He Rourou Kōrero Research at EIT
Te Aho a Māui
2019
Published 2020 Eastern Institute of Technology 501 Gloucester Street Taradale, Napier, 4112 Hawke’s Bay New Zealand Copyright Š 2020 by Eastern Institute of Technology. All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage and retrieval system, without prior permission in writing from the publisher. ISBN 978-0-9951397-7-0 (print) ISBN 978-0-9951397-8-7 (electronic) Publisher: Eastern Institute of Technology 501 Gloucester Street, Taradale, Napier, 4112, New Zealand www.eit.ac.nz
Project Management: Dr Jonathan Sibley, EIT & Catherine Hines, EIT Editor: Dr Jonathan Sibley, EIT Text: Andrew Austin, Austin Media Cover Artwork: Tim Whaitiri Henderson Photography: Catherine Hines, EIT Set in Calibre, designed by Kris Sowersby, Klim Foundry Ltd. Printed & Bound: Brebner Print, Napier, New Zealand
Contents Overview of the Research Year
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External Research Income
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Community Health and Wellbeing
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Innovative Education
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Creativity and Curation
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Sustainable Futures
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Student Research Projects
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Listing of Research Outputs 2019
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Overview of research year Last year was a milestone year for research at EIT – a period in which the institution firmly established its national and community research voice through the collaborative work of its staff and students. The highlights of the year were the formulation of a new research and innovation strategy, external funding surpassing the $1 million mark, a successful performance-based research fund (PBRF) results and a highly regarded and popular ITP research symposium at EIT in April. For Professor Natalie Waran, EIT’s Executive Dean responsible for research at EIT, the significant achievement is how research and innovation has developed over the last few years. “The past year in particular demonstrates that research and innovation at EIT has come of age,” she says. “The strategy for research and innovation at EIT
Professor Natalie Waran, Executive Dean, Faculty of Education, Humanities & Health Science. Chair of One Welfare. research.eit.ac.nz
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was to, first of all, put structures in place to support and enable staff at EIT through mentoring and providing people with the time that they needed and the support they needed at discipline level.” Natalie said that while most research came through the centralised Research and Innovation Centre (RIC), an important component of the strategy was establishing discipline research committees, supporting research capability development and supporting individual research planning in the different schools at EIT. “The research committee chairs are drawn from the discipline areas and they then meet together at the strategic level so that we have a good flow of information and sharing of experiences back and forward through the organisation.” The chairs of the school committees form part of a central research committee chaired by Jonathan Sibley, EIT’s Research and Innovation Centre director. His team at the centre provide the heads of schools with guidelines on how to grow capability and effectively manage research activity. “What is happening now is that researchers are feeling more supported and confident about being able to not just apply for seed funding through our internal grant structure, which has increased, but to also have the confidence to develop and bid for bigger grants through external funding agencies or industry initiatives, and be successful ,” says Natalie. The focus going forward will be collaborating with other ITPs in the transition to the New Zealand Institute of Skills and Technology (NZIST). “The vision we have within the ITP space, is as an active collaborator when in discussions related to how research and research structures across the sector will develop. We want to make sure that applied research has a strong presence within this new National mega institute, and that it does not get lost in amongst all the other issues that are being worked through.” Natalie says the ITPs continue to work together to drive the applied research agenda, rather than being in a competitive model. “We have all got individual strengths and areas of excellence, so we are looking at these and trying to build on them and be as collaborative as we can be.” For Jonathan Sibley, five objectives were achieved in what he calls a “good year”. He says EIT has developed and implemented its new research strategy, focused on communications, strengthened the management of research, been active in advocacy, including making a formal submission to the PBRF; and actively collaborating with other ITPs. The key to encouraging and enabling meaningful research outputs required a comprehensive strategy. The institutional research strategy was agreed by EIT’s council and executive and shared with all the schools and has a focus on communitycentred research with four themes – community health and wellbeing, innovative education, creativity and curation and sustainable futures. “Each school committee has a research plan and is responsible for its own research, with this all coming up to the level of the institution. All this creates momentum.” He says EIT is now able to support the growth of staff as researchers. “What we are doing is building a programme that can lift their ability to undertake research, including developing projects with community partners, putting findings together and presenting them at a conference.” “We also show them how to develop a journal paper,
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Pippa McKelvie-Sebileau, RIC Manager & Associate Professor Jonathan Sibley, Director of Research.
to seek internal and external research grants, to lead research teams, to supervise research students and to basically be a functioning researcher.” Jonathan says EIT had also identified student research as an area to expand. Previously there had been research courses at post-graduate and master’s levels, but EIT had never been able to have master’s students and research students. “A master’s by research is different to a coursework master. It is treated differently and there is significant funding for research from the Tertiary Education Commission (TEC). Getting a group of research students is a very important part of creating a research culture. You move your researchers from doing everything to having their own research and managing students’ research.” Another initiative was to communicate the research being undertaken at EIT. He Rourou Kōrero, EIT’s Research Showcase, was restructured to be a more substantive document highlighting what has been achieved, what research is being undertaken and the direction forward. In April last year EIT hosted the Whanaungatanga ITP Research symposium at the Taradale campus and Jonathan says this was “hugely successful”. Representatives and researchers from 12 of the 16 ITPs presented, but it was also an opportunity for EIT to showcase its research activity from nursing to education, business, computing, and creative arts. RIC manager Pippa McKelvie-Sebileau said that more than 200 registered delegates attended with 60 presentations given. Three streams of presentations were needed because of the interest. “Our emphasis was on Whanaungatanga - bringing people together across the ITP sector - which then became extremely important when it was announced that we would be merging.” “Out of that grew some collaborations where institutions are now working together on research projects that they had heard presented at the conference. That was really a successful conference and a great chance for EIT to showcase some of the research we are doing.”
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Pippa McKelvie-Sebileau, RIC Manager.
The three main speakers were Hörður Torfason, a human rights campaigner and “artevist” from Iceland; Carla Houkamau, an Associate Professor in the department of management and international business at the University of Auckland; and Sally J Morgan, Distinguished Professor of Fine Arts at Massey University. Dr Mandy Rudge, the IDEAschool’s Te Hono ki Toi programme co-ordinator and senior lecturer, gave a presentation on her Vanuatu research project, while the head of the IDEAschool, Professor Matthew Marshall, a renowned classical guitarist, performed a recital. “Our students and staff each had an exhibition, and a colleague from Toihoukura in Tairāwhiti came down and we had an exhibition at Te Ūranga Waka,” Jonathan said. “We had this wide range of people presenting and this was peer reviewed, so everyone got a research output. But mostly importantly, it also raised our profile as a research institution.” During the year, several policy forums, particularly in international education and the implementation of the government’s Reform of Vocational Education (Rove), were held under the management of Professor Kay Morris Matthews. Professor Natalie Waran also delivered two seminars on sustainability. All of these were well attended. Jonathan said the Research and Innovation Centre also has a Facebook page, while EIT researchers are also active on Twitter. Senior lecturer in the School of Business, Dr Pii-Tuulia Nikula, was a strong voice in education and had addressed Education NZ’s conference and attended a conference in Finland.
External Research Income External funding for EIT research reached a record amount last year after a strategy was put in place to increase research activity and support for researchers. Professor Natalie Waran, EIT’s Executive Dean and Professor (One Welfare) in the Faculty of Education, Humanities and Health Science, says there was a significant increase in external funding from previous years. Most of these funded projects are for two or three years, so we will be looking to maintain this momentum and continuing growing the number of researchers applying for external funding. “What we need to do is make sure that we are supporting people in other disciplines who are then going to be able to go for their first big external grant or collaborate with someone else to bring in some more money,” she says. Associate Professor Jonathan Sibley, Director of the Research and Innovation Centre, said that a key part of the research strategy developed last year was that it was community-focused. There had also been a significant increase in research outputs, and this had, in turn, led to the big increase in external funding. RIC Manager, Pippa McKelvie-Sebileau, said that usually their annual report reflected external grant income of between $100,000 and $200,000. “The current tally for externally funded research commitments, at over $1 million is an enormous amount and it is going to allow the researchers to do their projects over the next couple of years.” Encouraging and assisting staff to apply for external funding was a strategy that had paid off. She said that externally funded grants were mostly contestable and therefore highly competitive and difficult to get. While most of the external funding was for a few big projects, there had been some smaller but still important successes.
