title: Audit education for future professionals: Perceptions of New Zealand auditors

authors: Chaffey, Jenna

subjects: audit education

abstract: Audit professionals are charged with gathering evidence and expressing their opinions on the financial claims made by others. In New Zealand, as elsewhere, these opinions are relied upon for a myriad of decisions as to the economic position and operations of an organisation. The educational experience that future professionals receive in their tertiary study is important because it lays the pedagogical foundation for this role. The aim of this study is to evaluate those teaching practices, subjects and techniques that might be of value to future audit professionals. The analysis is uniquely from the perspective of the professional members who are most likely to benefit from students' experiences. The literature is used to identify relevant questions, and a survey of 360 professional auditors in New Zealand yielded a 36.4% response rate. A triangulated analysis of comments and scaled questions reveals that these professionals are concerned with communication, small business engagements and the relationships between, for example, risk and planning and independence and ethics. Findings also confirm the value of experiential and practice-informed learning and direct us to a few topics that may accommodate non-traditional teaching methods. Conclusions consider implications for teaching and future research.

text: Audit education for future professionals: Perceptions of New Zealand auditors Audit professionals are charged with gathering evidence and expressing their opinions on the financial claims made by others. In New Zealand, as elsewhere, these opinions are relied upon for a myriad of decisions as to the economic position and operations of an organisation. The educational experience that future professionals receive in their tertiary study is important because it lays the pedagogical foundation for this role. The aim of this study is to evaluate those teaching practices, subjects and techniques that might be of value to future audit professionals. The analysis is uniquely from the perspective of the professional members who are most likely to benefit from students' experiences. The literature is used to identify relevant questions, and a survey of 360 professional auditors in New Zealand yielded a 36.4% response rate. A triangulated analysis of comments and scaled questions reveals that these professionals are concerned with communication, small business engagements and the relationships between, for example, risk and planning and independence and ethics. Findings also confirm the value of experiential and practice-informed learning and direct us to a few topics that may accommodate non-traditional teaching methods. Conclusions consider implications for teaching and future research.

year: 2011

title: Connecting curriculum and policy to assist families' aspirations

authors: Clarkin-Phillips, Jeanette

subjects: New Zealand

abstract: Te Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.

text: Connecting curriculum and policy to assist families' aspirations Te Whāriki, New Zealand’s early childhood national curriculum, is strongly underpinned by sociocultural and ecological theories of development that recognise the significance of families in children’s lives. There are, however, very few national policies that support the holistic nature of the curriculum. In 2006, the first significant recognition by government of the potential for early childhood centres to assist the holistic well-being of a community occurred. A pilot programme was launched that awarded Parent Support and Development contracts to early childhood centres in vulnerable communities. Eight centres took part in the pilot. This paper reports on the impact of a Parent Support and Development contract on a kindergarten ecosystem, highlighting ways in which the ecological systems of the community were strengthened.

year: 2012

title: Help or hindrance? New Zealand audience perspectives on subtitled media

authors: Kirk, Victoria

abstract: This research presents a picture of audiences’ patterns of engagement with internationally subtitled media in Hamilton, New Zealand. Utilising an audience reception framework to investigate audiences’ interactions with, and evaluations of subtitled media, this research unites the disciplines of Audio Visual Translation and Screen and Media Studies in a specific locale, with an emphasis on the reception of audio visual translated media. Findings in this research also provide a discussion of the wider contexts of audience reception in New Zealand, by investigating local subtitled media in relation to media accessibility processes found in the distinctive cultural landscape of New Zealand. Ultimately, this research finds the situation in New Zealand regarding audiences and the reception of both local English and Māori language media, as well as international subtitled media, exhibits complex polarisations in both the local translation industry production and audience attitudes towards bilingual media. In contrast to this, is the proliferation of international media with subtitles, which is appreciated by Hamilton residents since it provides diverse, accessible, and enjoyable content through a variety of media platforms.

text: Help or hindrance? New Zealand audience perspectives on subtitled media This research presents a picture of audiences’ patterns of engagement with internationally subtitled media in Hamilton, New Zealand. Utilising an audience reception framework to investigate audiences’ interactions with, and evaluations of subtitled media, this research unites the disciplines of Audio Visual Translation and Screen and Media Studies in a specific locale, with an emphasis on the reception of audio visual translated media. Findings in this research also provide a discussion of the wider contexts of audience reception in New Zealand, by investigating local subtitled media in relation to media accessibility processes found in the distinctive cultural landscape of New Zealand. Ultimately, this research finds the situation in New Zealand regarding audiences and the reception of both local English and Māori language media, as well as international subtitled media, exhibits complex polarisations in both the local translation industry production and audience attitudes towards bilingual media. In contrast to this, is the proliferation of international media with subtitles, which is appreciated by Hamilton residents since it provides diverse, accessible, and enjoyable content through a variety of media platforms.

year: 2019