title: The elephant in the room: Precarious work in New Zealand’s universities

authors: Simpson, Aimee B.

abstract: Precarious working arrangements, defined by temporary casual and fixed-term employment agreements, are a complex, often hidden feature of academia in Aotearoa New Zealand (Aotearoa hereafter). At present, little is known about the conditions of insecure academic work, the size of this workforce, nor how these workers have been affected by the COVID-19 pandemic. This report provides an insight into the reality of insecure academic work in universities from those who responded to the 2021 Precarious Academic Work Survey.
We highlight that in Aotearoa we have a highly trained, casual and fixed-term academic workforce who are engaged in long-term cycles of precarity. Among the 760 participants surveyed, more than one-quarter (28.9%) had been precariously employed for five years or longer. Further, nearly sixty percent (59.2%) had accepted extra work to support themselves or their whānau, even when it jeopardised their other responsibilities (e.g., completing their degrees). Over half (52.7%) of all students, and nearly two-thirds (64.4%) of PhD students surveyed, had held three or more employment agreements at a university in the last 12 months. Financial need (71.6%) was most frequently cited as an important factor in participants’ decisions to engage in precarious work, and over half (52.4%) of participants experienced a rise in their living costs due to working from home during the pandemic.
Our report also adds further evidence of inequities present in the academic pipeline. Just one in ten Māori (10.8%) and one in thirteen Pasifika (7.7%) participants were PhD graduates, a smaller proportion than the nearly one-third (31.5%) of New Zealand European/Pākehā. Over two-thirds (66.8%) of international students indicated they were employed in the most insecure forms (Casual or fixed-term contracts of six months or less) of precarious work, compared with 60.5% of domestic students. Of those precarious workers completing a PhD, domestic students in our survey were far more likely to be receiving a stipend (73.9%) compared to international students (50%). Further, 63.2% of participants who were international students without a stipend reported that they lacked confidence in having sufficient ongoing academic work in the next 12 months.
Instances of discrimination, bullying, and harassment were also reported by survey participants, with 33.7% citing that they had been impacted by such issues. Other workplace safety concerns were evident: nearly half of participants (45.7%) described their workloads as always or often unsustainable and negatively impacting their health and wellbeing. Meanwhile, one-quarter (23.9%) of precarious staff rated their current stress level as an eight, on a scale of zero (no stress) to ten (completely stressed). Two-thirds (66.3%) of participants were not confident they would receive adequate support from their employer in the event of a future crisis (e.g., a natural disaster or outbreak of infectious disease).
On this basis, we encourage universities to do better for their casual and fixed-term employees through increasing job security, reducing inequities for Māori and Pasifika precarious staff, and improving conditions for postgraduate students, both domestic and international. In our final recommendations, we implore the government to work alongside universities to realise this change by investigating workloads, increasing, and rebalancing sector funding, and reinstating the postgraduate student allowance.

text: The elephant in the room: Precarious work in New Zealand’s universities Precarious working arrangements, defined by temporary casual and fixed-term employment agreements, are a complex, often hidden feature of academia in Aotearoa New Zealand (Aotearoa hereafter). At present, little is known about the conditions of insecure academic work, the size of this workforce, nor how these workers have been affected by the COVID-19 pandemic. This report provides an insight into the reality of insecure academic work in universities from those who responded to the 2021 Precarious Academic Work Survey.
We highlight that in Aotearoa we have a highly trained, casual and fixed-term academic workforce who are engaged in long-term cycles of precarity. Among the 760 participants surveyed, more than one-quarter (28.9%) had been precariously employed for five years or longer. Further, nearly sixty percent (59.2%) had accepted extra work to support themselves or their whānau, even when it jeopardised their other responsibilities (e.g., completing their degrees). Over half (52.7%) of all students, and nearly two-thirds (64.4%) of PhD students surveyed, had held three or more employment agreements at a university in the last 12 months. Financial need (71.6%) was most frequently cited as an important factor in participants’ decisions to engage in precarious work, and over half (52.4%) of participants experienced a rise in their living costs due to working from home during the pandemic.
Our report also adds further evidence of inequities present in the academic pipeline. Just one in ten Māori (10.8%) and one in thirteen Pasifika (7.7%) participants were PhD graduates, a smaller proportion than the nearly one-third (31.5%) of New Zealand European/Pākehā. Over two-thirds (66.8%) of international students indicated they were employed in the most insecure forms (Casual or fixed-term contracts of six months or less) of precarious work, compared with 60.5% of domestic students. Of those precarious workers completing a PhD, domestic students in our survey were far more likely to be receiving a stipend (73.9%) compared to international students (50%). Further, 63.2% of participants who were international students without a stipend reported that they lacked confidence in having sufficient ongoing academic work in the next 12 months.
Instances of discrimination, bullying, and harassment were also reported by survey participants, with 33.7% citing that they had been impacted by such issues. Other workplace safety concerns were evident: nearly half of participants (45.7%) described their workloads as always or often unsustainable and negatively impacting their health and wellbeing. Meanwhile, one-quarter (23.9%) of precarious staff rated their current stress level as an eight, on a scale of zero (no stress) to ten (completely stressed). Two-thirds (66.3%) of participants were not confident they would receive adequate support from their employer in the event of a future crisis (e.g., a natural disaster or outbreak of infectious disease).
On this basis, we encourage universities to do better for their casual and fixed-term employees through increasing job security, reducing inequities for Māori and Pasifika precarious staff, and improving conditions for postgraduate students, both domestic and international. In our final recommendations, we implore the government to work alongside universities to realise this change by investigating workloads, increasing, and rebalancing sector funding, and reinstating the postgraduate student allowance.

