title: Educating researchers: New Zealand education PhDs 1948-1998

authors: Middleton, Sue

abstract: In some countries, educational researchers marked the new millennium by reviewing the history of "Education" as an academic discipline, mapping the research undertaken by its protagonists, and exploring their research experiences (Fisher et al., 1999). Around this time too, some of the national educational research associations that had been set up in the 1970s in various parts of the world commemorated their first 20 or 30 years. December 1999, when I completed the field-work for this project, marked 20 years since NZARE had held its inaugural annual conference at Victoria University of Wellington (McDonald, 1980). As I searched for the names and dates of local Education PhD graduates, I realised that it was 50 years since the first of these students had enrolled in their doctoral studies. By the early 1990s, 40 years after these pioneer students had graduated, the first New Zealand professional doctorates EdD degrees - had been introduced. In Australia, whole conferences were being held on professional doctorates specifically (Maxwell and Shanahan, 1998) and on doctoral education more generally (Kiley and Mullins, 2000). As new models for doctoral programmes were being debated, it seemed opportune to look back the first 50 years of thesis-only education PhDs in New Zealand.
I found some local writing on the doctoral experience, including a few publications and ongoing projects on thesis supervision in general (Grant, 2000; Rountree and Laing, 1996). There were also some brief autobiographical essays on the experience of doing a PhD in education in New Zealand (e.g. Irwin, 1992; Smith, 1997). Several education books based on PhD thesis projects include reflective accounts by New Zealand authors on their PhD experiences (e.g. Jones, 1991; Middleton, 1993; Smith, 1999). However, little historical or empirical work had been done in this country on the PhD in Education. How many Education PhDs have there been and at which universities? Who were the students who have done Education PhDs and what brought them into doctoral studies? What were the topics, theories, methodologies and techniques employed in their thesis research? What were their experiences of supervision like? How did they organise time and create space for a thesis in their everyday domestic and working lives? And what can those who supervise and administer doctoral studies - or who are currently doctoral students - learn from these experiences?
This study draws on historical writings, bibliographic resources and data from interviews I conducted with 57 of the 200 or so who have graduated from New Zealand universities with a PhD in Education. Before introducing the interviewees, it is important to have some understanding of the settings in which these students lived, worked, designed and carried out their research. This introductory chapter falls into three parts. The first identifies literature and concepts that have helped shape this project. The second outlines the origins of the PhD degree in New Zealand universities. In the third, I identify the first Education doctorates and explore the growth in their numbers up until the end of the twentieth century. I conclude by describing the interview process, and introduce the main themes that later chapters address.

text: Educating researchers: New Zealand education PhDs 1948-1998 In some countries, educational researchers marked the new millennium by reviewing the history of "Education" as an academic discipline, mapping the research undertaken by its protagonists, and exploring their research experiences (Fisher et al., 1999). Around this time too, some of the national educational research associations that had been set up in the 1970s in various parts of the world commemorated their first 20 or 30 years. December 1999, when I completed the field-work for this project, marked 20 years since NZARE had held its inaugural annual conference at Victoria University of Wellington (McDonald, 1980). As I searched for the names and dates of local Education PhD graduates, I realised that it was 50 years since the first of these students had enrolled in their doctoral studies. By the early 1990s, 40 years after these pioneer students had graduated, the first New Zealand professional doctorates EdD degrees - had been introduced. In Australia, whole conferences were being held on professional doctorates specifically (Maxwell and Shanahan, 1998) and on doctoral education more generally (Kiley and Mullins, 2000). As new models for doctoral programmes were being debated, it seemed opportune to look back the first 50 years of thesis-only education PhDs in New Zealand.
I found some local writing on the doctoral experience, including a few publications and ongoing projects on thesis supervision in general (Grant, 2000; Rountree and Laing, 1996). There were also some brief autobiographical essays on the experience of doing a PhD in education in New Zealand (e.g. Irwin, 1992; Smith, 1997). Several education books based on PhD thesis projects include reflective accounts by New Zealand authors on their PhD experiences (e.g. Jones, 1991; Middleton, 1993; Smith, 1999). However, little historical or empirical work had been done in this country on the PhD in Education. How many Education PhDs have there been and at which universities? Who were the students who have done Education PhDs and what brought them into doctoral studies? What were the topics, theories, methodologies and techniques employed in their thesis research? What were their experiences of supervision like? How did they organise time and create space for a thesis in their everyday domestic and working lives? And what can those who supervise and administer doctoral studies - or who are currently doctoral students - learn from these experiences?
This study draws on historical writings, bibliographic resources and data from interviews I conducted with 57 of the 200 or so who have graduated from New Zealand universities with a PhD in Education. Before introducing the interviewees, it is important to have some understanding of the settings in which these students lived, worked, designed and carried out their research. This introductory chapter falls into three parts. The first identifies literature and concepts that have helped shape this project. The second outlines the origins of the PhD degree in New Zealand universities. In the third, I identify the first Education doctorates and explore the growth in their numbers up until the end of the twentieth century. I conclude by describing the interview process, and introduce the main themes that later chapters address.

