
Livestock Improvement Institute of Agriculture and
Corporation Environment
Resilience to Nature National Jonathon Procter Institute of Agriculture and
Science Challenge Project Environment
Beef+Lamb Genetics Ltd Dr Rebecca Hickson Institute of Vet, Animal &
Biomedical Sciences
Sustainable Farming Fund (2 Associate Professor Brennon Institute of Agriculture and
grants) Wood Environment
Marsden Professor Andrew Shilton Institute of Engineering and
Advanced Technology
MBIE and AgResearch Dr David Thomas Institute of Vet, Animal &
Biomedical Sciences
European Commission Dr Peter Jolly Institute of Vet, Animal &
Biomedical Sciences
Global Day One Jason Wargent (IAE) Institute of Agriculture and
Environment/BioLumic (Massey
Ventures)
Human Frontier Science Distinguished Prof Paul Rainey INMS and NZIAS
Program
Increasing stakeholder awareness of research capability
• Centre for Information Technology at Albany - Although Massey was not successful in its
bid to host the government funded ICT Graduate School, it has formed a Centre for
Information Technology at Albany and there has been some contract work with local
businesses. A package of options (e.g. scholarships, internships and cadetships), for North
Shore businesses to interact with Massey in the ICT field were documented with help from
the Research and Enterprise office. Interactions are slowly being widened from focussing on
the leaders (Paul Waters and Johan Potgieter) to incorporating other staff to ensure future
viability.
• Centre for Additive Manufacturing at Albany - The Centre has been formed and there has
been significant increase in contract work with local businesses. There are strong
connections to the Product Accelerator, Scion and NSC10, and Fiji-Xerox has expressed
interest in supporting a CAD and Additive Manufacturing training facility based at Massey.
The next major initiative is to purchase a suite of Additive Manufacturing equipment
(business case and procurement in final stages of approval).
5• A feasibility study was commissioned to assess the potential to develop a unit focussed on
natural capital, ecosystem services and social-ecological entrepreneurship. International
collaborations through the Intergovernmental Platform for Biodiversity and Ecosystem
Services (IPBES) and the United Nations World Oceans Assessment (UNWOA) continue.
Professor Marjan van den Belt is lead author on two deliverables for IPBES and is leading
chapter 3 on Ecosystem Services for UNWOA.
• Work to explore opportunities for collaboration in the area of resilience planning and Pacific
development progressed slowly. The Earthquake Commission (EQC) has supported its
development with funds. Work will continue into 2016.
• The report on the Taranaki Living Lab, 'Knowing Rivers', was completed as planned. New
contacts have been made in Taranaki around a possible UNESCO Biosphere and with
Ngaruahine and Ngati Tawhirikura.
• A draft report on the summer scholarship and research completed for the Palmerston North
City Council was delivered to PNCC in early March. There was ongoing work with PNCC
throughout 2015 around an Active Transport project.
• There is an emerging initiative to organize the 5 Professional Programmes in Psychology
(Clinical, Health, Professional Practice, Cognitive & Behavioural Therapy, and
Industrial/Organizational) under a single banner such as a "Massey Academy of Professional
Psychological Practice" or "Centre for Applied Professional Psychological Practice" that could
achieve greater national and international recognition for what is the strongest
concentration of Professional Programmes in Psychology in the country. Head of School,
Professor Liu, and is tasked with strategizing improvements in School research culture and
outputs.
• DesignCo (New Zealand’s first national Design Research Centre) ran the Helix Symposium:
New Zealand's Design DNA in November – this was the first national design meeting for
more than a decade. Topics covered included influences that have informed New Zealand
design; the impact of design on New Zealand, including in the public sector;
commercialization and innovation; and New Zealand design education. This will result in the
production of a white paper to go to Government in 2016 for funding for the DesignCo
initiative and a national strategy for New Zealand Design. Helix and Art School of the Future
are invaluable events to discuss future directions for Art and Design research and education.
Māori knowledge development and leadership
• Massey bid focussed on Māori research CoRE was unsuccessful.
• As part of the effort to build Māori and Pasifika research capacity at Massey and complete
four activities or investments in 2015 toward this, Te Mata o Te Tau (TMoTT) hosted a
seminar in Manawatū for two Indigenous scholars during June; one scholar from Hawaii and
one scholar from Arizona. The Māori Directorate under the auspices of TMoTT planned and
delivered a research seminar series for 2015 (Te Au o Tukaiaia). A formal research
relationship (MoU) between Massey's Te Mata o Te Tau Academy and the University of
Hawaii is in draft form, expected to be completed by the end of the year.
• Toiohi ki Apiti was transitioned as planned from the School of Māori Visual Arts into School
of Art Whiti o Rehua.