year: 2022

title: Row-column block designs: Efficiency and structure

authors: Nie, Xiao

subjects: Latin Squares

abstract: A row-column design is any rearrangement of the blocks of a combinatorial design into a rectangular array. A row-column block design is a row-column design in which the blocks form a balanced incomplete block design; that is, each pair of elements occurs in a constant number of blocks. In this thesis we study the efficiency and structure of row-column block designs. In particular, we use solutions to Heffter’s difference problem to give construct row-column block designs with 3 elements per cell with optimal regularity in rows and columns.
In Section 1 we review definitions and theorems related to Latin squares. We introduce related concepts of balanced incomplete block designs and incidence matrix and concurrence matrix of designs. In Section 2 we give our main results of row-column block designs with block size 3. In Section 3 we use Heffter’s difference problem to give some solutions. In Section 4 we explain efficiency measures for block designs. In Section 5 we introduce Trojan semi-Latin squares. We give efficiency measures for Trojan semi-Latin squares. In Section 6 we show the applications to experimental design. Original results are given in the following theorems: Theorem 2.9, Theorem 3.1, Theorem 3.3, Theorem 3.4, Theorem 4.2, Theorem 5.2, Theorem 5.12.
Results from Section 2 and Section 3 have been submitted as a manuscript for publication [17] (Xiao Nie, Row-column block designs with blocks of size three, Ars Combinatoria, submitted).

text: Row-column block designs: Efficiency and structure A row-column design is any rearrangement of the blocks of a combinatorial design into a rectangular array. A row-column block design is a row-column design in which the blocks form a balanced incomplete block design; that is, each pair of elements occurs in a constant number of blocks. In this thesis we study the efficiency and structure of row-column block designs. In particular, we use solutions to Heffter’s difference problem to give construct row-column block designs with 3 elements per cell with optimal regularity in rows and columns.
In Section 1 we review definitions and theorems related to Latin squares. We introduce related concepts of balanced incomplete block designs and incidence matrix and concurrence matrix of designs. In Section 2 we give our main results of row-column block designs with block size 3. In Section 3 we use Heffter’s difference problem to give some solutions. In Section 4 we explain efficiency measures for block designs. In Section 5 we introduce Trojan semi-Latin squares. We give efficiency measures for Trojan semi-Latin squares. In Section 6 we show the applications to experimental design. Original results are given in the following theorems: Theorem 2.9, Theorem 3.1, Theorem 3.3, Theorem 3.4, Theorem 4.2, Theorem 5.2, Theorem 5.12.
Results from Section 2 and Section 3 have been submitted as a manuscript for publication [17] (Xiao Nie, Row-column block designs with blocks of size three, Ars Combinatoria, submitted).

year: 2024-09-23

title: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand

authors: Washbourn, Phil

subjects: Outdoor education

abstract: This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

text: Ngā whakaaro o ngā ākonga: perspectives and experiences of Māori students in outdoor education in Aotearoa New Zealand This study aims to develop an understanding of the perspectives and experiences of Māori students in a secondary school outdoor education programme in Aotearoa New Zealand. Lynch (2012) indicated that “there is a clear need, and wide scope, for research into: cultural elements of outdoor education programmes; cultural effects on participants; culturally appropriate research approaches and programme effects on, and experiences of, people who identify as Māori” (p.49). Outdoor education in Aotearoa New Zealand has been heavily influenced by ‘Eurocentric’ values and practices that contrast with those of Te Ao Māori. In line with a number of calls to re-envision the field, the perspectives and experiences of Māori and the incorporation of Te Ao Māori pedagogies are vital to the reconstruction of an integrated and inclusive Aotearoa New Zealand expression of Outdoor Education for the 21st century.
This study, guided by culturally responsive research methodology, used focus groups to investigate the opinions, thoughts and expectations of Māori students of outdoor education. Thematic analysis was used to analyse the focus group data, and four major themes were identified: the importance of shared experience and relationships to positive experiences of outdoor education; the distinctive practices of outdoor education make learning enjoyable and engaging; the importance to students of making connections with Te Ao Māori through experience, stories of places and history; and the complexity of engaging Māori in participation in outdoor education, including factors such as affordability, the influence of friends and whānau and prioritising educational pathways. A range of practices and approaches from Te Ao Māori are considered and presented, based on the contribution of the student participants, including pedagogical principles from Te Ao Māori such as wānanga, whanaungatanga and tauira. Suggestions for practice include developing connections within the community and experiencing Te Ao Māori learning contexts such as waka ama, noho marae and mahinga kai.

year: 2018