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dc.contributor.authorDunham, Nicola
dc.contributor.authorOwen, Hazel
dc.contributor.authorHeta-Lensen, Yo
dc.date.accessioned2016-02-29T23:02:48Z
dc.date.available2016-02-29T23:02:48Z
dc.date.issued2015
dc.identifier.issn227-7102
dc.identifier.urihttps://hdl.handle.net/10652/3206
dc.description.abstractThis paper draws on an initiative where we experienced being new, radical, and, from some viewpoints, dangerously progressive at Unitec—a Polytechnic/Institute of Technology in Aotearoa, New Zealand. The initiative was driven by a need to improve student experiences of interdisciplinary learning and teaching, and to develop a common semester for students transitioning to a bachelor degree programme, as well as a new suite of interdisciplinary qualifications at postgraduate level. This discussion paper is situated within a self-study paradigm befitting educational contexts, by drawing on the reflective narratives of three participants who held a range of different roles—and, hence, perspectives within the change process. Interpretations and implications are discussed using the lens of the Inclusive Framework, to illustrate personal, professional, and political elements. Our overall aim is to add to current understandings of change within the higher education sector. However, this is a study of our own experiences and we are not making claims that we are in the possession of “truth”, but, rather, we seek to identify aspects that may have relevance in other contexts. We conclude that navigating the next phase of transformative change in our context will involve seeking resolutions to key emerging questions. This includes exploring notions of multiple innovators, creating agile development environments in education and exploring the concept of time as multifaceted.en_NZ
dc.language.isoenen_NZ
dc.publisherMDPI (Molecular Diversity Preservation International)en_NZ
dc.relation.urihttp://www.mdpi.com/2227-7102/5/2/65/pdfen_NZ
dc.rightsEducation Sciences (ISSN 2227-7102) is an international, open access journal published quarterly online by MDPI.en_NZ
dc.rightsAttribution-NonCommercial-NoDerivs 3.0 New Zealand*
dc.rights.urihttp://creativecommons.org/licenses/by-nc-nd/3.0/nz/*
dc.subjectAotearoaen_NZ
dc.subjectreflective narrativesen_NZ
dc.subjectinclusive frameworken_NZ
dc.subjecttransformative changeen_NZ
dc.subjectinterdisciplinary learningen_NZ
dc.subjectinterdisciplinary teachingen_NZ
dc.subjectflipped classroomsen_NZ
dc.subjectblended learningen_NZ
dc.subjecttertiary educationen_NZ
dc.subjectUnitec Institute of Technologyen
dc.subjectNew Zealanden_NZ
dc.titleExplorations into becoming new, radical, and quite possibly dangerously progressive within an Aotearoa New Zealand contexten_NZ
dc.typeJournal Articleen_NZ
dc.identifier.doiDOI 10.3390/educsci5020065en_NZ
dc.subject.marsden130103 Higher Educationen_NZ
dc.identifier.bibliographicCitationDunham, N., Owen, H., & Heta-Lensen, Y. (2015). Explorations into becoming new, radical, and quite possibly dangerously progressive within an Aotearoa New Zealand context. Education Sciences, 5(2), pp.65-84. doi:10.3390/educsci5020065en_NZ
unitec.institutionUnitec Institute of Technologyen_NZ
unitec.institutionEthos Consultancy NZ (Auckland)en_NZ
unitec.publication.spage65en_NZ
unitec.publication.lpage84en_NZ
unitec.publication.volume5(2)en_NZ
unitec.publication.titleEducation Sciencesen_NZ
unitec.peerreviewedyesen_NZ
dc.contributor.affiliationUnitec Institute of Technologyen_NZ
dc.contributor.affiliationEthos Consultancy Ltd. (N.Z.)en_NZ
unitec.identifier.roms57688en_NZ
unitec.identifier.roms59308
unitec.institution.studyareaEducation


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