year: 2001

title: A compression-based algorithm for Chinese word segmentation

authors: Teahan, W.J.

subjects: chinese segmentation

abstract: The Chinese language is written without using spaces or other word delimiters. Although a text may be thought of as a corresponding sequence of words, there is considerable ambiguity in the placement of boundaries. Interpreting a text as a sequence of words is beneficial for some information retrieval and storage tasks: for example, full-text search, word-based compression, and keyphrase extraction. 
We describe a scheme that infers appropriate positions for word boundaries using an adaptive language model that is standard in text compression. It is trained on a corpus of pre-segmented text, and when applied to new text, interpolates word boundaries so as to maximize the compression obtained. This simple and general method performs well with respect to specialized schemes for Chinese language segmentation.

text: A compression-based algorithm for Chinese word segmentation The Chinese language is written without using spaces or other word delimiters. Although a text may be thought of as a corresponding sequence of words, there is considerable ambiguity in the placement of boundaries. Interpreting a text as a sequence of words is beneficial for some information retrieval and storage tasks: for example, full-text search, word-based compression, and keyphrase extraction. 
We describe a scheme that infers appropriate positions for word boundaries using an adaptive language model that is standard in text compression. It is trained on a corpus of pre-segmented text, and when applied to new text, interpolates word boundaries so as to maximize the compression obtained. This simple and general method performs well with respect to specialized schemes for Chinese language segmentation.

year: 1999-09

title: He Tangata Kei Tua: Guidelines for biobanking with Māori.

authors: Hudson, Maui

abstract: Māori ethical frameworks recognise that all research in New Zealand is of interest to Māori and outline community expectations of appropriate behavior in research to deliver the best outcomes for Māori. Research contributes to the broader development objectives of society and this endeavor is being supported by biobanking infrastructure. Ethics has a specific role in guiding key behaviours, processes and methodologies used in research.
This document outlines a framework for addressing Māori ethical issues within the context of biobanking. It draws on a foundation of mātauranga (Indigenous knowledge) and tikanga Māori (Māori protocols and practices) and will be useful for researchers, ethics committee members and those who engage in consultation or advice about biobanking with Māori in local, regional, national or international settings.

text: He Tangata Kei Tua: Guidelines for biobanking with Māori. Māori ethical frameworks recognise that all research in New Zealand is of interest to Māori and outline community expectations of appropriate behavior in research to deliver the best outcomes for Māori. Research contributes to the broader development objectives of society and this endeavor is being supported by biobanking infrastructure. Ethics has a specific role in guiding key behaviours, processes and methodologies used in research.
This document outlines a framework for addressing Māori ethical issues within the context of biobanking. It draws on a foundation of mātauranga (Indigenous knowledge) and tikanga Māori (Māori protocols and practices) and will be useful for researchers, ethics committee members and those who engage in consultation or advice about biobanking with Māori in local, regional, national or international settings.

year: 2016