Supporting advancement of Pasifika research and its effective dissemination
• A proposal for the New Zealand Institute for Pacific Research was submitted to Ministry of
Foreign Affairs and Trade (MFAT) in October by Massey University in conjunction with the
University of Waikato and Lincoln University.
• Pasifika Research Talanoa were held in September and November (as the 8th annual
Pasifika@Massey conference).
6• Funding was allocated in 2015 to continue with the Pasifika Artist in Residence programme
and Fresh Horizons. CoCA invited Sima Urale as the 2015 Artist in Residence.
• A Pasifika Research manual is being produced within the Pacific Research Policy Centre.
Agrifood
Activity to support the developments of Massey Agrifood and of FoodHQ to become NZ’s
international centre for food research included:
• Creation of the Massey Institute of Food Science and Technology,strategic alignment
completed and with its public launch on 30 June.
• Creation of an annual calendar of AgriFood events. It included stakeholder meetings, Work
Streams (four), Leader's Forums (six per annum) and workshops for developing skills of key
media commentators.
• The 2016 calendar of events has been drafted with input from the Agrifood Steering Group
with the budget to be approved by the supporting colleges.
• Establishment of the Social Science Food Network supports development of a culture of
cross-College collaboration. The network should provide a platform to embed social science
research and scholarship in food related projects. Also, Ka Awatea is utilised to actively
promote Social Sciences as a necessary requirement on all science related research projects.
• Meetings and forums were held across New Zealand to analyse and co-design a regional
solution for entrepreneurial leadership - to be known as the Flourishing Regions Initiative.
This is to be piloted in the Horowhenua with the establishment of an Academy of Regional
Entrepreneurial Leadership to bring together leaders from across the region through a series
of capacity building programmes. An MoU to establish the Academy is being drafted and the
initiative will be delivered during 2016.
• FoodHQ engaged with 3 significant industry associations and facilitated multi-party strategic
workshops with each.
Commercialisation
• Two commercial operations forum were held during the year (May and October) to bring
together the leaders of the commercial activities from across the University to create
awareness of the range activities and a network that supports development of creativity and
innovation i.e. to identify opportunities for new commercial activities and to improve the
operation for existing ones.
• Development of the SharePoint site to share resources, as well as the directory of University
staff involved in Business Development, will both contribute to improvement in the
Enterprise output.
• College of Creative Arts Spring 2015 programme was rolled out successfully in March. It had
ten participants, two of whom successfully went on to participate in Creative HQ's Lightning
Lab Product Manufacturing Accelerator. Other students exited with other commercial
opportunities for their projects. Spring provides essential research into alternative modes for
commercialising creative works.
• Space Between (previously Made by Us) was successfully rolled out with its first collection of
both staff and student work on sale on their e-commerce site.
The above narrative resulted in some shifts within quantitative indicators, as illustrated in Table 1.
7Table 1: Research and Enterprise Quantitative Indicators
External contract income • YTD 20% greater than the budget target (approximately $40.3M
received2 as at 30 of September, and $33.5M budget target)
• This is 1.0% greater than the three-year rolling average
($39.9M)
External research income • On average researchers brought in $47,000/academic FTE
(YTD), a decrease of $3,000/academic FTE compared to 2014
Government funding: • 27 staff intended to bid for the fund
Ministry of Business, • An increase of two staff members against the three-year rolling
Innovation and average
Employment • An increase of 20 staff members compared to 2014
Government funding: • Total number of expressions of interest (EOI) decreased by
Marsden 1.5% (from 157 in 2014 to 132 in 2015).
• A decrease in total dollar value requested in the EOI by 4.1%
($80.2M as at 31 March, and $83,7M three-year rolling
average)
Total external income • $3M above both the target and three-year rolling average
eligible for PBRF ($58M as at 31 of March)
Commercialisation area • The initiative to identify and evaluate new disclosures of
potentially commercialisable IP, achieved slightly less that the
target of 30 disclosures. With the number of new disclosures
(19) YDT tracking in line with the three-year rolling average
(22) as at 30 September
• Total number of licences and commercialisation deals executed
in 2014 matched the three-year rolling average, equal to three
deals but came in well below target by five deals in March 2015
• Licensing revenue ($323,000) came in behind target ($450,000)
in 2014 and decreased on the three-year rolling average
($407,000) in March 2015
• There were no new patents lodged in 2014 compared to three
in the three-year rolling average in March 2015
• The target to present five pre-seed investment proposals to the
Massey Ventures Ltd (MVL) Board for consideration and
approval was met. Also achieved was the target to present at
least one new proposal to MVL Board to establish a new spin
out company.
• Royalty revenue earned through the portfolio of licence
agreements was less than the planned $450,000.
