title: An investigation into the economic contribution of the University of Waikato to the Waikato Region

authors: Old, Clare

subjects: Input-Output

abstract: The Waikato region is home to approximately 16% of New Zealand’s total population, and is the country’s fourth largest regional economy. The region contributes 9.1% of the nation’s GDP and 10% of New Zealand exports. The industries which are most important to the Waikato region are dairy farming, electricity generation and distribution, mining and quarrying, forestry and logging, and education and research services. The University of Waikato has been contributing to the Waikato regional economy since 1964. It employs 2000 staff and has 13,000 enrolled students. Of the University’s domestic students, 74% come from the Waikato and Bay of Plenty regions. Thus the University creates employment for residents and attracts students from both within and outside the Waikato region. The expenditure of students in the region creates wealth for local businesses and other flow on effects, resulting in higher regional GDP. It is because of this influx of students into the region that the University provides the local economy with additional wealth. Thus there is motivation to further investigate the economic contribution of the University to the Waikato region’s economy. The main objectives of this study were to quantify the economic contribution of the University of Waikato to the Waikato region. By building a single region input-output model it can be seen how great an impact the University has on the Waikato region. Details of local student spending were ascertained to allow multiplier effects to be determined. The larger these multiplier effects, the more valuable the University is to the local economy. This study adds to the current academic literature on this subject, and also gives a more detailed understanding of a University’s role within its local economy. This is because it includes not only the direct impacts of the University’s and its students’ activities, but also the indirect flow-on effects. The methods this paper used to construct an input-output table for the Waikato region were to create a national input-output table from the 2007 supply and use tables for New Zealand using the industry technology method. This table was then downsized to portray the Waikato region using an augmented GRIT method, which allowed for the inclusion of superior data into the table. The resulting input-output table was then used to conduct an impact analysis of the University of Waikato on its local economy. This paper has used input-output analysis to show that the University of Waikato is important to the Waikato Region both in its contribution to regional GDP and in the benefits it provides to the community such as the use of the University grounds and higher-skilled labour force it brings. The University contributes 3.4% of the Waikato Region’s GDP and provides employment both directly through its delivery of services and indirectly through its operations and spending of staff and students. If the University were to close it would have a significant negative impact both on regional GDP and more intangible losses to its local community.

text: An investigation into the economic contribution of the University of Waikato to the Waikato Region The Waikato region is home to approximately 16% of New Zealand’s total population, and is the country’s fourth largest regional economy. The region contributes 9.1% of the nation’s GDP and 10% of New Zealand exports. The industries which are most important to the Waikato region are dairy farming, electricity generation and distribution, mining and quarrying, forestry and logging, and education and research services. The University of Waikato has been contributing to the Waikato regional economy since 1964. It employs 2000 staff and has 13,000 enrolled students. Of the University’s domestic students, 74% come from the Waikato and Bay of Plenty regions. Thus the University creates employment for residents and attracts students from both within and outside the Waikato region. The expenditure of students in the region creates wealth for local businesses and other flow on effects, resulting in higher regional GDP. It is because of this influx of students into the region that the University provides the local economy with additional wealth. Thus there is motivation to further investigate the economic contribution of the University to the Waikato region’s economy. The main objectives of this study were to quantify the economic contribution of the University of Waikato to the Waikato region. By building a single region input-output model it can be seen how great an impact the University has on the Waikato region. Details of local student spending were ascertained to allow multiplier effects to be determined. The larger these multiplier effects, the more valuable the University is to the local economy. This study adds to the current academic literature on this subject, and also gives a more detailed understanding of a University’s role within its local economy. This is because it includes not only the direct impacts of the University’s and its students’ activities, but also the indirect flow-on effects. The methods this paper used to construct an input-output table for the Waikato region were to create a national input-output table from the 2007 supply and use tables for New Zealand using the industry technology method. This table was then downsized to portray the Waikato region using an augmented GRIT method, which allowed for the inclusion of superior data into the table. The resulting input-output table was then used to conduct an impact analysis of the University of Waikato on its local economy. This paper has used input-output analysis to show that the University of Waikato is important to the Waikato Region both in its contribution to regional GDP and in the benefits it provides to the community such as the use of the University grounds and higher-skilled labour force it brings. The University contributes 3.4% of the Waikato Region’s GDP and provides employment both directly through its delivery of services and indirectly through its operations and spending of staff and students. If the University were to close it would have a significant negative impact both on regional GDP and more intangible losses to its local community.

