title: The perennial question: “So where will that take you?” An exploratory study of University of Waikato students' judgements of the value of study in the arts.

authors: Fourie, Elna

subjects: arts education

abstract: This thesis explores the value of study in the arts, as perceived by third year
students at the University of Waikato. The research consisted of two phases; an
initial survey of 200 students, studying both within and outside of arts disciplines,
and the second, in-depth interviewing of eight arts students. The inquiry focussed
on the value students perceive study in the arts to have, and also the value they
perceive others to ascribe to such study. In eliciting a unique perspective of
students, the study aimed to add commentary to ongoing debates about the value
of the arts, and about the value of studying the arts.

Discourses on the value of the arts often focus on the economic utility of the arts,
since they espouse creative and innovative qualities which positively add to the
economy. The value of the arts is also reported in terms of intrinsic benefits like
self-expression, as well as the benefits they can provide communities. However,
work in the arts is often reported as being at a deficit when it comes to issues of
employability. In addition, artists are often likened to outdated stereotypes.

Similar debates exist in relation to the arts in education. At school level, it seems
the arts are valued for intrinsic benefits, like cognition, and self-expression, and
for aiding achievement in all subjects. They are often also promoted for teaching
skills which are necessary for success in this day and age, including skills in selfconfidence,
creativity, and innovation. At the same time, a neoliberalist view
mandates that education, at tertiary level especially, should produce "skilled
workers" as a commodity for the economy. As such, arts disciplines are more
often compelled to justify their existence than other disciplines.

It was evident that research participants’ perceptions echoed some of these
debates. Through the emergence of several themes, it was clear that students felt
study in the arts was not well regarded by others. However, they took heart from
intrinsic, creative, and expressive benefits of their studies. Interest or passion
mainly motivated the pursuit to study in the arts. However, the imperative to find
a job was still a concern for research participants. Tension seems to exist between
the seeming need of an "outcome", which translates to a job, and the impulse to
create something that is uniquely, and personally, expressive.

While the non-tangible values were important to arts students, benefits of money
and career were perceived to be more important to outsiders. Students posited this
difference of opinion on misconceptions, and a lack of understanding about what
study in the arts entails. While perceiving others to have negative value judgments
about study in the arts, the students’ personal convictions, of the usefulness and
value of their studies, were not diminished. Those interviewed also suggested
three ways to possibly change negative value judgments: increasing
understanding, projecting positive stereotypes, and positioning the arts, at school
and at university, in such a way that they become respected, and sought-after,
avenues of study.

These, and other research findings, constitute a need for further inquiry. This
research has by no means covered all aspects of arts study, but it offers the insight
of a small group of students, at a certain place and time; experiences which may
well find echoes in larger settings.

text: The perennial question: “So where will that take you?” An exploratory study of University of Waikato students' judgements of the value of study in the arts. This thesis explores the value of study in the arts, as perceived by third year
students at the University of Waikato. The research consisted of two phases; an
initial survey of 200 students, studying both within and outside of arts disciplines,
and the second, in-depth interviewing of eight arts students. The inquiry focussed
on the value students perceive study in the arts to have, and also the value they
perceive others to ascribe to such study. In eliciting a unique perspective of
students, the study aimed to add commentary to ongoing debates about the value
of the arts, and about the value of studying the arts.

Discourses on the value of the arts often focus on the economic utility of the arts,
since they espouse creative and innovative qualities which positively add to the
economy. The value of the arts is also reported in terms of intrinsic benefits like
self-expression, as well as the benefits they can provide communities. However,
work in the arts is often reported as being at a deficit when it comes to issues of
employability. In addition, artists are often likened to outdated stereotypes.

Similar debates exist in relation to the arts in education. At school level, it seems
the arts are valued for intrinsic benefits, like cognition, and self-expression, and
for aiding achievement in all subjects. They are often also promoted for teaching
skills which are necessary for success in this day and age, including skills in selfconfidence,
creativity, and innovation. At the same time, a neoliberalist view
mandates that education, at tertiary level especially, should produce "skilled
workers" as a commodity for the economy. As such, arts disciplines are more
often compelled to justify their existence than other disciplines.

