Next Article in Journal
Reflections on the Use of Iterative, Agile and Collaborative Approaches for Blended Flipped Learning Development
Next Article in Special Issue
Undergraduate Research Involving Deaf and Hard-of-Hearing Students in Interdisciplinary Science Projects
Previous Article in Journal
Virtual Placements to Develop Employability Skills for Civil and Environmental Engineering Students
Previous Article in Special Issue
Women and Gender Equality in Higher Education?
Article Menu

Export Article

Open AccessDiscussion
Educ. Sci. 2015, 5(2), 65-84; doi:10.3390/educsci5020065

Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context

1
Te Kura Whanui, Unitec Institute of Technology, Auckland, 1025, Aotearoa, New Zealand
2
Ethos Consultancy NZ, Auckland, 1142, Aotearoa, New Zealand
*
Author to whom correspondence should be addressed.
Academic Editor: John Blewitt
Received: 28 January 2015 / Revised: 24 March 2015 / Accepted: 26 March 2015 / Published: 9 April 2015
(This article belongs to the Special Issue Global Perspectives on Higher Education)
View Full-Text   |   Download PDF [391 KB, uploaded 9 April 2015]   |  

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. View Full-Text
Keywords: Aotearoa New Zealand; reflective narratives; Inclusive Framework; transformative change Aotearoa New Zealand; reflective narratives; Inclusive Framework; transformative change
Figures

Figure 1

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited. (CC BY 4.0).

Scifeed alert for new publications

Never miss any articles matching your research from any publisher
  • Get alerts for new papers matching your research
  • Find out the new papers from selected authors
  • Updated daily for 49'000+ journals and 6000+ publishers
  • Define your Scifeed now

SciFeed Share & Cite This Article

MDPI and ACS Style

Dunham, N.; Owen, H.; Heta-Lensen, Y. Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context. Educ. Sci. 2015, 5, 65-84.

Show more citation formats Show less citations formats

Related Articles

Article Metrics

Article Access Statistics

1

Comments

[Return to top]
Educ. Sci. EISSN 2227-7102 Published by MDPI AG, Basel, Switzerland RSS E-Mail Table of Contents Alert
Back to Top