title: Conventional, remote, virtual, and simulated work-integrated learning: A meta-analysis of existing practice

authors: Wood, Yvonne I.

subjects: COVID-19

abstract: As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences. The literature shows there are many models of WIL beyond conventional work placements. Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the International Journal of Work-Integrated Learning, and three national WIL association conference publications. The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and simulated WIL experiences.

text: Conventional, remote, virtual, and simulated work-integrated learning: A meta-analysis of existing practice As a result of the COVID-19 pandemic, many organizations offering work-integrated learning (WIL) opportunities were no longer able to support student placements, resulting in many institutions searching for a range of innovative solutions. Many have redesigned their conventional placement-based WIL activities or programs to enable students to meet graduate profile criteria through alternative means such as virtual or simulated WIL experiences. The literature shows there are many models of WIL beyond conventional work placements. Therefore, a meta-analysis was conducted of these WIL models, to provide a complied synthesis of existing practice from within the WIL field specifically focused on two books, the International Journal of Work-Integrated Learning, and three national WIL association conference publications. The trends and qualities that emerge from the meta-analysis of existing practice can inform the redevelopment across the different modes of conventional, remote, virtual, and simulated WIL experiences.

year: 2020

title: Academic identity development: Insights of doctoral students from Pakistan

authors: Khalil , Muhammad Atif

subjects: Doctoral socialisation

abstract: The development of doctoral students’ academic identity is an emerging area of research.  However, there is limited research that has investigated the roles and activities which contribute to the transitions students undergo in the journey towards the formation of an academic identity. Research of this nature has become especially relevant as a number of countries, especially developing countries, are seeking ways to engage and socialise doctoral students into a professional or academic identity during their studies. 
Pakistan is an example of a country which is trying to address these concerns. There has been an increase in doctoral enrolments in Pakistan, the site of this study, and the resulting growth in the number of those with PhDs has intensified competition for academic positions. The Higher Education Commission is struggling to provide sufficient support and resources to ensure doctoral programmes prepare graduates for professional roles and develop their academic identities. Recent reports indicate that doctoral students are facing numerous challenges which hinder their successful socialisation and academic identity development. 
This narrative study aimed to scope doctoral students’ expectations and experiences during their doctoral journey and transition towards an academic identity. The research focused on doctoral students in the field of Education. Six students from a prestigious Pakistan university were recruited through purposive sampling. All the participants were near to completing their PhD; they were working on their data analysis or waiting for their examination reports. All the participants intended to pursue academic careers upon completion of their studies. Each participant completed two online narrative interviews. Thematic analysis of the narrative interviews was completed using a guiding framework which integrated a doctoral socialisation perspective, a stage approach of doctoral education, and role identity theory. This framework provided rich opportunities to examine the role identity development of each of the students.
The analysis of each case revealed that students’ academic identity development happened through shifts in their prominent role identities across three key institutional milestone stages. The students outlined different socialisation experiences and identification based on the prominent roles in each milestone stage. These prominent roles were consistent with their increasing competence, confidence, and independence to perform a range of academic activities. The first coursework stage developed students’ prominent role identity as that of a learner. They developed a prominent role identity as an emerging researcher in stage two when crafting and presenting their research proposal. In the final stage, when they were writing their dissertation, students developed a prominent role identity as an emerging academic. In this stage students continued and expanded the researcher role and engaged in a range of academic activities (teaching, writing research papers, attending research conferences, managing research journals and research projects) beyond those involved in their dissertation work. The combination and dynamic development of multiple role identities (learner, emerging researcher, and emerging academic) served to prepare these doctoral students for an academic and professional identity. Importantly, while students had a learner role identity in all stages, the focus of their learning moved from mastering prescribed content to application and then production of knowledge.
Cross case analysis identified that social interaction, personal motivation and the nature of academic writing were the dominant aspects in the composition and development of students’ role identities. Social interaction was the key means through which students could gain support and validation from others for their different role identities. Motivation was a personal dimension which drove students’ courage and persistence to engage in academic activities and seek to meet the expectations of each role identity. The writing aspect provided students with evidence for self-evaluation and evaluation by others in relation to their progress within the different role identities. 
The study contributes to understanding of the complex socialisation processes doctoral students experience and the various roles they perform as they progress through their doctoral journey. Findings suggest that creating more opportunities for doctoral students to engage in learning activities and extend their interactions with teachers, peers, supervisors, and experts within an academic community would assist them to gain the competence, confidence, and the independence needed to perform relevant academic activities.