8Big Goal 2: Teaching and Learning
“To ensure an exceptional and distinctive learning experience at massey for all students.
Support staff
Strengthen devloping Exceptional
Enhance leadership & internationalised Student
Academic Profile digitally-mediated curricula and Learning
teaching/learning strategic Experience
relationships
The following key initiatives were undertaken in 2015 in support of the Big Goal Teaching and
learning.
Enhancing Academic Profile
Programme promotion campaigns
• Areas of focus for programme promotion and marketing for 2016 enrolments (and in some
cases to encourage 2015 enrolments) included: Accounting; Finance; Aviation and Aviation
Management; Business Studies; Management; Communication; Arts; Teaching; Health
(Nursing, Sport & Exercise, Social Work, and Nutrition); AgriScience and AgriCommerce (as
part of the Agrifood/Agriculture@Massey campaign); Engineering; Food Technology;
Sciences, including Information Sciences, at Albany
• The Bachelor of Commercial Music was promoted through activity including events, schools
and student recruitment adviser activity (rather than paid advertising). Over 180 prospective
students had registered an interest in the programme with 80 enrolments expected for the
first intake in 2016. Auditions took place in June and August.
• Maori Visual Arts and Pasifika was the focus of promoting Design and Fine Arts programmes.
Rather than using paid advertising promotion activities were through events, schools and
student recruitment adviser activity in key feeder regions of the College of Creative Arts
(mostly Wellington, South Island and Auckland). Materials were developed and rolled out
across the year which has included material for the College's new programmes in print and
high quality digital video.
• New promotional material "A Guide to Sciences in Auckland" was produced in time for the
Albany Open Day in August. This publication will be the spearhead publication of offerings
available through the College at Albany and will support programmes promotion, including
of Natural Sciences and Information Sciences.
• Engineering and Food Technology targeted marketing included four-day camps in Auckland
and Palmerston North for prospective students; visits to schools in Auckland, Palmerston
North, Napier and Wellington, by academic staff; and international activity to promote these
two programmes for the August 2015 intake. However, a low conversion to enrolment was
reported. Also, the goal to increase the number of students enrolling in the Masters of
Engineering Studies (cohorts of at least ten students at each of Albany and Manawatū) was
not reached.
9• A marketing plan for 2015 for pre-service teacher education available through the Institute
of Education and to strengthen relationships between the Institute and primary and
secondary schools was implemented.
• A marketing plan to raise awareness of in-service teaching capabilities of the Centre for
Educational Development (CED) was not developed, as it needs to await the outcome of the
CED strategic Proposal for Change due to be completed by the end of 2015.
Teaching Excellence
• The winners in 2015 of the Vice-Chancellor’s Teaching Excellence Awards are: Dr Alison
Sewell from the Institute of Education, Dr Trisia Farrelly from the School of People,
Environment and Planning, and Associate Professor Ian Fuller from the Institute of
Agriculture and Environment. The awards celebrate commitment to excellence and
innovation in research-based teaching.3
Qualification Redesigns
• Major progress has been made in 2015 on the BA redesign and curriculum mapping, and the
five core papers are ready for 2016 implementation. Project and planning teams, as well as
Director BA (External Relations) were established to build explicit connections between the
College and external stakeholders.4
• The overall plan for revision to the BBS (structure, core papers and learning outcomes) was
completed. Work is underway on detailed curriculum design. Instead of submission to CUAP
in 2015, submission is planned for Round 1 CUAP in 2016, and implementation in 2017.
• A qualification strategy, approved in 2015 by MBS College Board, was being steadily
implemented during the year.
• An initial BSc evaluation report, with recommendations on the pedagogic position of the BSc
degree was completed in January 2015. The College will undertake a more comprehensive
BSc evaluation project starting in quarter four 2015 and running through 2016.
New qualifications launched in 2015
• Bachelor of Retail Business Management (BRBM) launched in February after extensive
recruitment, mainly through direct interaction with businesses. A total of 26 EFTS were
enrolled (55 headcount), and therefore on track to exceed the targeted 30 EFTS for 2015.
• Master of Analytics (MAnalyt) launched in February 2015, promoted mainly through direct
interaction with businesses, events, and high profile media coverage. Due to a late CUAP
approval and reduced time to market the programme, only 10 EFTS enrolled out of a
targeted 30 EFTS.
• Master of Sport Management (MSportMgt) was launched in February. It had a low number
of EFTS; however it was always intended primarily for international, offshore offering.
Negotiations are continuing with Indonesian and India partners for first offering.
• Master of Aviation Professional (MAvProf) launched in February with a small initial cohort.
This is expected to grow and also to be marketed as an international offshore programme.