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Sustainable futures research, led by Natalie, received funding from Air New Zealand Envirotrust, while EIT also has a long-running Ngātahi research contract with the Hawke’s Bay District Health Board (HBDHB). Proposals put forward by Professor of Māori and Indigenous Research, David Tipene-Leach, on several projects also received funding support. But for Pippa it is also about the partnerships that had been developed at a community and national level. “Our relationship with the Hawke’s Bay District Health Board has been a long standing one and we have a good relationship with the Ngā Pae o te Māramatanga.” “This is the first time we have ever had researchers supported by the Royston Trust charitable trust, while we are also working on two projects with New Zealand’s Māori Centre of Research Excellence, Ngā Pae o te Māramatanga.” “Cape to City is an important relationship for us and it is the first time that we are really working for the Hawke’s Bay Regional Council. This predator control survey is a follow-up study and it is a very important partnership project.” She says that a key change had been in the level of interest in research from EIT staff. “There has been a lot of good feeling and goodwill about research at EIT this past year, especially in the School of Education and Social Sciences.” “We are always looking for opportunities for funding and when applications come in, we try to match them up with external funders. Sometimes the original project needs to be modified to fit the funding, but often we can find a match. The RIC has a calendar of research funding opportunities that come up each year, so staff have ample time to prepare their applications. Added to the successful external funding drive, thirty nine EIT researchers were recognised when the Tertiary Education Commission (TEC) announced its performance-based research fund (PBRF) results last year. Every six years the TEC evaluates the portfolios of researchers across the tertiary education sector, including ITPs, so applications were prepared in 2018, with the results announced last year. Pippa says that a lot of time and work went into preparing the applications, which saw EIT achieve the highest proportion of A-ranked portfolios in ITPs, indicating that their research has already been international recognised. “We were really proud of those results.” In a bid to increase more EIT researchers into projects, more emphasis was placed on encouraging staff members to apply for internal funding. A change in the application process played a big role in more staff receiving internal grants. “In the past we have had a formal application process with a seven-page document that you must fill out by a particular deadline and it has been quite daunting for people.” In the past about six people per year would receive funding from EIT, in addition to the research time that is made available to all staff members. “Last year we made it much easier. We just said, write it down on a single piece of paper – an expression of interest. Well, the results speak for themselves.” Thirty-nine expressions of interest were received, with four professoriate grants awarded and 16 projects fully developed and funded. These grants covered work done in Health and Sports Science, Education and Social Sciences, Nursing, Toihoukura Māori Visual Arts, Business and Viticulture. “A number of the projects will inform
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teaching and curriculum development at EIT and quite a few are focusing on students here. They may be small, but the research results will directly impact and inform the researcher’s teaching which is great for our students to get the most up-to-date teaching.” Pippa said that sometimes researchers receiving initial internal funding emboldened them to successfully apply for external funding. “Some of the amounts of internal funding required are quite small as the researcher may need to hire cars, get transcriptions done or offer a koha to people participating in focus groups.” An example of a researcher that started off with a small internal grant is Dobrila Lopez, Principal Lecturer (Information Technology) & Programme Coordinator (PGDipIT & MIT) at EIT’s Auckland campus. “In 2018 she asked for some internal funding for an international student research project. She needed the funding to buy pizzas for students as a way of encouraging them to attend focus groups.” Dobrila’s application was supported. Following on from initial promising results assisting international students through peer mentoring, she then applied for and received external funding of $15,000 from the Ministry of Education. “This is a nice example of a project that just needed a little bit of internal support to get started and has gone on to be recognised by the Ministry of Education.” “This is potentially a model that EIT can offer to other ITPs,” says Pippa.
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Community Health & Wellbeing The Ngātahi Project – a national pilot programme designed to grow the professional competencies of practitioners working with Hawke’s Bay’s vulnerable children – is producing significant research findings that could see it being adopted other District Health Boards. EIT has a three-year contract with the Hawke’s Bay District Health Board (HBDHB) to evaluate the issues and training requirements of the 500 professionals who work with children with significant health, social and learning challenges. EIT’s team of researchers is led by Research Professor Kay Morris Matthews and Māori and Indigenous Research Professor David Tipene-Leach. Other members of the multi-disciplinary team are Dr Sally Abel, independant contractor, Kapapu Consultancy; Dr Anne Hiha from the School of Education and Social Science; Chris Malcolm, a Mental Health Lecturer in the School of Health Science; Charlotte Chisnell, social work programme coordinator, social work lecturer Karlin Austin, both of the School of Education and Social Science and Pippa McKelvie-Sebileau. Kay and David both sit on the Ngātahi Board of Governance as critical friends. The sponsor of the project is former Children’s Commissioner Dr Russell Wills, while Dr Bernice Gabriel is the project manager. Both are from the HBDHB. Ngātahi, which means together, is a three-year project with three broad objectives. They are to establish a sustainable system for practitioners to identify the additional competencies they believe they need; to develop training programmes to address these needs, both clinical and cultural competency; and to foster relationships between practitioners in different organisations that would facilitate intersectoral collaboration when working with complex families/whānau. The first report in January 2018 ‘Towards Better Outcomes for Vulnerable Children and their Families’, looked at the first phase of Ngātahi, which was around the core competency mapping process and specific skills training. This included a cultural competency component for Child, Adolescent and Family Service (CAFS) practitioners from the HBDHB. The second phase evaluation looked at the planning and delivery of mental health training to the wider workforce, including a follow-up on progress with the staff of the CAFS service who went through the 2017 Mental health training. Kay has been impressed with the way practitioners have responded to the project, which she says has provided a rich base of data for the analysis. “The calibre and sheer honesty of
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Ngātahi researchers: Charlotte Chisnell, School of Education & Social Science, Pippa McKelvie-Sebileau, RIC Manager, Professor Kay Morris Matthews, Research Professor, Karlin Austin, School of Education & Social Science, Professor David Tipene-Leach, Research Professor.
the responses from the practitioners have highlighted the very real dilemmas and stresses that are placed on the frontline people across their different professional and occupational groups.” The last year of the project – from June 2019 to June 2020 – is focused on the learning circles that emerged from the wānanga or training workshops delivered respectively on Mental Health and Self-care in Trauma-Informed Organisations. “This is measuring what difference learning circles have made to practitioners in terms of taking the learning from the professional development into their own practice.” “Equally important is helping them deal with their own very high levels of stress and workforce pressures and using learning circles as a neutral space, where they can share confidentially and gather support and advice from one another.” Kay says that one of the reasons the project was started was because practitioners across disciplines within government ministries, non-government organisations and kaupapa Māori organisations tended to work in silos with not much cross-communication. “We are hoping that through the implementation of the mixed groups in training and the mixed learning circles that relationships between organisations will be strengthened and some of the misunderstanding of what each one does will be broken down.”
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Professor Kay Morris Matthews, Research Professor.