It was evident that research participants’ perceptions echoed some of these
debates. Through the emergence of several themes, it was clear that students felt
study in the arts was not well regarded by others. However, they took heart from
intrinsic, creative, and expressive benefits of their studies. Interest or passion
mainly motivated the pursuit to study in the arts. However, the imperative to find
a job was still a concern for research participants. Tension seems to exist between
the seeming need of an "outcome", which translates to a job, and the impulse to
create something that is uniquely, and personally, expressive.

While the non-tangible values were important to arts students, benefits of money
and career were perceived to be more important to outsiders. Students posited this
difference of opinion on misconceptions, and a lack of understanding about what
study in the arts entails. While perceiving others to have negative value judgments
about study in the arts, the students’ personal convictions, of the usefulness and
value of their studies, were not diminished. Those interviewed also suggested
three ways to possibly change negative value judgments: increasing
understanding, projecting positive stereotypes, and positioning the arts, at school
and at university, in such a way that they become respected, and sought-after,
avenues of study.

These, and other research findings, constitute a need for further inquiry. This
research has by no means covered all aspects of arts study, but it offers the insight
of a small group of students, at a certain place and time; experiences which may
well find echoes in larger settings.

year: 2009

title: Tipple: location-triggered mobile access to a digital library for audio books

authors: Hinze, Annika

subjects: computer science

abstract: This paper explores the role of audio as a means to access books in a digital library while being at the location referred to in the books. The books are sourced from the digital library and can either be accompanied by pre-recorded audio or synthesized using text-to-speech. The paper details the functional requirements, design and implementation of Tipple. The concept was extensively tested in three field studies.

text: Tipple: location-triggered mobile access to a digital library for audio books This paper explores the role of audio as a means to access books in a digital library while being at the location referred to in the books. The books are sourced from the digital library and can either be accompanied by pre-recorded audio or synthesized using text-to-speech. The paper details the functional requirements, design and implementation of Tipple. The concept was extensively tested in three field studies.

year: 2013

title: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions

authors: Oetzel, John G.

subjects: Science & Technology

abstract: Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

text: Kaumtua Mana Motuhake: A study protocol for a peer education intervention to help Māori elders work through later-stage life transitions Background
The Aotearoa/New Zealand population is ageing and numerous studies demonstrate with this phenomenon comes increases in non-communicable diseases, injuries and healthcare costs among other issues. Further, significant inequities exist between Māori (Indigenous peoples of Aotearoa/New Zealand) and non-Māori around poor ageing and health. Most research addressing these issues is deficit oriented; however, the current research project takes a strengths-based approach that highlights the potential of kaumātua (elders) by asserting mana motuhake (autonomy, identity and self-actualisation). We believe that the esteem of elders in Māori culture signals transformative potential. Specifically, this project utilises a ‘tuakana-teina’ (older sibling/younger sibling) peer-educator model, where kaumātua work with other kaumātua in relation to health and wellbeing. The objectives of the project are (a) to develop the capacity of kaumātua as peer educators, whilst having positive impacts on their sense of purpose, health and wellbeing; and (b) to enhance the social and health outcomes for kaumātua receiving the intervention.

Methods
The research is grounded in principles of Kaupapa Māori and community-based participatory research, and brings together an Indigenous community of kaumātua, community health researchers, and academic researchers working with two advisory boards. The project intervention involves an orientation programme for tuakana peer educators for other kaumātua (teina). The research design is a pre- and post-test, clustered staggered design. All participants will complete a baseline assessment of health and wellbeing consistent with Māori worldviews (i.e., holistic model). The tuakana and teina participants will be divided into two groups with the first group completing the intervention during the first half of the project and the second group during the second half of the project. All participants will complete post-test assessments following both interventions allowing comparison of the two groups along with repeated measures over time.

Discussion
The findings will provide an evidence base for the importance and relevancy of kaumātua knowledge to create contextually based and culturally safe age-friendly environments that facilitate engagement and participation by kaumātua for kaumātua. If the model is effective, we will seek to facilitate the dissemination and scalability of the intervention.

Trial registration
Australia New Zealand Clinical Trial Registry (ACTRN12617001396314); Date Registered: 3 October 2017 (retrospectively registered).

year: 2019