3
http://www.massey.ac.nz/massey/about-massey/news/article.cfm?mnarticle_uuid=14B85046-F395-653E-
3E8C-718E83E0DB04
4
'Opinion: The truth about the BA - challenging urban myths'http://www.massey.ac.nz/massey/about-
massey/news/article.cfm?mnarticle_uuid=6649A4A9-FE0A-BBBC-8FB6-B367641DAA47
10• Master of Advanced Leadership Practice (MALP) was launched in August with 15 high quality
students (meeting EFTs targets) including CEOs and a HR manager of a major NZ bank.
• Bachelor of Creative Media Production (BCMP) launched in February. The programme was
oversubscribed for its first intake with enrolments double that originally forecast.
• Master of Teaching and Learning (MT&L) commenced in January 2015 with approximately
40 EFTS, (below target).
Ten-Year Strategic Enrolment Plan
• The work to draft a 10-year strategic enrolment plan and consult upon the draft with
Colleges and Shared Services was deferred. Initial preparatory work has been done on
analysing student attrition patterns and reasons for withdrawal. The progress has been
delayed due to resources being fully committed to establishment of the SMSI programme.
Further curriculum development/alignment
Undergraduate
• Curriculum mapping for the Bachelor of Education has been extended into 2016 to align with
a wider review of the academic portfolio in Institute of Education. Discussions are underway
to identify aspects of the undergraduate curriculum which can be better tailored to the
needs of aspiring teachers.
• The project to review BA and BEd paper requirements has been extended to mid-2016 to
align with a University-wide project being led by the Academic Policy and Regulations Unit to
implement a Paper Requirements Style Guide.
• There was no progress to develop a business case for a 120 credit undergraduate diploma in
tertiary teaching. The initiative has been withdrawn. Undergraduate programmes are
currently being reviewed and it is likely that the Certificate in Arts (60 credits) and Diploma
of Arts (120 credits) will provide an alternative pathway using Education rather than
teaching papers for the foreseeable future.
• There has been no progress made with selected New Zealand universities to deliver
languages programmes in cooperation rather than competition; an agreement to cooperate
is unlikely to be reached. The suggestion is that Massey will be better placed trying to
develop off-shore partnerships in line with the Spanish languages programme agreement
with the University of New England.
• A multi-discipline advisory group within the School of Psychology has been set-up to design
both majors and minors within the Bachelor of Arts in Pacific Development.
• The introduction of a new cross-College Health Communication minor has been deferred
pending further discussions with the Colleges of Business and Health and to take account of
other curriculum reviews currently under way in the three Colleges.
• CoHSS Graduate profiles have been updated and clearly aligned with programmes as part of
the College-wide curricula mapping exercise as well as the reconfiguration of the English
programme, which has accompanied the introduction of a new major in Creative Writing
and two new minors in Theatre Studies and in Public and Professional Writing. The proposed
minor in Public and Professional Writing is awaiting CUAP approval and will be delivered in
2016 upon approval. English has submitted Non-CUAP Qualification Amendment, paper
deletions, and paper amendments in response to curricula review; English has consulted
11with Institute of Education over a new paper proposal in Young Adult Fiction to meet specific
needs of future teachers.
• Implementation was underway for a future focussed School of Māori Art, Knowledge and
Education (Māori AKE), and to strengthen and broaden the base of papers taught,
particularly at Albany and Wellington. Proposals for a revised major in Māori Studies, and a
new minor in Te Reo Māori & Māori Education were drafted and submitted to College
Board. There has been a realignment of programme structures/committees and new
coordinators appointed in Te Reo and Māori Studies and new postgraduate coordinators
appointed. The School has established teaching the Treaty of Waitangi at Albany.
• Creation of an implementation plan based on a strategy for the Centre for Educational
Development (CED) was deferred as the Centre was in a state of review during 2015.
Graduate
• There has been cross-college discussion, to develop a Masters of Analytics and Informatics
and an individual has been contracted to develop paper proposals as the base for the CoHSS
major.
• All accepted recommendations of the 2014 Arts Qualification Review have been
implemented in 2015 with the exception of curricula mapping for postgraduate
qualifications which has been deferred to 2016 to align with curricula reviews for all College
Masters degrees.
• Graduate profiles for all College specialisations, providing improved alignment between
graduate attributes, instructional design and curricular goals, have been articulated and
approved (with the final remaining ones due for Board approval in mid- November).
• Selected Masters degrees have been translated into 180 credit format and are ready for
delivery in 2016. The marketing plan is focused on six Masters degrees (MA, MAppLing,
MCW, MEmergMgt, MIntDev and MRP) across Sept-Dec 2015.