Going into the third phase, there are currently 53 learning circles operating and Kay says they are making a real difference in terms of how the practitioners feel about themselves and their work. Leaders of organisations also undertake the training and are members of learning circles. The learning circles were organised by Dr Bernice Gabriel, who is also a senior clinical psychologist at the HBDHB. “Bernice deliberately set up the wānanga so that there was a cross-section of organisations and a crosssection of disciplines.” “What we know about the workforce is that there is a remarkable turnover in both managers and practitioners. Some of that is through the demographic – people are older and retiring, but also practitioners are moving out because they are burnt out or they are moving away from Hawke’s Bay,” says Kay. For the researchers this means dealing with an ever-changing workforce, which is why the final phase has seen a focus on the already-established learning circles. The groups are being asked how the programme is making a difference, what issues need addressing and what has been particularly helpful from the training they have received. Kay says that when Ngātahi started, practitioners prioritised upskilling in mental health and addictions. “It turned out that those two issues were just too big for the professional development programme, so in the second phase of the evaluation we focused on mental health.” “The next training programme focused on Self-care in Trauma-Informed Organisations and the current focus is trauma informed practice.” She says the point of Ngātahi is for the workforce to prioritise their training needs, which the HBDHB co-ordinates and EIT evaluates. The process is collaborative with researchers raising issues that arise from interviews with the Ngātahi Project Team at the HBDHB who have been receptive to this. “When the report came out, they had already seen the draft and addressed many of the issues we had raised.” Kay says that Ngātahi is a national pilot and other district health boards and organisations in other regions have shown an interest in implementing it. For this reason, the reports have been written in a way that gives feedback to project managers and funders on the effectiveness of the programme. “We know that we have some very different issues to other regions, but most of them would also have a lot of the same cultural and deprivation factors impacting on children and similar demographic factors around childcare and protection.” Hui for the organisations involved are held twice a year and are well attended. Guests from other regions also attend to get an understanding of the programme. “At the moment this project is dependent on funding that is put together from a number of places and the ideal would be that the vulnerable children’s workforce development is funded by government in some way,” says Kay. “The overwhelming response from the leaders of the organisations involved is that they want the training programme to carry on.” Kay says that a big surprise for her has been that all the organisations have stayed in the programme for three years. She said the reason for this was that they wanted to address the problem, but also because of the free training provided. Regarding the feedback received from practitioners, Kay says that while they weren’t surprised by the high levels of stress from the workforce, they were concerned about it and the high turnover. “After the second time we were not expecting these
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Professor David Tipene-Leach, Research Professor.
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levels. That runs parallel with the high levels of stress and burnout reported. “ “There’s a belief that their organisations are doing the best that they can to protect and support them, but what they want more of is supervision. They want professional supervision and not just for the frontline staff, but managers as well.” For Kay, one thing that stands out is the commitment practitioners have to helping the vulnerable children they see. “Even though they are stressed, burnt out and dealing with very distressing situations with children, they are so committed to making a difference for those kids.” Meanwhile, a clinic for pregnant woman has opened in Flaxmere, but what makes this one unique is that it has weavers, not doctors and nurses, working with the mothers-to-be. Te Whare Pora o Hineteiwaiwa (House of Weaving), located in the Flaxmere Shopping Centre, is the first of its kind in New Zealand. A project of Te Taiwhenua o Heretaunga, it has received funding from the Auahatanga Hauora Māori funding programme, Ministry of Health. The concept for the wānanga came from David Tipene-Leach whom co-wrote the application for funding. A first group of pregnant women began a programme of weaving wahakura (woven bassinets) for their unborn babies at the clinic this year. David says the idea of the clinic is to use the wahakura and weaving to attract pregnant women who might normally only be seen by medical practitioners quite late in their pregnancies. “The argument is that often pregnant Māori women say there is nothing around for them, just health workers who try to stop you smoking and then take your blood pressure and do other tests.” “So, often Māori women are seen quite late in pregnancy, and being seen late in pregnancy means not accessing services, one of which is smoking cessation – a risk for sudden infant death which the wahakura is designed to prevent.” One of the clinic’s staff members is a weaver who is a trained secondary school teacher and has had extensive experience weaving with young women. There is also a navigator, a community health worker, who is there to connect the women to services they require. The Taiwhenua also runs a Māori maternal health programme, linking women to midwives who monitor the pregnancy. David says the name Te Whare Pora is significant because it is the name of an old ‘university’ of weaving. “This learning centre of weaving is a pre-European thing and it is called Te Whare Pora o Hineteiwaiwa. Hineteiwaiwa is a goddess and her area of expertise is weaving, pregnancy, childbirth, and infant care. In some traditional cultures, people talk about the women’s house. Well this is the women’s house.” “The clinic is based on what I called the Catherine Clinic” says David. “Catherine is a retired midwife health nurse in Gisborne who is also a weaver. She set up in a garage in a shopping centre in Puhi Kaiti that would open every afternoon. She would show up and weave with pregnant women and this would lead to tremendous opportunities for health giving change. This led to the Te Whare Pora idea.” The project has funding for four years and David will lead a research team that analyses the results. He says this is the third platform of the wahakura work that began
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about 23 years ago. “It started with the Māori SIDS prevention programme and then it was the wahakura Safe Sleep programme and now it is Te Whare Pora.” The project will see the women learning to weave different items from a small box for the pito (belly button), to a bigger box for the whenua (placenta) and then the wahakura itself. Along with this they will also learn karakia (prayers), tikanga (customs) and waiata (songs). “It is very much the case that Māori health-giving thinking and behaviour take over to create a platform where health services can also find a useful place”. Quantitative and qualitative research will be done in the form of outcome rating scales and in-depth interviews, which will measure how the women are feeling at various stages in the process. “One key is to link health-related actions like immunisation completion with rating scales around how participants feel and whether they do better. Is this related to smoking cessation and can we go further and see what happens to this set of children when they go to school?” He says that while some of this was research for the future, the plan is to ascertain if other socially determined outcomes can be traced back to being in the Whare Pora and being successful there. Another aim of the project is for District Health Boards to incorporate the clinics into their services. Equitable health outcomes for Māori in health has become a focus for David and he is involved in a project in association with the Te Ohu Rata o Aotearoa – Māori Medical Practitioners Association (Te ORA), the Medical Council of New Zealand, and the Council of Medical Colleges. The project is looking at cultural competence and cultural safety standards inside the medical profession and the equitable health outcomes of Māori. He says that medical schools in New Zealand have come a long way to solving the parity problem. “Medical schools in this country are now producing Māori and Pacific doctors in numbers that are comparable to the population, which is a huge outcome. They are not doing that in Australia, but we are doing it here.” The reason for this, says David, was the change in the criteria for people being accepted into medical school. While academic qualifications are still important, other criteria are now being used to ensure a wider range of students are enrolled. Personality tests were being conducted, while interviews with potential students also played a big role. “They are now trying to recruit Māori, Pacific and rural students in particular because those are the ones that have been missing. They have done a great job in the last 20 years.” David says the argument that this change of criteria that may lead to a drop in standards, is a mistake. “Well, they all pass the same exam and it is just that there is this much wider range of people. It is just the selection criteria that has changed.” “They are putting in good support mechanisms around young people and people are passing. The long-term pass rate for the A students and the B students is the same. They all pass and they all make great doctors. How long did it take us to figure that out?” He says the next key step is to get the group of Māori, Pacific and rural students into specialist training and to ensure that they are employed across the health workforce. “We are trying to make sure that since they have got through medical school, we can get them into and through specialist training Colleges, so that they can come out of the other side as physicians, general practitioners and brain surgeons.” research.eit.ac.nz
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David says his role in the project is working with medical colleges and other health vocational societies around the country to see how they are achieving this. Also involved in the project are Dr Curtis Walker, the chairperson of the Medical Council, and the chair of the Council of Medical Colleges, Dr John Bonning. Research associated with this project was published in the International Journal for Equity in Health in November last year and was titled Why cultural safety rather than cultural competency is required to achieve health equity: a literature review and recommended definition. Along with David and Dr Curtis Walker, the co-authors were Associate Professor Elana Curtis, Dr Rhys Jones, Dr Belinda Loring, Dr Sarah-Jane Paine and Professor Papaarangi Reid - all from Te Kupenga Hauora Māori, Faculty of Medical and Health Sciences, University of Auckland. David says a striking observation from the research was that cultural competency had been in place for about 30 years. “We called it cultural sensitivity then and we taught medical students about Māori attitudes and behaviours so that they might better deal with Māori patients. It didn’t work – it didn’t really change things. Cultural safety is not learning about other people, it is about a constant state of self-reexamination of your practice; a state of critical consciousness around your own biases; your own cultural mores and your own interactions with minority groups.” “You then have to examine how those things could possibly affect the outcomes you are helping them procure in their health and then auditing your practice to see if you are giving equitable outcomes or not.” A study into community kidney dialysis, led by an EIT researcher, has received international recognition by being published in a renowned kidney journal and publicised at a nephrology conference in Washington last year. Associate Professor Rachael Walker, who teaches in the Postgraduate Nursing programmes at EIT, conducted the study called ‘Home Away from Home - Community House Dialysis’. The research included 25 people using community haemodialysis houses in New Zealand to undertake their dialysis independently. The sample group consisted of 14 men and 11 women, aged 31-65 years, mostly of Māori or Pacific ethnicity and in partor full-time employment. In September last year international journal Kidney Medicine published an article on the research entitled Patients’ Experiences of Community House Haemodialysis: A Qualitative Study. Rachael’s co-authors were her colleague David Tipene-Leach; Dr Aria Graham, formerly of EIT but now at Whakauae Research Services; and Professor Suetonia Palmer from the University of Otago. The research was also used at a conference by the American Society of Nephrology held in Washington in November last year. The research was also highlighted by the Society in a media release during Kidney Week in November. Rachael says she is pleased with the international recognition the research received as the findings have benefits for dialysis patients around the world. “The findings of the entire study were all positive, the participants who were using the community houses to have their independent dialysis reported no negative experiences or perspectives.” “As well as having additional benefits from hospital or home dialysis, the houses provided more of a sense of whānau and community, with more peer support.”
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Associate Professor Rachael Walker, School of Nursing.
Rachael says that from a clinical perspective, one of the major advantages for the people using the community houses was that more than 70 per cent of the participants were dialysing for more than 20 hours per week. “Generally, if you are in hospital in New Zealand, you only dialyse for 15 hours a week. However, longer dialysis hours have significant clinical advantages including better quality of life, the need for less medications and improved survival.” Rachael says one of the themes to emerge from the study was the flexibility to have dialysis around other commitments such as work and family life. “The participants were also more comfortable in the community house and there was more flexibility to do the hours that they wanted.” Rachael says this is an important finding and the researchers plan to now look at how they might quantify the clinical outcomes of those on community house dialysis. She says, more countries are looking to increase their rates of home dialysis, as this is a more cost-effective alternative. Community house dialysis also has additional benefits as it is more patient friendly and “is a model that could be used internationally, not only for indigenous groups, but for anyone who doesn’t want to move or have the ability to perform dialysis at home.” Another project that Rachael and David have now completed is a systematic review of kidney transplant experiences of indigenous people around the world. In this review they analysed and compared qualitative studies regarding indigenous experiences and perspectives of kidney transplant from both the donor and recipient. “Most of the studies had similar findings around the same themes. These had to do with wanting to have a transplant and an acknowledgement in indigenous people that there was a higher need for transplantation within their community due to the higher incidence of kidney disease.” Rachael said that the theme that overarched all others, was a strong desire to avoid dialysis and to have a better quality of life with the benefits
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Dayna Peterson, Research Project Administrator, Pippa McKelvie-Sebileau, RIC Manager, Professor David TipeneLeach, Research Professor.
of transplantation. There was also recognition that there were many barriers to getting kidney transplantation. Although some barriers were cultural, the majority seemed to be institutional, with reported barriers including: a lack of financial repayments for the costs associated with kidney transplantation, prejudices and biases within the health systems; and poor information delivery. The review has paved the way for Rachael and David to embark on groundbreaking research into Māori experiences and perspectives of kidney transplantation; a study they have received Lotteries Health Research funding to complete over the next two years. This year, EIT Research and Innovation Centre (RIC) manager Pippa McKelvieSebileau and David Tipene-Leach have received funding for exploring food security and food environments in Hawkes’s Bay. This was pursued after it was noted in a Better Start National Science Challenge research programme, Napier’s pre-schoolers have the second fastest increase of obesity in New Zealand. “If you add that to the fact that the latest UNICEF report shows that we (New Zealand) have the second highest rate of obesity in the OECD and the EU, that is quite alarming,” says Pippa. The local project is part of a wider project under the auspices of the University of Auckland’s Liggins Institute, with EIT sub-contracted to do the research in Hawke’s Bay. Engagement from multiple stakeholders including parents, GPs, principals and teachers, is needed and it is hoped that the project will raise awareness of the issue and move towards designing a local solution for Hawke’s Bay.
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The aim is to work with children in schools, but the first step will be to engage with the community and to have them define the problem as they see it. “If you just walk into a group and say ‘we are here to talk about childhood obesity’, that word is a really hard word for people to hear, so we want the community to define the issues of food security and food environments themselves.” “This is affecting our children’s health and there are so many issues relating to it, the least of which is not poverty.” Pippa, who plans to do her PhD on the subject, says that the project will adopt a ‘systems dynamics’ methodology using a series of workshops with community and other stakeholders to engage with the issue and to build mapping models. From there they will work through that to define what an intervention might look like. Childhood obesity is often associated with lower socio-economic communities, however Pippa says that strong Integrated Data Infrastructure modelling shows Napier has a much faster growing problem than Hastings. “Napier’s rate growing at 2.5 per cent per year for those pre-schoolers is concerning and in Hastings it is not growing at such a fast rate.” Multiple interventions are needed to make a difference to the obesogenic environment. “Junk-food marketing shouldn’t be within three hundred metres of schools, and schools should be encouraged to have a water-only policy, which some are doing.” “The Napier City Council has a role to play making our streets safe to walk and cycle to school and to have active and accessible things that teenagers can do in their weekends that they can afford to do.” David and Pippa have steered the research programme to focus on low decile schools, which have more Māori students and note that if “it works for Māori kids, it will work for everyone”. “It is important not to make the project about obese children – but to investigate what food environments and food security looks like for schools and for whānau in communities where obesity is a problem”. With that in mind, the project was named ‘He wairua tō te kai: Nourishing Hawkes Bay’. He wairua tō te kai alludes to the complex things that surround food systems, thinking and behaviour. Workshops are being held in the first part of 2020 with the focus on nutrition. “Hawke’s Bay’s statistics on vegetable and fruit intake are among the worst in the country, which is unbelievable when you drive through Whakatū and see apples rotting everywhere.” Research from Auckland University showed that while the free Fruit In Schools programme worked, often it resulted in families not buying fruit anymore because they believed it was now the school’s responsibility. Pippa says baseline mapping will be done in the schools to see what type of food children are eating and a set of measures developed to ensure a clear starting point to measure the success of the intervention against later. School and parental consent is being obtained for the project, which is also being assessed by the EIT and University of Auckland ethics committees.
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Associate Professor Carl Paton, School of Health & Sport Science.
Carl Paton In high-performance sport where a millisecond can be the difference between winning and losing, new sophisticated training methods and techniques are vitally important to achieving success. Finding ways to maximise an athlete’s performance has been the focus of four research projects at EIT recently. Dr Carl Paton, an Associate Professor in the Institute of Sport and Health, has collaborated with post-graduate students and academics both locally and internationally to establish effective ways of enhancing sporting performance. Published work on the effects of blood flow restriction during exercise over the years saw Carl invited to work on two projects with research groups from Kharazmi University in Iran last year. The result was two papers being published in the journal, Frontiers in Physiology. The first was entitled Blood flow restriction during futsal training increases muscle activation and strength. The other researchers on this were S. Amani-Shalamzari, F. Farhani, H. Rajabi, A. Abbasi and B. Knechtle. The second article was called Effects of blood flow restriction and exercise intensity on aerobic, anaerobic, and muscle strength adaptations in physically active collegiate women. The other writers of this paper were S. Amani-Shalamzari, S. Rajabi, H. Rajabi, D.E Gahreman, M. Bayati and B. Knechtle. The research, done with futsal soccer players and a team of female athletes in Iran, involved restricting blood flow during training using cuffs and tourniquets, which resulted in bigger improvements in performance. Carl helped design the study, which was done in Iran. He worked with the team there but did not get to travel to Iran. “I was responsible for analysing the data that came out of the study and writing the research in English because of the difficulties in translation.” On a similar theme, Carl collaborated with two postgraduate students, Mathias Vangsoe and Jonas Neilsen, from Aarhus University in Northern Denmark, who
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came to EIT to do the research. An article A Comparison of different pre-race warmup strategies on 1-km cycling time trial performance is due to be published in the International Journal of Sports Physiology and Performance this year. “We looked at different warm-up routines to enhance performance in short distance track cycling – one-kilometre time trials.” Four warm-up routines were chosen – a standard routine, one with blood-flow occlusion using cuffs, a standard warm-up with sprints and one in which the cyclists could follow their own routine before a time trial. “The standard warm-up was the most successful. We found that the blood-flow occlusion had no benefit compared to just a standard warm-up.” “We did find, however, that when you let athletes select their own warm-up, they are much more likely to produce a poor performance.” Athletes often use caffeine as an ergogenic aid, so in another study last year Carl worked with a student of his, Peter Whalley, who for his Masters’ thesis compared the different forms of caffeine supplements – chewing gums, tablets and dissolvable strips – on running performance. As part of the research, 14 amateur runners completed a series of self-paced outdoor time trials following unknown ingestion of a placebo or one of the three alternate forms of caffeine supplement. “The most effective one was the tablet, surprisingly. It came as a surprise because we purposely had a very short time period between the administration and doing the actual event.” A paper, written with Peter and a lecturer in the School of Nursing, Dr Chey Dearing, was published in the International Journal of Sports Physiology and Performance. The title was The Effects of Different Forms of Caffeine Supplement on 5-km Running Performance.
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Innovation Education It was a great year for EIT’s Te Ūranga Waka & Te Whatukura, with the team recognising that their Mātauranga Māori and Kaupapa Māori research methodologies did not have to match a western research paradigm which tends to be mono field focused. The school’s Poutūara (Assistant Head), Michele Lee, says it was important for the team to realise that their multiple research interests and nodes are important to record. “Their focuses don’t necessarily always match a western paradigm in terms of science versus creative practice.” “In the western structure of education, it’s often classified in quite a Victorian way where you have science on the one side and the arts completely separate. “ “For us, mātauranga Māori has a different approach which encompasses both of those things. For Māori researchers, often fitting into a western academic system doesn’t necessarily recognise that you can be a scientist, an artist and a performer - all of those things together at the same time.” Michelle says “recognising our research contribution across a range of fields empowers us indigenous researchers.” “We have been working hard with our staff in terms of their research outcomes and this year we will have seven people embarking on their PhDs, at least five completing their Masters degrees and more than five doing their honours.” “This is a really exciting time for EIT in terms of Mātauranga Māori and Kaupapa Māori research because that research contribution is being focused on and with the support of our senior Māori researchers is really coming into its own.” Michelle says that the rise of Māori research is exciting, especially with the changes coming to the ITP sector. “The tide is turning in our sector, so I believe it’s important that we are focusing on research at this point, not just for ourselves but for the whole sector.” She says the primary focus of Te Ūranga Waka is and will always be Te Reo, but now the focus is diversifying what is being offered in terms of Mātauranga Māori. “We are now looking at the different ways in which we might encourage people to take up study with us in the school and channel them into our Reo programmes.” “We developed the waka ama course last year and we’re looking at developing some more creative practice courses including revitalising the media studies programme that we previously have had.” Our pounamu course does this and potentially Rongoā - Māori medicine would too. “Te Reo Māori is the vehicle of our Mātauranga but there are many ways to get people on the waka.”
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Mitchelle Lee, Te Ūranga Waka & Te Whatukura.
Another focus for the school this year will be Māori e-learning, which Michelle has a background in through her Master’s thesis and working as an e-learning advisor for Unitec. She also presented on Kaupapa Māori e-learning pedagogy at the World Indigenous People’s Conference in Peru several years ago. The aim is to use the existing EIT Online website to build a platform for Māori e-learning that the students feel comfortable with and where there are forums to have private social and learning conversations. The model is built around the different communication context of the whare and marae. “It’s replicating the real world communication zones, so there in, when we’re building our site it can’t be a rolodex of course names and numbers because that’s really off putting to our students. It needs to be framed up, so they recognise immediately what the communication context is.” “They can know that this is the whare kai’s place within the site, where they can have casual conversations. If they want to find articles written by EIT staff members, they can go to the wharenui and if they want to debate something in the academic space, they can go to the marae ātea.” Michelle says discussions are being held with the design team and other e-learning providers to professionally develop capacity to teach in an online space. Michelle, who has a background in television production and documentary film making, is also looking to enrol in a PhD through AUT. The thesis will be on Mana Pounamu, following on from her Master’s thesis on Te Whatu o Poutini - which was a visual exploration of new media story telling. “Te Whatu o Poutini narrates a geological map of New Zealand that climaxes in the jade. I feel it is time to create an interactive documentary that articulates not just our lore, but our state of law in relationship to our pounamu resource as well.” “An interactive documentary allows me a creative outcome that’s not just necessarily a thesis but a thesis and an accessible resource.” Michelle who has produced seven Māori language series for Māori television, was the Curator of Taonga Māori at the MTG in Napier before joining EIT in 2018. An EIT research project aimed at improving Māori student engagement and success, has been reformulated as a Kaupapa Māori Action Research Project. Kia Angitu, which means success or to be successful, began in May 2018 with eight EIT lecturers and tutors participating. The aim was to work with them to enhance Māori learner engagement for successful learner outcomes. The staff members attended community of practice meetings (participant discussion forums) and were also individually interviewed, as were some of their students. The action research methodology was informed by several key kaupapa Māori principles: Whanaungatanga, Manaakitanga, Tino Rangatiratanga and Taonga Tuku Iho. The project lead is Dr Anne Hiha. Deb Stewart is the teaching and learning strategy lead, and Margaret Young is a researcher on the project. The project’s mentor is Research Professor Kay Morris Matthews, while EIT’s Director Māori, Tuhakia Keepa is the project’s sponsor. Anne said the decision to reformulate the project as a Kaupapa Māori Action Research Project last year was the obvious step to take. “In the first year (2018) I recognised that we were front-footing Kaupapa Māori within our processes, so last year we just made that explicit in the work.”
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Dr Anne Hiha, Margaret Young, Kai Whakuako Te Ūranga Waka, Deb Stewart, Education & Social Science.
