title: General Knowledge? The Roles of the New Zealand University in a Knowledge Society

authors: Reid, Grant Horace John

subjects: liberal education

abstract: This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth.
	  A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses.
The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. 
The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism.
A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches.
The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society.
The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

text: General Knowledge? The Roles of the New Zealand University in a Knowledge Society This thesis examines the roles of the New Zealand university in a knowledge society. Gaps in the literature of the New Zealand university in a contemporary context mean that the enquiry is informed by European and North American discussions of the educational requirements of a knowledge society. As the notions of the knowledge society and a liberal university education are both problematic and central to this enquiry, they are interrogated, in the second chapter, in some depth.
	  A second review examines the work, recommendations and subsequent legislative outcomes of the Tertiary Education Advisory Commission (TEAC) policy process of 1999 to 2003. The principles of critical theory and critical policy scholarship inform these interpretative textual analyses.
The two review chapters, which follow the introductory chapter, comprise the first part of the thesis. A description of the methodological framework employed throughout the project and a report of the findings of a survey of stakeholders follow. The discussion chapter comprises the third and final part of the thesis. 
The thesis seeks to distinguish the notion of the knowledge society from that of the neo-liberal approach to social and economic management. I argue that the notion of the knowledge society is viable in a range of socio-economic conditions. I suggest that the educational requirements of a knowledge society are better addressed when the scope of a university education is framed by holistic individual, social, and economic determinants, rather than rigid ideological imperatives such as those characteristic of neo-liberalism.
A combination of qualitative and quantitative methodologies is employed. Primary data are gathered by way of a postal questionnaire. The perceptions of three cohorts of stakeholders of the New Zealand university are analysed using both statistical and interpretative tools. Data gathered through a review of the literature of the university in relation to the notion of the knowledge society in New Zealand, North America, and various European contexts are analysed using a combination of critical and interpretive approaches.
The major finding to emerge from the enquiry is that stakeholders of the New Zealand university associate an effective university education with breadth of learning. The notion of a liberal university education, with its attendant beyond-vocation curriculum assumptions, is not considered anachronistic by the majority of stakeholders surveyed during this project. Public and private sector employers and university students strongly associate a liberal university education with effective preparation for participation in a knowledge-intensive environment. Year 13 secondary students are less certain. A secondary finding is that most stakeholders consider that the research activities of the university academic should continue to inform university teaching, but that the teaching role is of growing importance, and therefore worthy of greater emphasis, in the context of a knowledge society.
The project is intended to provoke further discussion around the relationship between the New Zealand university and the knowledge society. To date there has been little academic consideration of this relationship. The contribution of this thesis, relative to this gap, is therefore significant.

year: 2006

title: Hamilton Parents Centre 1957-2003: A sociological history

authors: Morgans, Blair

subjects: sociological history

abstract: This is a "sociological history" of Hamilton Parents Centre and as such presents the stories' of Hamilton Parents Centre organised both chronologically and thematically. These stories are broadly of two kinds: those represented in words and pictures in the archive materials made available to us by Hamilton Parents Centre, and those shared with us this year in individual and group interviews by (mostly) women who in the past were or at present are involved with Parents Centre (and in some instances with the Federation of New Zealand Parents Centres). This sociological history is also a case study, and we believe it is a "normal" or "typical" case'. Hamilton Parents Centre can be regarded as a single entity, one of a number of such specific entities (the other Parents Centres) and more generally one of a much larger number of entities, voluntary community-based social service and advocacy organisations . We argue that Hamilton has, over the life of Hamilton Parents Centre, been reasonably representative of New Zealand communities, of urban New Zealand which is and has for a long while been the demographically predominant New Zealand. We also take the view that Hamilton Parents Centre stands for a particular kind of organisation of great importance to the history and development of the human services sector here in New Zealand: community-based, staffed largely by volunteers (but not necessarily thereby amateurs), largely self-funded, identifying new or neglected needs, developing new services, welcoming and being assisted by appropriate professionals but not unduly beholden to them, implicitly (and sometimes explicitly) criticising the status quo-- but a too extensive description here of this sector would anticipate the stories we have to tell .

text: Hamilton Parents Centre 1957-2003: A sociological history This is a "sociological history" of Hamilton Parents Centre and as such presents the stories' of Hamilton Parents Centre organised both chronologically and thematically. These stories are broadly of two kinds: those represented in words and pictures in the archive materials made available to us by Hamilton Parents Centre, and those shared with us this year in individual and group interviews by (mostly) women who in the past were or at present are involved with Parents Centre (and in some instances with the Federation of New Zealand Parents Centres). This sociological history is also a case study, and we believe it is a "normal" or "typical" case'. Hamilton Parents Centre can be regarded as a single entity, one of a number of such specific entities (the other Parents Centres) and more generally one of a much larger number of entities, voluntary community-based social service and advocacy organisations . We argue that Hamilton has, over the life of Hamilton Parents Centre, been reasonably representative of New Zealand communities, of urban New Zealand which is and has for a long while been the demographically predominant New Zealand. We also take the view that Hamilton Parents Centre stands for a particular kind of organisation of great importance to the history and development of the human services sector here in New Zealand: community-based, staffed largely by volunteers (but not necessarily thereby amateurs), largely self-funded, identifying new or neglected needs, developing new services, welcoming and being assisted by appropriate professionals but not unduly beholden to them, implicitly (and sometimes explicitly) criticising the status quo-- but a too extensive description here of this sector would anticipate the stories we have to tell .

year: 2004

title: Prototypical gang recruits in New Zealand prisons

authors: Lett, Daniel

subjects: Gangs

abstract: Gangs have long been associated with antisocial behaviour and crime. To maintain themselves, gangs require a steady flow of new recruits. A better understanding of who is being recruited into gangs is the first step in preventing recruitment and lowering the impact of gangs on society. We asked what the prototypical gang recruit in New Zealand prisons is? To answer this, we needed to establish which factors are most likely to make someone more prototypical. Using these factors as our focus, we completed a series of difference of proportion analyses on archival data acquired through Te Ara Poutama. We found that the most prototypical factors for a gang recruit in New Zealand prisons were being a Māori, repeat offender, with a medium RoC*RoI, convicted of violent crimes, being held in a high security unit, and being between the ages of 20-39. These results suggest that prototypicality for gang recruits varies across settings.

text: Prototypical gang recruits in New Zealand prisons Gangs have long been associated with antisocial behaviour and crime. To maintain themselves, gangs require a steady flow of new recruits. A better understanding of who is being recruited into gangs is the first step in preventing recruitment and lowering the impact of gangs on society. We asked what the prototypical gang recruit in New Zealand prisons is? To answer this, we needed to establish which factors are most likely to make someone more prototypical. Using these factors as our focus, we completed a series of difference of proportion analyses on archival data acquired through Te Ara Poutama. We found that the most prototypical factors for a gang recruit in New Zealand prisons were being a Māori, repeat offender, with a medium RoC*RoI, convicted of violent crimes, being held in a high security unit, and being between the ages of 20-39. These results suggest that prototypicality for gang recruits varies across settings.

year: 2021