title: The living environments of community-dwelling older people who become frail: another look at the living standards of older New Zealanders survey.

authors: Barrett, Patrick

subjects: New Zealand

abstract: Efforts to support older people who live in the community and who become frail will be enhanced by a better appreciation of the shared characteristics of this group. This paper reports indicative findings from a re-analysis of the Living Standards of Older New Zealanders survey (Fergusson et al. 2001) about the living conditions of this group in terms of their household arrangements, their income and standard of living, their housing situation, issues they face in terms of mobility and transport, and their social connectedness. Findings suggest a higher prevalence of frailty among older people with lower income levels and wealth, less secure housing, limitations to mobility, and with less frequent social contact. Disadvantage in these areas reduces the ability of the older person to adjust to their living environment, affecting the potential for recovery and the maintenance of wellbeing. Such disadvantage may well be amenable to social policy amelioration and is worthy of consideration by policy makers.

text: The living environments of community-dwelling older people who become frail: another look at the living standards of older New Zealanders survey. Efforts to support older people who live in the community and who become frail will be enhanced by a better appreciation of the shared characteristics of this group. This paper reports indicative findings from a re-analysis of the Living Standards of Older New Zealanders survey (Fergusson et al. 2001) about the living conditions of this group in terms of their household arrangements, their income and standard of living, their housing situation, issues they face in terms of mobility and transport, and their social connectedness. Findings suggest a higher prevalence of frailty among older people with lower income levels and wealth, less secure housing, limitations to mobility, and with less frequent social contact. Disadvantage in these areas reduces the ability of the older person to adjust to their living environment, affecting the potential for recovery and the maintenance of wellbeing. Such disadvantage may well be amenable to social policy amelioration and is worthy of consideration by policy makers.

year: 2006

title: Academic migrants in Aotearoa New Zealand: Acculturation experiences of long-term or permanent migrant teaching staff in a tertiary Institute of Technology

authors: Masterson, Maggie

abstract: International teaching staff are increasingly sought after by tertiary education providers in their drive to build institutional knowledge and research capacity.  While a growing body of research has examined the cultural, social and academic adjustment experiences of university academic staff moving to work in a new context, the experiences of staff working in other tertiary providers appear under-represented.

This multiple case study focuses on Aotearoa New Zealand’s Institutes of Technology and Polytechnics (ITP) sector and explores how the experience of migration impacts on four long-term or permanent academic staff with a range of industry, teaching and research experience.  The study identifies how political and economic circumstances in their country of origin and/or aspirations of a better lifestyle were initial drivers of migration.  Adapting to a new teaching and learning context and managing diverse student groups have created some professional challenges for these academic migrants.  While immigration status impacts how they articulate their experiences to date, they have experienced migration largely positively.  These international teaching staff were found to bring valuable industry insights and subject expertise, and to engage actively in curriculum development and research activities. The study highlights ways in which international teaching staff impact the institution, local staff and student population and is potentially of interest to anyone involved in recruiting and supporting overseas teaching professionals.

text: Academic migrants in Aotearoa New Zealand: Acculturation experiences of long-term or permanent migrant teaching staff in a tertiary Institute of Technology International teaching staff are increasingly sought after by tertiary education providers in their drive to build institutional knowledge and research capacity.  While a growing body of research has examined the cultural, social and academic adjustment experiences of university academic staff moving to work in a new context, the experiences of staff working in other tertiary providers appear under-represented.

This multiple case study focuses on Aotearoa New Zealand’s Institutes of Technology and Polytechnics (ITP) sector and explores how the experience of migration impacts on four long-term or permanent academic staff with a range of industry, teaching and research experience.  The study identifies how political and economic circumstances in their country of origin and/or aspirations of a better lifestyle were initial drivers of migration.  Adapting to a new teaching and learning context and managing diverse student groups have created some professional challenges for these academic migrants.  While immigration status impacts how they articulate their experiences to date, they have experienced migration largely positively.  These international teaching staff were found to bring valuable industry insights and subject expertise, and to engage actively in curriculum development and research activities. The study highlights ways in which international teaching staff impact the institution, local staff and student population and is potentially of interest to anyone involved in recruiting and supporting overseas teaching professionals.

year: 2020

title: A life-history analysis of achievement of Māori and Pacific Island students at the Church College of New Zealand

authors: Solomon, Tereapii Elinora

subjects: Church College

abstract: The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints.  Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori.  The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly.  Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s.  

A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal.  For some students, Church College provided an environment that validated what students were being taught in their own homes.  For others, it provided a refuge from a conflicted home.  With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of  the Church College was a key factor in providing stability  and security for some students at the College.

On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

text: A life-history analysis of achievement of Māori and Pacific Island students at the Church College of New Zealand The Church College of New Zealand is a private co-educational secondary school located near Hamilton, New Zealand and is sponsored by the Church of Jesus Christ of Latter-day Saints.  Since its opening in 1958, it has hosted a large population of Polynesian students, in particular Māori.  The questions that this thesis addresses centre on the nature, history and reasons for what seems to be a disproportionately higher level of achievement amongst Māori and Pacific Island students at Church College than in New Zealand more broadly.  Through a life-history approach to research, this thesis provides an overview of the rich history behind the building of the Church College, and highlights the experiences of successful graduates over three particular timeframes - 1951-1969, 1970-1989 and the 1990s.  

A major contributing factor to the success of the students at Church College is an environment where both religious and cultural values of students are reaffirmed and considered normal.  For some students, Church College provided an environment that validated what students were being taught in their own homes.  For others, it provided a refuge from a conflicted home.  With the growing pressures of social problems within the wider community for many Māori and Pacific Island families, the school environment of  the Church College was a key factor in providing stability  and security for some students at the College.

On June 29 2006, an announcement was made by leaders of the Church of Jesus Christ of Latter-day Saints of the phased out closure of Church College beginning in the year 2007 and eventually closing at the end of the year 2009. With Māori and Pacific Island students so under-represented in achievement and participation in education settings in New Zealand, the announcement of the closure provided an opportunity to highlight some of the successes experienced at the Church College of New Zealand.

year: 2008