The second phase of the project, which began in August last year, had three priorities. The first was to reconnect with the previous year’s cohort. Out of the original eight staff, five were prepared to be involved again. “We had three people who wanted to continue to actively focus on the principles of Kia Angitu and were willing to reflect on a range of topics. We also had two people who couldn’t actively commit to being engaged but were willing to answer a survey at the end of the year,” Anne said. The group had called themselves Ngā Manu (Birds), with the notion being that they were leaving the nest and following their own direction, while still having support if needed. Anne said that one lecturer had developed their own community of practice, while a second had focused on developing the Kia Angitu philosophy in the classroom, and a third person used the principles to create a place of safety within the learning environment. The second priority was setting up a new community of practice for 2019. There were three participants, but because it started late in the year, a formal application has been made to have the project’s finish date extended. Data collection is expected to be completed by the end of June this year. The project’s third strand came as a result of not having the financial resources to expand to other sites like the Tairāwhiti campus. The concept of a webpage was born. On EIT’s internal intranet system there is a site called Māori Student Success. A Kia Angitu webpage was added under this with information about the research, the protocols followed, and resources used. Other features are planned for the page, including an interactive forum and a paper giving people advice on how to set up learning communities. A link to the webpage was sent to all EIT staff after Labour weekend last year. Deb says there is a growing awareness among EIT staff of the need to give specific attention to Māori learner success, and an ever-increasing range of support options to do so. Anne says the big learning they made in the second year was that the most important thing was not about strategies and implementations in the classroom, but about learner engagement. “The how to engage is less important than engaging. It
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Dr Pii-Tuulia Nikula, School of Business.
is seeing the need to engage and being willing to step out of habitual practice into something different,” she says. Deb believes that any change must always be within the change capacity of an individual. “It is really about helping them to recognise that even small changes they make in attitude, in their teaching practice or their interpersonal relationships can open some really huge doors in terms of Māori learner success.” “This gives our Māori learners a voice. That is a resounding message to all of us that we need to get our act together and start engaging differently.” However, the researchers don’t believe Kia Angitu principles should be compulsory, because research has shown that forcing people to do something sets up resistance. Anne says that while it is too soon to predict the outcomes of the project, research participants have reported that Māori students are “far more vocal”. “I get the sense that the work from 2018 is making more of a difference with some Māori students recognising that they can speak up, that they do not have to accept not having their needs met in the classroom.” “What a brilliant outcome. It is only anecdotal and yet it seems to be an important thing that has happened because of this research,” says Anne. In another project, EIT researchers are finding that the Labour-Coalition Government’s zero-fee tertiary policy for first year students, which began in 2018, will possibly not address all existing barriers, especially for people from lower socioeconomic backgrounds. The policy has been a research focus for School of Business senior lecturer Pii-Tuulia Nikula. In December 2018, Pii-Tuulia and a colleague, EIT Research Professor Kay Morris Matthews, published an article in the New Zealand Annual Review of Education entitled Zero-fee policy: making tertiary education accessible and affordable for all. At the ITP research symposium held at EIT in April last year, Pii-Tuulia followed this up with a presentation on The impact of the zero-fee policy – benefiting local communities by widening access to tertiary education. Pii-Tuulia says it is still early days, but indications are that enrolments in New Zealand have not increased. She suggests that it could be that the scheme is too late in the education cycle and is not reaching the lower socio-economic demographic. “It is unlikely to significantly improve participation from those with lower socio-economic backgrounds because the barriers form much earlier. It is too late to do it when people are 18 because you already decide much earlier in life.” “We are quite critical of the specifics of the policy because we can now see from the overall New Zealand Government data that participation hasn’t grown at all.” Pii-Tuulia’s argument is that participation is still related to your family background. It is this disconnect that she believes needs to be addressed in order to achieve a level playing field for people from under-represented backgrounds to be able to access the tertiary education system. “What I would like to see is an investment in families because we have to break this cycle of inequalities.” The stark reality is that research from New Zealand and elsewhere has shown that participation from medium and high socio-economic backgrounds will happen regardless of the fee structure as long as no up-front financial barriers exist. research.eit.ac.nz
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With low up-front financial barriers in the current system, those who were going to participate will do so anyway. She believes that a better option may be to invest more in lower levels of education and in families. Other measures include more targeted scholarships based on income, means testing or a disadvantage index. Pii-Tuulia says the current policy is very costly and not many countries can have a free system and open access. “Most countries with a free system are actually more selective about who participates. New Zealand is trying to keep open access and to have a free system at the same time.” Pii-Tuulia’s concern is that more selectivity would have a negative impact on students from low socio-economic backgrounds. She says the policy is not necessarily wrong, but factors like cost, the benefit to overall participation and to students from non-traditional groups need to be monitored. The senior lecturer from the School of Business has also continued her investigation into offshore commercial third parties who are used by local education providers to recruit students. In February last year Pii-Tuulia and fellow academic Jussi Kivistö of Tampere University in Finland published a paper on the issue in the Journal of Studies in International Education. This was entitled Monitoring of education agents engaged in international student recruitment. “We criticised best practice guideline in five countries – New Zealand, Australia, the United States, Canada and the United Kingdom - as there seems to be limited understanding of monitoring and how to find out what these third parties are actually doing.” Pii-Tuulia says education providers and governments do not realise that there are more effective ways of monitoring the activities and practices of these agents. One of these methods is the use of mystery shopping – where dummy students are used to find out what is being told to international students about international study opportunities. Collecting feedback from students and visits to agents’ offices are important, but even more progressive monitoring tools need to be used. Apart from mystery shopping, marketing audits are also necessary. “This will address a lot of the issues in the industry and will also protect the providers and ensure their brand is presented in the way they want it to be.” Another research project is looking at the Australian and New Zealand international education standards and how these legal frameworks protect the interests of the governments and the students. A paper, Consumer protection in export education marketing in Australia and New Zealand, was published last year. Pii-Tuulia has also been researching international students’ sense of academic efficacy. A journal paper, written with Jonathan Sibley, the Director of the Research and Innovation Centre, has been submitted for publication. The title is Supporting international students’ academic acculturation and self-efficacy. International students come here believing they will do well in the New Zealand education system, but this is not always the case. “A lot of these students come from completely different learning environments and may not have prior experience in academic writing conventions or other skills that are required in New Zealand.” The research is looking at what support they require to better understand the system. “Basically we found out that often they
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Leigh Johnson, Dr Emily Nelson, Kirsty Jones, Nikki O’Connor, School of Education & Social Science.
