Explorations into becoming new, radical, and quite possibly dangerously progressive within an Aotearoa New Zealand context

Loading...
Thumbnail Image
Other Title
Authors
Dunham, Nicola
Owen, Hazel
Heta-Lensen, Yo
Author ORCID Profiles (clickable)
Degree
Grantor
Date
2015
Supervisors
Type
Journal Article
Ngā Upoko Tukutuku (Māori subject headings)
Keyword
Aotearoa
reflective narratives
inclusive framework
transformative change
interdisciplinary learning
interdisciplinary teaching
flipped classrooms
blended learning
tertiary education
Unitec Institute of Technology
New Zealand
ANZSRC Field of Research Code (2020)
Citation
Dunham, 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/educsci5020065
Abstract
This 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.
Publisher
MDPI (Molecular Diversity Preservation International)
Link to ePress publication
DOI
DOI 10.3390/educsci5020065
Copyright holder
Copyright notice
Education Sciences (ISSN 2227-7102) is an international, open access journal published quarterly online by MDPI.
Attribution-NonCommercial-NoDerivs 3.0 New Zealand
This item appears in: