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63 - Undergraduate Research in New Zealand

Toward Student-Driven Practices

from Part IV.3 - Asia & Oceania

Published online by Cambridge University Press:  11 August 2022

By
Eric Pawson  and
Rachel Spronken-Smith
Edited by
Harald A. Mieg ,
Elizabeth Ambos ,
Angela Brew ,
Dominique Galli  and
Judith Lehmann
Harald A. Mieg
Affiliation:
Humboldt-Universität zu Berlin
Elizabeth Ambos
Affiliation:
Council on Undergraduate Research, Washington DC
Angela Brew
Affiliation:
Macquarie University, Sydney
Dominique Galli
Affiliation:
Indiana University–Purdue University, Indianapolis
Judith Lehmann
Affiliation:
Universidad de Buenos Aires, Argentina
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Summary

New Zealand has an integrated but differentiated system of tertiary education, and within this, it is the universities that have a long tradition of research and research-informed teaching. The Tertiary Education Strategy emphasizes the role of faculty as researchers, and the need for internships and research of value to employers; in practice it supports a conventional model of students as research apprentices. Universities do not have offices dedicated to undergraduate research, service learning or community engagement to encourage student engagement in research projects shaped by undergraduates rather than their teachers. Nonetheless, good examples of student-driven practices are identified in a range of disciplines, including the humanities, engineering, ecology and geography. Examples are given at assignment, class and curriculum levels. An important component of these in New Zealand is an awareness of and some competency with respect to Māori culture, given the requirement in the national Education Act that institutions acknowledge the principles of the Treaty of Waitangi, which is the country’s foundational constitutional document.

Keywords

apprenticeship modelcurriculum designgraduate outcomesMāori cultureresearch-informed teachinginquirysummer studentshipstertiary educationTreaty of Waitangi
Type
Chapter
Information
The Cambridge Handbook of Undergraduate Research , pp. 573 - 580
Publisher: Cambridge University Press
Print publication year: 2022

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