• In May 2015, the Institute of Education in collaboration with Victoria University Wellington
Faculty of Education submitted a response to the Ministry of Education Request for
Proposals to offer a parallel 180 Masters in Early Childhood Education.
• The intention to develop a professional development course in evaluation research and
social science research was replaced by a 180 credit Masterate (through the College of
Health).
• Development of a 180 Masters qualification that is accessible to international students is
progressing, with a CUAP proposal being developed for an online only course.
• Progress with developing a new professional development course in museum studies was
delayed because of a focus on the 180 credit Master of Arts and changes required to papers.
• CUAP approval had earlier been granted to establish a Major in Marine Ecology within the
BSc. All papers required for the programme were available in 2015 in internal mode at the
Auckland campus.
• An analysis of changes to papers (additions and deletions) in past and upcoming years in the
BSc and MSc has been undertaken.
• The BVetTech programme is in a process of obtaining stakeholder feedback to augment the
Qualification Review from 2014. Analysis and progress towards defining learning outcomes
should be completed by the end of 2015, with the intention of having a CUAP Round 1
proposal in 2016.
12• Diploma of Meat Technology curriculum has been revised and received approval. The
diploma is the sole Level 5 qualification for the meat processing industry. Cohorts have been
about 10 per paper, half the desired level. The components for industry sponsorship are in
place but not gaining traction. Appointment of a new Director for the Diploma is being
planned.
• A 6 monthly report document, similar to the PhD management processes, has been
developed for monitoring progress of Masters students engaged in research.
• The proposal for a Masters in Professional Public Relations was submitted to Academic
Committee in June and on to CUAP round 2 in July for approval.
• CUAP approval was achieved for the joint College of Health / Massey Business School
Bachelor of Sport Management. Plans implemented to align staff in the two colleges to
deliver the papers and paper development are underway, as is promotion of the
programme.
• College Board approval was gained to develop and implement renewed BHlthSc with at least
2 new majors and the revision of 2 other majors. A BHlthSc Planning and Implementation
Group has been established within the College to oversee the development and
implementation of the revised BHlthSc.
• First draft of a proposal for the Bachelor of Sport and Exercise was completed and is to be
forwarded to Academic Board by the end of 2015. Major areas of study have been
identified; analysis is being undertaken to determine campus specific foci. CUAP proposal
expected for round 1 in May 2016. First student enrolments will be in 2017. Progress has
been slowed by not having a Head of School – recruitment efforts unsuccessful in May and
October.
• The Masters in Analytics – specialisation in Health proposal has been approved through
CUAP. The College has hired staff to develop the new papers for first enrolment in S1 of
2016.
• Plans for staffing, accreditation, and marketing are being developed for the launch in 2016
of the joint undergraduate degree of the CUAP approved Bachelor of Sport Management.
• A Doctor of Social Work, the first in New Zealand, was approved at the CUAP round 2
meeting in July. The newly established School of Social Work was established 1 January
2015. A launch of the School of Social Work was held on 22 January.
• The Massey Institute of Food Science and Technology has been created, strategic alignment
completed and its public launch held on 30 June.
• A low residency Master of Fine Arts has been developed and promoted for 2016 delivery.
• Further work will continue in 2016 to realign the Master of Design to a 180-credit Masters
degree.
Accreditations and reaccreditations
• The Massey Business School reports a successful visit in late March from the AACSB
(Association to Advance Collegiate Schools of Business) review team who subsequently
delivered a very positive report. This will be ratified by the relevant AACSB committees in
January 2016. The report provided indicated that they would recommend five year
extension of accreditation, with no provisos.
• The AACSB Standard Alignment Plan has been submitted and has been accepted by the
Accounting Accreditation Committee. The self-report was provided in November. An AACSB
peer review team will conduct a review visit 10-13 April 2016.
13• The visit from AMBA (Association of MBAs) accreditation team indicates they will
recommend reaccreditation for 5 years.
• A successful pre-accreditation visit took place in June for the ACEJMC (Accrediting Council on
Education in Journalism and Mass Communications). Plans were put in place to address the
concerns raised by the team to prepare for the accreditation team visit in early 2016.
• The current NZTC (NZ Teachers Council) accreditation cycle was completed for the Grad Dip
Tchg (Primary) and the next is scheduled for 2017. Given the uncertainty regarding the
government’s medium and long-term strategy for Initial Teacher Education, the Institute of
Education has decided to retain this Graduate Diploma and its equivalents in secondary and
early childhood education.
• CUAP and Educational Psychology Board reaccreditation paperwork was progressed for the
Postgraduate Diploma of Educational Psychology. A review was completed to realign
undergraduate majors and minors and the career aspirations of students who want to teach.
The site visit is proposed for February.