have a high sense of academic self-efficacy, but then after a few weeks there is a big drop because people say ‘I do not understand how to do well in this system so I don’t know how to be successful’.” EIT has an academic inquiry course where the teaching and assessment practices are explained. While it is not compulsory, international graduate and post graduate level students are encouraged to attend. Pii-Tuulia says that while students who attended the course still experienced a reduction in their sense of academic selfefficacy, it was much less than that of students who did not participate. Meanwhile a significant EIT investigation into Innovative Learning Environments (ILE) in primary schools is set to produce insightful research outputs this year after the project was expanded last year. ILE’s have been a research focus for Dr Emily Nelson, the Programme Coordinator for the Bachelor of Teaching (Primary) at EIT and Leigh Johnson, a Teacher Educator at EIT since 2015. Their research has been aimed at better preparing candidate teachers for their practicum in the new learning environments. A traditional classroom has always been one teacher for 25-30 children, but an ILE is a collaborative two or three teacher learning hub with the spaces shifting and changing flexibly during the school day and teachers taking shared responsibility for larger groupings of children. Last year Emily and Leigh received extra funding from EIT to continue their research. Teaming up with them in the latest project called ILEs: Perspectives, Opportunities & Implications for Initial Teacher Education are three other Teacher Educators from EIT’s Hawke’s Bay and Tairāwhiti campuses. They are Kirsty Jones, Teacher Educator and the Practicum Co-ordinator on the Bachelor of Teaching
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Programme; Nikki O’Connor, Practicum Co-ordinator and Teacher Educator on the Tairāwhiti campus; and Lynn Davies, Site Coordinator and Teacher Educator on the Tairāwhiti campus. Emily said that since the Bachelor of Teaching (Primary) programme was offered at EIT’s campuses in Hawke’s Bay and Tairāwhiti, the extra funding would help expand the research to Tairāwhiti as well. “We realised that we couldn’t just keep going along interviewing candidate teachers. We wanted to see all the players in the mix for the practicum and find a way to include our own voices, because the advent of ILEs has really changed how we broker practicum and how we teach in our class.” The focus last year, which will continue this year, is getting feedback from candidate teachers, associate teachers, and teachers, as well as the researchers recording their own experiences from teaching the candidate teachers in their programme. The research is an exploratory, qualitative study utilising qualitative data gathering methods, including a survey with associate teachers, focus group interviews with the researchers themselves, associate teachers and with the candidate teachers, observations of candidate teachers on practicum, and analysis. The researchers said the first year of the project had mostly been spent on developing the collaboration and designing the research instruments. “It is still early stages of the research, with data generation still the main focus.” They say the perspectives of the educators in the ILE classroom are varied because every ILE is different, and every year is different. “Some of our initial survey results show that the dynamic of the children is an important factor because what may work really well one year, may not work at all the next.” They say there are more variables in an ILE design than in a traditional classroom. “The reason is that you have so many more things to consider and you also have so many more children. It’s just bigger.” The researchers say that the big change from traditional classrooms to ILEs is that the teachers are running a programme together and therefore everyone must “fit in together”. This creates a new challenge for candidate teachers on practicum and for teacher educators in designing requirements that better reflect the realities of ILEs. “For our candidate teachers coming into this highly programmed and timetabled space, their requirements are that they have to demonstrate that they can teach a number of interconnected lessons or fully manage a group of a certain size.” This requirement does not work easily in the dynamic and fluid spaces of an ILE. The five researchers say that in traditional classrooms, teachers would have one team meeting each week to discuss the timetable for the following week. In contrast, “in an ILE, often the teachers are doing these in-the-moment handovers. There is another language that our candidate teachers have to learn to speak as well.” Initial feedback from associate teachers was that a key skill that candidate teachers needed was the confidence to engage in the negotiated conversations with teachers. “Some of the candidate teachers lack confidence because they see themselves as the learner in the relationship, but the associate teachers see themselves as an equal partner. What they want is for our candidate teachers to be able to talk in a shared way and
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to contribute.” Emily says that while many schools were adopting ILEs, “the jury is still out” on whether they are better than traditional classrooms. However, this research will continue to focus on equipping candidate teachers with the skills necessary to succeed in their ILE practicums, vital if initial teacher education is to prepare beginning teachers for the realities of today’s teaching profession.
Social Work Team
Charlotte Chisnell, School of Education & Social Science.
Young carers enrolled at EIT seem like any other student, but the toll of their home life can make it difficult for them to cope with their study load. Often for these young students (between 18 and 25-years-old), caring for an ill parent or sibling or dealing with an addiction in the whānau can lead to their studies taking a back seat. New research being conducted by a team from the School of Education and Social Sciences aims to shine a light on the obstacles facing this invisible population of students. The researchers are Dr Sue Hanna, until recently a social worker Lecturer at EIT, but now working in the United Kingdom; Charlotte Chisnell, social work Programme Coordinator; and Mandy Pentecost, the Assistant Head of the School of Education and Social Sciences. Funded by the Research and Innovation Centre, the research is called The Experience of Young Adult Carers studying at the Eastern Institute of Technology. The sample group was made up of 11 students. “The purpose of the research is to explore the particular obstacles that young adult carers might face within tertiary education. We also want to establish if there is anything that EIT can do to support them to achieve success during their time here,” says Charlotte. Two focus groups have been held by Mandy and data analysis is currently under way. She says that the idea of a support group had been raised in the focus groups. Charlotte says the aim of the research is to raise awareness of the unique needs of young carers and to find out from them how institutions like EIT can support them. Charlotte has also been collaborating on a paper on child abuse with Sarah Elliott, a social work lecturer at EIT’s Tairāwhiti campus. In December the two lecturers attended the Sociological Association of Aotearoa New Zealand (SAANZ) conference in Auckland where they presented on Why are we still referring to victims of child sexual exploitation as child prostitutes. Charlotte says she has written about the subject previously in a book and it is a subject that needs more attention. This project involves analysing research already done, but Charlotte says she is open to interviewing victims if possible. “It is child abuse and just because the child enters into a transactional relationship [it] does not take into account the power imbalance or the fact that this is not an equal relationship.” “In terms of the Aotearoa experience it is quite specific. Unfortunately, it is over-represented in Māori communities and it has been associated with drug culture and gangs.” Meanwhile Charlotte’s colleague Karlin Austin, a social work Lecturer and Fieldwork Coordinator, has joined forces with Mandy Pentecost to work on research that is being funded by EIT. Titled, How Social Work Students on Fieldwork Placements experience the positioning of social work within an interdisciplinary team, the project
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Mandy Pentecost, Karlin Austin School of Education & Social Science.
included a sample group of six third- and fourth-year students undertaking social work placement at the Hawke’s Bay District Health Board. “These are students who are placed in different interdisciplinary or multidisciplinary teams across the DHB in services like women’s health, paediatrics, mental health or in the community as well.” The teams and the social work students are involved in include physiotherapists, doctors, nurses, occupational therapists, among other health professions. Mandy has held two focus groups with students in their first and second placement. Karlin says there is a suggestion that multidisciplinary teams and interdisciplinary teams are inter-changeable, but they are, in fact, quite different. “A multidisciplinary team is a siloed approach where each member works by themselves. They may come together to discuss particular patients, but they then retreat back to their discipline specific departments.” “Interdisciplinary teams (IDT) are actually co-located professionals who work in a collaborative and coordinated way in order to use their resources more efficiently.” Karlin says the aim of the research is to get the student’s views on the ways they saw and experienced social work being valued in the team. “What we often find is students don’t necessarily understand what the difference is between the two structures.” The study’s findings reveal that the IDT increases interprofessional collaboration and exposes other disciplines to the unique knowledge-base and skills that social work brings to complex patient care. Further education is needed to promote the value of working to each profession’s strengths within IDTs. A key contribution of this research highlights the importance of a social worker’s ability to articulate and advocate for the contribution of social work to the healthcare of patients.
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Creativity & Curation The rich history of Māori families in Hawke’s Bay - passed down through letters and papers which have been languishing in boxes and cupboards for years - is being brought to life in a significant EIT archiving project. Leading the restoration project is EIT’s Professor of Māori and Indigenous Research, David Tipene-Leach. Renowned for his significant medical and health research, David has invested considerable time in collating a collection of his own family’s papers that include over a thousand letters written between 1860 and 1890 to Henare Matua – leader of the Hawke’s Bay ‘Komiti’. For David, it is personal – part of the rich tapestry he is showcasing and preserving is connected to his own whānau. Along the way, the EIT work on these papers attracted the attention of local historian Pat Parsons and the Blake whānau who also have a collection of papers and books important to Hawke’s Bay over the same period of time. A somewhat forgotten chapter in Hawke’s Bay history, the Komiti - was based around several mid- to late-19th Century chieftains in the area who banded together to both prevent land sales and to overturn land sales that were clandestine, fraudulent and damaging to local hapū. “They tried to repudiate some of those land sales in court and in the process, they became the most unpopular Māori in the district. Local landowners labelled them the Repudiation Movement,” says David. Where it becomes a personal mission for David is that Henare Matua, the so-called radical leader of the Repudiation Movement was his great, great grandfather’s oldest brother. “Our family has hundreds of letters written to the Repudiation movement which have been passed down through the generations since the 1860s. I have personally known about them for about 30 years.” He said he obtained the collection from three sources – two uncles and an aunt who knew he had an interest in it. “What I have wanted to do is to catalogue, archive them and translate them and to see whether that body of letters was a primary data source for the Repudiation Movement, which is a rhetorical question, because of course it is.” Finding a home for the papers is important to David – they are currently in a chest in a spare room at his home. But in an interesting twist that reflects the interconnectivity of New Zealand history, part of the collection spent many years in a suitcase belonging to Samuel Marsden, an English-born priest who is believed to have introduced Christianity to New Zealand. “Samuel Marsden was an original missionary in this country and an uncle of mine married one of his great, great granddaughters. She had his suitcase and they put their research.eit.ac.nz
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Heather Pilbeam, Library Resources & Technology, Lee Olsen, Information & Learning Services, Waitangi Teepa, Professor David Tipene-Leach, Research Professor.