year: 2011

title: Training the 'disadvantaged' unemployed: Policy frameworks and community responses to unemployment

authors: Stolte, Ottilie Emma Elisabeth

subjects: Training

abstract: This research examines active labour market policy, and in particular, training schemes targeted towards unemployed individuals who are the most disadvantaged in the labour market in Aotearoa/New Zealand. The purpose of this research is to first, highlight the main tensions between the current policy frameworks for the design and the practice of such training. The second purpose is to offer explanations for these tensions by highlighting the competitive free-market and rational individualistic assumptions that underpin the current frameworks and, in particular, how these constrain the 'choices' and possibilities for the most disadvantaged unemployed. The study identifies and examines State Active Neoliberalism, as a specific place-time articulation of neoliberalism, adopted by two successive Labour-led governments in New Zealand from 1999-2005. Thirdly, a community development theoretical framework is proposed to underpin recommendations that could support more enabling and empowering policies for the most disadvantaged unemployed and the organisations that seek to assist them. 

The thesis draws on case studies of major State-funded training schemes for long-term unemployed individuals to illustrate the 'on-the-ground' consequences of the discursive shifts in policy rhetoric. This research combines an in-depth, qualitative field research approach with a critical analysis of policy frameworks and political representations of unemployment, training and labour market issues in documents, publications and communications. 

The findings of this research are that a competitive quasi-market for training provision and the increased reliance on narrow outcome measurements, position commercial imperatives ahead of assisting the most disadvantaged unemployed. In order to remain viable, training organisations are increasingly faced with the need to sacrifice social motivations for commercial survival. This situation erodes the scope, at the local level, for services that are relevant to the various needs and circumstances of disadvantaged unemployed people. While the overarching policy discourses maintain that training schemes serve the needs of the most disadvantaged unemployed, policy mechanisms and competitive labour market contexts undermine such objectives. Not only are the most disadvantaged unemployed people frequently unable to access services claiming to be for their benefit, they are by definition less likely to succeed in the context of competitive labour markets and individualised society.

text: Training the 'disadvantaged' unemployed: Policy frameworks and community responses to unemployment This research examines active labour market policy, and in particular, training schemes targeted towards unemployed individuals who are the most disadvantaged in the labour market in Aotearoa/New Zealand. The purpose of this research is to first, highlight the main tensions between the current policy frameworks for the design and the practice of such training. The second purpose is to offer explanations for these tensions by highlighting the competitive free-market and rational individualistic assumptions that underpin the current frameworks and, in particular, how these constrain the 'choices' and possibilities for the most disadvantaged unemployed. The study identifies and examines State Active Neoliberalism, as a specific place-time articulation of neoliberalism, adopted by two successive Labour-led governments in New Zealand from 1999-2005. Thirdly, a community development theoretical framework is proposed to underpin recommendations that could support more enabling and empowering policies for the most disadvantaged unemployed and the organisations that seek to assist them. 

The thesis draws on case studies of major State-funded training schemes for long-term unemployed individuals to illustrate the 'on-the-ground' consequences of the discursive shifts in policy rhetoric. This research combines an in-depth, qualitative field research approach with a critical analysis of policy frameworks and political representations of unemployment, training and labour market issues in documents, publications and communications. 

The findings of this research are that a competitive quasi-market for training provision and the increased reliance on narrow outcome measurements, position commercial imperatives ahead of assisting the most disadvantaged unemployed. In order to remain viable, training organisations are increasingly faced with the need to sacrifice social motivations for commercial survival. This situation erodes the scope, at the local level, for services that are relevant to the various needs and circumstances of disadvantaged unemployed people. While the overarching policy discourses maintain that training schemes serve the needs of the most disadvantaged unemployed, policy mechanisms and competitive labour market contexts undermine such objectives. Not only are the most disadvantaged unemployed people frequently unable to access services claiming to be for their benefit, they are by definition less likely to succeed in the context of competitive labour markets and individualised society.

year: 2006

title: Navigating the evaluation space between schools and ERO in a transformative system

authors: Adams, Tracey

abstract: This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

text: Navigating the evaluation space between schools and ERO in a transformative system This thesis aims to provide the reader with an example of the knowledge, practice and structures needed to effect change within the New Zealand education system in moving transformatively toward equity and excellence. This research is centred within the government organisation of the Education Review Office (ERO) which has recently changed its approach to evaluation in response to a review of the Tomorrows School’s education policy and education provision in New Zealand. In this study, evaluators who have participated in the Poutama Pounamu Blended Learning (PPBL) speak to their experiences of culturally responsive evaluation in partnership with school leaders. PPBL challenges participants to understand the role of culturally responsive practices in system transformation. Recent government policy and strategies aimed at promoting equity within education are linked and connected within the context of the research. This thesis provides one example of how a government organisation has enacted a power sharing and partnership approach intended to give effect to Te Tiriti o Waitangi. The voices within the research narrate their experience of change within this government organisation and the wider education system.

year: 2023