• Accreditation documentation for the Bachelor of Information Sciences was submitted to
IITPNZ (Institute of IT Professionals NZ) at the end of November 2015. The accreditation
panel will visit Albany and Palmerston North campuses in December 2015. The final report
from the panel is expected in March 2016.
• The accreditation visit for the BFoodTech (Hons) was scheduled for August.
Quality Assurance and Quality Enhancement
• Part one of a report benchmarking Massey's qualification offer was received but required
extensive revisions. Delay in receiving the full report has meant conclusions and findings
have not been forwarded to Academic Board and SLT.
• A project to implement Qualification Performance Dashboards was launched which will
inform the identification of key metrics to measure performance. The Hallmarks project will
also inform the design, approval, delivery, and review of qualifications. Initial findings
identified the values that require testing and from which metrics may emerge.
• Work to design programme level reports that include (but are not limited to) data regarding
Academic Standing, MOST performance, grade distribution across current year levels as well
as historical data, financial performance of the programme, and to establish a reporting
mechanism through the MER project is behind schedule.
• Progress on the Qualification management System is dependent on the SMS programme of
work. User requirements were forwarded to the SMSI Project Manager and the work is
anticipated to be delivered earlier than previously determined as it will front-foot some
elements of the new SMS.
• Academic Committee and Academic Board documents are now online using SharePoint.
Dialogue is underway with Colleges to do the same.
• The Teaching and Learning Committee reviewed and updated the Procedures for
Withholding Grades as delay has implications for the academic standing of students, and the
University’s achievement of the Tertiary Education Commission's educational performance
indicators (EPIs).5
5
http://www.massey.ac.nz/massey/staffroom/news/article.cfm?mnarticle_uuid=0614E33B-A62F-0802-2299-
8DD4CCDDAE8A
14• The pilot to simplify administration for students progressing to postgraduate study through
exchange of academic transcripts with other New Zealand universities, has been deferred.
This is in order to investigate service delivery options with several of the other NZ
universities, now being coordinated through the Universities NZ Committee on Student
Administration and Academic Services (CSAAS).
Supporting Innovation and Strengthening Leadership in Digital Learning Environments
Richer online content / Enhancing academic content of online provision
• Work is continuing to ensure that all colleges have clear plans to ensure all academic
programmes have rich online content and utilise relevant modern pedagogies to advance
teaching and learning. Closer linkages are being developed with National Centre for Teaching
and Learning staff.
• The National Centre for Teaching and Learning is restructuring to ensure a better focus on
technology supported pedagogy.
• The development of a ‘Massey' narrative around modern pedagogies of relevance to the
21st century classroom is advancing slowly. The reframing of our recent bias towards
technology, as opposed to an enhancement of online pedagogies and methodologies of
relevance to technology enabled learning, remains a key driver.
• A first draft set of guidelines to enhance the quality of the online environments has been
developed. The finalised set of guidelines will be in place in early 2016.
• Several initiatives supported through funding in 2015 involve enriching online content.
These include: BA Horizons scanning project; Rich Media content project; Professional
Doctorate project; and development of T&L resources across cultural map.
• The Manager Assessment and Distribution has been working with selected academic staff to
pilot online exams. A report had not yet been presented as at the end of quarter three to
the Teaching and Learning Committee on the trial online exam system piloted.
• Twenty-three teaching and learning spaces across all three campuses have been outfitted
with Mediasite capability. The Rich Media Learning (RML) project delivered a web-based
portal enabling staff and students to create and manage content from their desktops, and a
high-end production studio (see http://www.massey.ac.nz/?macea0728e) and sessions were
held on marrying the technology with best practice.
Library
• The first digital room based in the Manawatū Library will be opened at the end of November
2015.
• The Library has developed three models based on best practice to integrate information
literacy teaching into the asynchronous online environment (Stream), so that students can
develop necessary skills at point of need. The models have been piloted in selected
programmes/papers. The results of the pilot will be available to be used for model
improvement prior to 2016 semester one teaching.
• The Library also expects to complete in 2015 the work to develop web-based self-help
guidance on searching scholarly literature, increasing visibility of research outputs and
measuring research impact, to support researcher skill development. The website structure
and information architecture is complete and content is under development.
15• The Library continues to increase the proportion of electronic books to print books, to
maximise access to resources and strengthen the University’s digital learning environment.
Based on individual title orders 38% of the orders placed in 2015 were for EBooks, which
compares with 22% in 2014. This figure increases to 73% if purchases of eBook packages are
included.
National Centre for Teaching and Learning
• Extended hours of Stream support was launched in June 2014 and has been consistently
available during 2015 for staff and students. Support now extends to 365 days/year.
• New tools have been launched on STREAM to support student workload management and
student study preparation.
