title: Flipped classroom learning in a first-year undergraduate engineering course

authors: Khoo, Elaine G.L.

abstract: Flipped classrooms support student-centred learning and are increasingly being adopted in institutions of higher learning worldwide. This paper is a report on the findings of a two-year funded project conducted on the impact of adopting a flipped classroom approach on first-year undergraduate engineering students’ learning in a New Zealand university. A designbased methodology was adopted to allow for five iterative course refinements. Data collected through student achievement data, surveys, focus group interviews, observations and video analytics of student video-watching behaviour indicated a significant improvement in students’ learning and that they valued the flipped course components such as the lecturercreated instructional videos, in-class problem-solving exercises and continuous assessment in supporting their learning. However not all students prefer learning through this approach and more scaffolding is needed for first-year students to take up responsibility for their own learning. Implications for practice are offered.

text: Flipped classroom learning in a first-year undergraduate engineering course Flipped classrooms support student-centred learning and are increasingly being adopted in institutions of higher learning worldwide. This paper is a report on the findings of a two-year funded project conducted on the impact of adopting a flipped classroom approach on first-year undergraduate engineering students’ learning in a New Zealand university. A designbased methodology was adopted to allow for five iterative course refinements. Data collected through student achievement data, surveys, focus group interviews, observations and video analytics of student video-watching behaviour indicated a significant improvement in students’ learning and that they valued the flipped course components such as the lecturercreated instructional videos, in-class problem-solving exercises and continuous assessment in supporting their learning. However not all students prefer learning through this approach and more scaffolding is needed for first-year students to take up responsibility for their own learning. Implications for practice are offered.

year: 2018

title: International faculty in Japanese university contexts: Understanding their belonging experiences through art

authors: Miyashiro, Maryann

subjects: international faculty

abstract: Belonging has long been recognized as a fundamental human motivation characterized by the need for emotional attachment, interpersonal connection, and feelings of safety. Over time, belonging has come to be taken for granted as a uniformly positive experience to be sought after and achieved. This generalization has prompted debate amongst theorists. One of the most prominent arguments is that belonging is vaguely defined in the literature and that it lacks the conceptual depth and nuance of other key constructs. In the university context, research has primarily focused on belonging’s impact on student achievement and well-being. At the same time, academic mobility and diversity in higher education institutions have increased the world over. This invites further investigation of how belonging is experienced not only by students but by members from across entire campus communities. This thesis seeks to understand how four international faculty members experience belonging in their Japanese higher education institutions. Data was gathered through a combination of semi-structured interviews and arts-based unstructured drawing elicitation. These methods resulted in eight transcripts and four participant-produced drawings. Reflexive thematic analysis of the data carried out through a fully qualitative interpretivist constructionist lens led to the generation of four themes. These themes explore belonging as not only a dynamic and relational process, but one that is deeply felt yet risky, uniquely spatial and material, and indicative of the desire for meaning and purpose. Recurring threads of power, identity, and agency were identified throughout these themes. These not only highlight the distinct nature of the Japanese university context but also echo wider debates in higher education literature at large. This analysis aligns with recent research problematizing dominant understandings of belonging as fixed, linear, or readily attainable. By rejecting such oversimplistic views, this study embraces complexity and draws attention to the multiple, messy, and nuanced ways belonging is experienced by international faculty in Japan. Additionally, this study demonstrates that arts-based research methods like drawing elicitation can be used to garner rich understandings of belonging together with participants. This thesis hopes not only to contribute to the literature on international faculty and the Japanese university context. It also seeks to encourage novel approaches to making sense of belonging. Most of all, this thesis hopes to underscore the importance of attending to belonging as an evolving construct critically and with care in higher education contexts.

text: International faculty in Japanese university contexts: Understanding their belonging experiences through art Belonging has long been recognized as a fundamental human motivation characterized by the need for emotional attachment, interpersonal connection, and feelings of safety. Over time, belonging has come to be taken for granted as a uniformly positive experience to be sought after and achieved. This generalization has prompted debate amongst theorists. One of the most prominent arguments is that belonging is vaguely defined in the literature and that it lacks the conceptual depth and nuance of other key constructs. In the university context, research has primarily focused on belonging’s impact on student achievement and well-being. At the same time, academic mobility and diversity in higher education institutions have increased the world over. This invites further investigation of how belonging is experienced not only by students but by members from across entire campus communities. This thesis seeks to understand how four international faculty members experience belonging in their Japanese higher education institutions. Data was gathered through a combination of semi-structured interviews and arts-based unstructured drawing elicitation. These methods resulted in eight transcripts and four participant-produced drawings. Reflexive thematic analysis of the data carried out through a fully qualitative interpretivist constructionist lens led to the generation of four themes. These themes explore belonging as not only a dynamic and relational process, but one that is deeply felt yet risky, uniquely spatial and material, and indicative of the desire for meaning and purpose. Recurring threads of power, identity, and agency were identified throughout these themes. These not only highlight the distinct nature of the Japanese university context but also echo wider debates in higher education literature at large. This analysis aligns with recent research problematizing dominant understandings of belonging as fixed, linear, or readily attainable. By rejecting such oversimplistic views, this study embraces complexity and draws attention to the multiple, messy, and nuanced ways belonging is experienced by international faculty in Japan. Additionally, this study demonstrates that arts-based research methods like drawing elicitation can be used to garner rich understandings of belonging together with participants. This thesis hopes not only to contribute to the literature on international faculty and the Japanese university context. It also seeks to encourage novel approaches to making sense of belonging. Most of all, this thesis hopes to underscore the importance of attending to belonging as an evolving construct critically and with care in higher education contexts.

year: 2024

title: The Māori health data governance model: A planning and protocol checklist

authors: Kremer, Lisa

abstract: Māori health data (MHD) governance is a critical enabler of achieving health equity for Māori. The Māori Data Governance Model (the Model) provides a framework for all stages of Māori data handling but has yet to be meaningfully implemented within health settings. This study aimed to meet the need for health-specific guidance by adapting the Model to create an MHD governance checklist. This checklist can be used by health researchers and agencies to develop and embed their own MHD governance protocol (e.g. embed within study protocol).

text: The Māori health data governance model: A planning and protocol checklist Māori health data (MHD) governance is a critical enabler of achieving health equity for Māori. The Māori Data Governance Model (the Model) provides a framework for all stages of Māori data handling but has yet to be meaningfully implemented within health settings. This study aimed to meet the need for health-specific guidance by adapting the Model to create an MHD governance checklist. This checklist can be used by health researchers and agencies to develop and embed their own MHD governance protocol (e.g. embed within study protocol).

year: 2025