text: Academic identity development: Insights of doctoral students from Pakistan The development of doctoral students’ academic identity is an emerging area of research.  However, there is limited research that has investigated the roles and activities which contribute to the transitions students undergo in the journey towards the formation of an academic identity. Research of this nature has become especially relevant as a number of countries, especially developing countries, are seeking ways to engage and socialise doctoral students into a professional or academic identity during their studies. 
Pakistan is an example of a country which is trying to address these concerns. There has been an increase in doctoral enrolments in Pakistan, the site of this study, and the resulting growth in the number of those with PhDs has intensified competition for academic positions. The Higher Education Commission is struggling to provide sufficient support and resources to ensure doctoral programmes prepare graduates for professional roles and develop their academic identities. Recent reports indicate that doctoral students are facing numerous challenges which hinder their successful socialisation and academic identity development. 
This narrative study aimed to scope doctoral students’ expectations and experiences during their doctoral journey and transition towards an academic identity. The research focused on doctoral students in the field of Education. Six students from a prestigious Pakistan university were recruited through purposive sampling. All the participants were near to completing their PhD; they were working on their data analysis or waiting for their examination reports. All the participants intended to pursue academic careers upon completion of their studies. Each participant completed two online narrative interviews. Thematic analysis of the narrative interviews was completed using a guiding framework which integrated a doctoral socialisation perspective, a stage approach of doctoral education, and role identity theory. This framework provided rich opportunities to examine the role identity development of each of the students.
The analysis of each case revealed that students’ academic identity development happened through shifts in their prominent role identities across three key institutional milestone stages. The students outlined different socialisation experiences and identification based on the prominent roles in each milestone stage. These prominent roles were consistent with their increasing competence, confidence, and independence to perform a range of academic activities. The first coursework stage developed students’ prominent role identity as that of a learner. They developed a prominent role identity as an emerging researcher in stage two when crafting and presenting their research proposal. In the final stage, when they were writing their dissertation, students developed a prominent role identity as an emerging academic. In this stage students continued and expanded the researcher role and engaged in a range of academic activities (teaching, writing research papers, attending research conferences, managing research journals and research projects) beyond those involved in their dissertation work. The combination and dynamic development of multiple role identities (learner, emerging researcher, and emerging academic) served to prepare these doctoral students for an academic and professional identity. Importantly, while students had a learner role identity in all stages, the focus of their learning moved from mastering prescribed content to application and then production of knowledge.
Cross case analysis identified that social interaction, personal motivation and the nature of academic writing were the dominant aspects in the composition and development of students’ role identities. Social interaction was the key means through which students could gain support and validation from others for their different role identities. Motivation was a personal dimension which drove students’ courage and persistence to engage in academic activities and seek to meet the expectations of each role identity. The writing aspect provided students with evidence for self-evaluation and evaluation by others in relation to their progress within the different role identities. 
The study contributes to understanding of the complex socialisation processes doctoral students experience and the various roles they perform as they progress through their doctoral journey. Findings suggest that creating more opportunities for doctoral students to engage in learning activities and extend their interactions with teachers, peers, supervisors, and experts within an academic community would assist them to gain the competence, confidence, and the independence needed to perform relevant academic activities.

year: 2024

title: Haumanu Hauora: Strengthening health institution responsiveness to climate change

authors: Masters-Awatere, Bridgette

abstract: The “Haumanu Hauora: Strengthening health institution responsiveness to climate change” project (Haumanu Hauora) is funded by the Deep South National Science Challenge. Our research team has 
been working to determine how health institutions (for example DHBs) develop Māori responsive policy as a preparatory step in anticipation of climate change impacts on Māori health. The project 
has involved several components, one of which involved speaking with tāngata whenua and DHB staff from the Bay of Plenty, Lakes and Waikato DHB regions about their experiences of climate 
change and involvement with health services. Another component was an environmental scan of available website information on the 17 other DHBs to ascertain the extent of policy that speaks to 
both the Treaty of Waitangi and climate change. This report presents an overview of the findings. 

This report begins with some context setting. We provide a summary of our literature reviews before a brief outline of the establishment of DHBs, which are the “health institution” of focus for 
this research. As the primary health provider and funders around the country, DHBs have been engaged as the site through which to understand the Māori health and climate change policy needs. 
Although DHBs were disestablished at the conclusion of our project, there are still lessons to learn from the ‘old’ health system. We present themes from tāngata whenua and rangatahi interviews as 
a way to foreground policy development information provided by DHB staff.

text: Haumanu Hauora: Strengthening health institution responsiveness to climate change The “Haumanu Hauora: Strengthening health institution responsiveness to climate change” project (Haumanu Hauora) is funded by the Deep South National Science Challenge. Our research team has 
been working to determine how health institutions (for example DHBs) develop Māori responsive policy as a preparatory step in anticipation of climate change impacts on Māori health. The project 
has involved several components, one of which involved speaking with tāngata whenua and DHB staff from the Bay of Plenty, Lakes and Waikato DHB regions about their experiences of climate 
change and involvement with health services. Another component was an environmental scan of available website information on the 17 other DHBs to ascertain the extent of policy that speaks to 
both the Treaty of Waitangi and climate change. This report presents an overview of the findings. 

This report begins with some context setting. We provide a summary of our literature reviews before a brief outline of the establishment of DHBs, which are the “health institution” of focus for 
this research. As the primary health provider and funders around the country, DHBs have been engaged as the site through which to understand the Māori health and climate change policy needs. 
Although DHBs were disestablished at the conclusion of our project, there are still lessons to learn from the ‘old’ health system. We present themes from tāngata whenua and rangatahi interviews as 
a way to foreground policy development information provided by DHB staff.

year: 2022-07-12