College of Humanities and Social Sciences
• The College established a digital project team to provide a platform for improved online
content, especially for the Bachelor of Arts (BA) through its redesign.
• Work continued to identify staff development needs to improve online/blended delivery
within the Stream environment with innovative curricula and pedagogy at the heart. A
teaching consultant from the university's National Centre for Teaching and Learning has
focused on (1) Bachelor of Arts (BA) new core papers where learning design work was
undertaken; and (2) the 20 papers with the largest enrolments in the BA. Paper coordinators
of semester 2 2015 papers have also worked to facilitate STREAM design improvements (a
'template' approach targeting Communication Plans, Expectations and Navigation).
• Progress was made with current technology use via (1) audit of selected Stream sites and (2)
a staff survey in the School of English and Media Studies on distance teaching (use of
resources, practices, issues etc.).
• New modes of engagement with student groups developed through extending the 2014
Psychology pilot in the creation of an electronically mediated community of practice to
Planning and Development Studies included the delivery of taught postgraduate papers in
the MA (Geography, Anthropology, Sociology and Politics) using blended mode (skype, in
room, cross campus and at distance) delivery.
College of Creative Arts
• The College is developing a plan for 2016 to further develop staff capability in the area of on-
line teaching, including a presentation about instructional video clips created by a fashion
design senior tutor which are available on STREAM to all of the College’s students;
discussion of how College staff can improve their Stream sites; and a presentation relating to
an online design collaboration between NZ and Vietnamese fashion students. CoCA staff
member Ant Pelosi will be working with Adobe to develop richer on-line content for CoCA
programmes.
• Nick Kapica has been appointed to the role of ‘academic experience designer’ and started
work on ‘rethinking of spaces’ and developing innovative spaces, both now and for the long
term future.
• The College’s Pro Vice-Chancellor and Director, Academic, attended the NASAD (National
Association of Schools of Art and Design) annual conference in 2015 which highlighted to
them that the College is at the forefront of creative arts education worldwide. The College is
16shortlisted in 2015 in the international QS Reimagining Education competition for its Pōwhiri
framework development.
College of Health
• The College Board approved the Teaching and Learning Strategy and Implementation Plan.
The four key goals of the strategy are to:
Improve recruitment, retention and completion for all programmes;
Focus on quality assurance; ensure that all programmes offer an interactive, high
quality innovative online learning experience- future proofing for digitalisation and
internationalisation;
Strengthen the experiential, applied learning linked to skill development progression
and transferable employability skills; and
Focus on excellence in T&L, enabling excellence and innovation in teaching, foster
mentorship and leadership in T&L.
• Action plans around a number of key priorities (quality assurance, low completion papers,
first year retention, and developing curriculum maps) are being developed now for
2015/2016.
College of Science
• The College implemented a new approach to all online (distance) offerings that includes a
consistent look to Stream sites and strategies to better engage students.
• The College continues to refine and develop its distance offerings, including development of
a ‘distance education strategy’ that will include plans for new programme offerings such as
‘by distance’ Bachelor of Engineering qualification.
Massey Business School
• The School developed a strategy for improving online content and are gradually making
improvements. Staff within the School are actively using the new Mediasite-enabled lecture
spaces to capture lectures and the desktop system, MyMediasite, to record learning objects.
The School continues to be a large and growing user of Adobe Connect video-conferencing
software.
Building comprehensive capabilities among our academic staff
• A coherent range of professional development activities were offered from February 2015
through campus centres for teaching and learning to academic staff, per the staff
development calendar.
• Academic Fellowship funds 2015 were released by AVC Research, Academic and Enterprise
to advance student support and distance education.
• Massey has agreed to form an alliance with the HEA to provide fellowship opportunities to
all staff.
• A new 'Assessment and Moderation Policy / Procedure' implemented this year within
College of Humanities and Social Sciences embeds good practice principles and guidelines
around assessment design, process and moderation.
• The TESD (Teaching Evaluation through Student Evaluation) project has not been extended
beyond the BBS Core. The pilot targeted papers and staff teaching into these papers, with a
domestic completion rate below 70%: Based upon staff, consultant and pilot feedback, a
17new approach based on regular reports of paper completion rates was being developed that
may or may not involve the use of TESD - depending on the needs of the paper and/or the
paper delivery. Options are being considered and a plan developed.
• The College of Health hosted its inaugural retreat / staff conference on innovation in
teaching and learning, which offered many varied speakers and topics to help staff develop
their skills.
Student Progression and Achievement as Priority
• Student Engagement Adviser position appointed.
• A draft 'Guide to Applying the Student Success Framework' was developed for consultation.
The Student Success strand planned for 2015 in the MER project has been deferred until
after SMSI development.
• Data from the first four semesters of Academic Standing is being analysed with a high level
report of any trends available before year end.
• The work to develop programme guides and have in place student advisory services eight
weeks after programmes offerings are finalised (locked in IPP) was completed as planned.
Massey Business School
• Early identification and contact through National Contact Centre out-bounding of non-
engaged students – ‘non-engaged at risk’ students were contacted in the first two weeks of
the semester
• Recruitment of past Captains Club or Deans list members as mentors for first year business
students did not proceed as planned (the student leadership programme did not run in
2015).
• Peer -facilitated student support was provided into the Bachelor of Business Studies core
papers identified as Low Performing Provision from the 2014 data. This included Māori and
Pasifika mentors who were enlisted to target Māori and Pasifika distance students.
• Implementation of a Mandarin speaker support network on the Albany campus occurred,
set to be expanded in 2016.
• Tracking and reporting of completion rates is now an embedded process at the completion
of each semester and plans are now underway to link low performing papers with paper and
staff development processes.
Pasifika
• The Massey School of Business is on track to developing a Pasifika Achievement Plan.
• The College of Creative Arts has a Pasifika Achievement Plan in place, including a Pasifika
recruitment plan, Pasifika mentoring hubs, regular strategic talanoa, Pasifika residency, and
updated webpages with information about the Pasifika strategic plan.
• Massey Business School and the College of Sciences funded their own Pasifika student
mentoring and support initiatives in 2015.
• In 2016, mentoring will focus on the college inviting all students to mentoring sessions, to
emphasise a collective 'village' approach towards learning and building relationships.
• The Pasifika Directorate organised student and staff lunches, feedback sessions on how best
to provide the right kind of support that would encourage retention, tutorials with 2nd year+
students, face-to-face sessions with lecturers from within the Colleges, and pastoral care.
18• Enrolment, retention and completion information of Pasifika undergraduate students has
been monitored and reported each semester. Each semester, Pasifika advisors keep a record
of retention and completion information of undergraduate students, and using the data to
inform decision making.
• Ten Pasifika Doctoral Scholarships have been offered for the first time and will be awarded
to successful applicants by the end of the year. Also, under the Massey Business School
Future Leaders Scholarships scheme, ten scholarships were guaranteed for Māori and
Pasifika students.
• Discussion has begun with Pasifika PhD and Masters students regarding at least three
potential research projects on "normalising success for Pasifika students".
Māori
• The Māori Directorate worked with three of five Colleges to assist with preparation of their
Māori Development Plans. During 2015 the Office of AVC M&P, in consultation with
Colleges, undertook a cultural audit of those existing (based on 2014 data) measures and
initiatives that support Māori and Pasifika advancement. Preliminary reports on the Colleges
of Humanities and Social Sciences, Creative Arts and Massey Business School cultural audits
are on track to be sent to Pro Vice-Chancellors and Assistant Vice-Chancellors for review
during December. The audit monitors and reports on recruitment, retention and outcomes.
• College of Creative Arts has developed a plan for CoCA Māori student achievement as part of
the Te Ohu Toi Rauwhārangi (Māori achievement committee) work. The College
implemented the Pōwhiri Framework, introduced a peer mentoring scheme for Māori
students and increased recruitment activity in this space. The College is aiming for Māori
participation and success rates the same as the proportion of the population.
• The College of Humanities and Social Sciences’ plan to develop a systematic approach to
developing cultural competencies of non-Māori staff for supporting the aspirations of Māori
and Pasifika is ongoing and includes: (1) Teaching & Learning Strategy; (2) in BASE+ (BA
Student Engagement), developed to enhance retention and educational achievement of all
students, as well as connectedness and wellbeing. In addition to multiple support layers of
BASE+, a mentor/ leadership model is envisaged to accelerate Māori and Pasifika
participation and success.
• A 3-year 0.4 fixed term position has been filled to consolidate provision of targeted tutorial
support for Māori students in undergraduate Psychology studying via distance and to
enhance support provided to postgraduate Māori students.
• Work took place in semester one to track and monitor course work for students in Māori Art
Knowledge and Education (Māori AKE) to complement the academic standing initiative; a
report showing outcomes was completed.
• Mechanisms developed and piloted to recruit and support Māori students into programmes
- development of undergraduate scholarships for enrolment in Te Putahi a Toi programmes
(subject to approval in December 2015)
• Scholarships for Māori students created in 2015 include: five postgraduate and five
undergraduate scholarships jointly funded by the AVC M&P and Te Pūtahi a Toi School of
Māori Studies (for Māori Studies majors); five scholarships for Māori students in the
Bachelor of Communication, jointly funded by the AVC M&P and School for offering in 2016.
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