part of Henare Matua’s collection in his suitcase. So, when I got his records, it was in Samuel Marsden’s suitcase, which was very interesting. The suitcase, of course, went back to my aunt.” The significance of this collection cannot be understated, because it is primary data, whereas previous writings about the Repudiation Movement has been secondary data from newspaper reports and other sources. The letters are mainly from people writing to the Repudiation Movement, but there are some letters from Henare Matua himself. David says he began archiving eight years ago when work was being done on Treaty of Waitangi claims. “We used these papers to do some of the Rangitāne Treaty claim and then in 2014 we used some of it for the Heretaunga-Tamatea claim.” David’s interest in preserving the Repudiation Papers resulted in him talking to Pat Parsons, who has been given collections from many Māori whānau over the past 40 years. The two agreed that there needed to be a place for such collections where they were safe and not hidden away from society for the next one hundred years. Pat has been working on a collection with the Blake whānau, whose tīpuna was John Thomas Blake, a Māori Land Court translator. “Blake would sit in the court as the translator each day and then he would write two sets of records - one for the judge and one for himself. The records he did for himself have become known as the Blake Diaries or the Blake Collection,” says David. That collection is currently housed in three places – the Hastings Library, in the Blake family and with EIT. David says the plan is to bring the Blake Collection back together and house it in an archive at EIT. “The idea with this project is to do something with these records,
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Associate Professor Steve Gibbs, Toihoukura Māori Visual Art & Design School.
such that they become a useable historical record for undergraduate and postgraduate students at EIT and for wider members of the community who want to do some historical work.” While details still need to be worked out, David envisages a scenario where the collections are still owned by the families but are on permanent loan to EIT. “Our short-term project is getting the Blake Collection back together, while the other defined piece of work is pulling together a translation project around the Repudiation Papers. A longer-term piece of work that is not really in next year’s remit, is trying to think the bigger issue of archiving, our role in it and how would we resource that.” Working with David on the project is Lee Olsen, a team leader in EIT’s Information and Learning Services. Information and Learner Services Manager Diane Friis; and Heather Pillbeam, the team leader of Library Resources and Technology, are also involved. Funding from the Ngā Pae o te Māramatanga has seen the project able to use the services of experienced archivist Waitangi Teepa, who is already employed at EIT. “Waitangi was a student support worker who had previously been an archivist so when I heard that she was there, I knew she would be the perfect person for the job.” A prolonged and emotional search for Māori taonga tuku iho (sacred treasures) scattered around Europe, which was spearheaded by an EIT Associate Professor, has resulted in a triumphant homecoming and an exhibition at Tairāwhiti Museum in Gisborne. The 37 taonga included hoe waka (canoe paddles) and a woven cloak among other items that were acquired by explorer Lieutenant James Cook at a meeting with local Tūranga Māori in 1769. The meeting took place on board Cook’s ship, the HMS Endeavour, while it lay becalmed off Whareongaonga on the East Coast south of Gisborne. The meeting was also attended by Cook’s Tahitian navigator Tupaia, who is believed to have played an important role in this first peaceful meeting in four days. Nine local people had been killed in clashes on the three previous days and it is understood that despite these atrocities, local Māori were keen to meet and kōrero with Tupaia on board the Endeavour. The 250th commemoration of Cook’s arrival last year, sparked protests by some local iwi in Gisborne. For Steve Gibbs, who is Associate Professor at Tairāwhiti’s Toihoukura Māori Visual Art and Design School, it has been a long journey to locate the taonga from that day in museums around Europe. “We have been able to locate many of the taonga that were exchanged and their whereabouts over the last ten years. It is part of a wider iwi-based project to create an iwi taonga database and tell our tribal narratives of where these taonga came from and stories of how the taonga became located around Europe, Great Britain and USA.” In total 29 hoe (canoe paddles), along with other taonga, were found in museums in Britain, Germany, Italy, Austria and the United States. Of the 29 hoe found, it is ascertained that 21 can be identified as belonging to the set of hoe collected from Turanga. He says they had known that there were initially at least three hoe, because these had featured in paintings of the 1769 exchange by the ship’s artist Sydney Parkinson, but there could even be more – up to 40. For Steve the main appeal of the hoe is that they were painted as well as being carved. The paintings on them are the oldest extant examples of what we now call kōwhaiwhai painting. “As an artist, the painting on the hoe signifies something special as well and that has been the focus of my particular journey.” research.eit.ac.nz
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After lengthy negotiations five museums in Great Britain and Germany agreed to loan the taonga for an exhibition at Tairāwhiti Museum in Gisborne. The museums that agreed to the short-term loan are The British Museum; Pitt Rivers Museum University of Oxford; University of Cambridge Museum of Archaeology and Anthropology; Great North Museum: Hancock and Tübingen University Museum, Germany. The project to facilitate the loan was led by Hei Kanohi Ora Iwi Governance Group, consisting of tangata whenua of Tūranganui a Kiwa and Te Aitanga a Hauiti and was supported by Eastland Community Trust, Te Puna Tahua Lottery Grants Board and Air New Zealand. Steve says the governance group has worked hard on the project, while Tairāwhiti Museum Director Eloise Wallace has been “brilliant”, her skills and leadership in navigating through the complex plethora of compliance documentation that is required for such a project. He says that negotiating the 12-month loan was a great achievement in itself and came about because of the relationships that were formed with Iwi, Tairāwhiti Museum, and people in the museums holding the taonga over the last 10 years. “I think it is a brilliant example to the world about what can happen when iwi, working in collaboration with museum expertise and directorship, can make a project like this become a reality.” He said the loan would not have happened 10 years ago and it was a case of acknowledging that the taonga were important to the iwi, probably more important than to the museums. “For the museums the taonga are the remnants of a culture and therefore it is interesting that it was the descendants of the creators who went and found them and created a desire and pursued the opportunity to have them bought back home.” The taonga were accompanied on their journey back home to New Zealand by three curators from the British Museum; Pitt Rivers Museum University of Oxford; and the University of Cambridge Museum of Archaeology, who helped unpack and install them. The exhibition, Tū te Whaihanga, which was co-curated and designed by Steve, opened in October last year and will be on display until October 11 this year. For Steve it has been the fulfilment of a dream that he did not really believe would ever become a reality in his lifetime. “Putting the collection together has been a wonderful project to be involved in and it has been a great pleasure to be part of the conceptual development of such an exhibition.” “It has provided us with the opportunity to honour and acknowledge our tupuna who created these taonga.” “It has thrown up some interesting questions like who made these things and where were they located.” The exhibition sees the taonga housed in a vessel shaped like a waka hourua (a double hulled canoe). “There is a manawa kapakapa (heartbeat) design that carries the eye around the walls that references mana whenua and our human connection to the land and the water.” “There is also text around the ceiling that refers to a number of wānanga (schools of learning) where many of these taonga would have come from.” He Taonga Tuku Iho, He Taonga Tūhonohono, He Taonga Tangata. (Taonga that carry us from the past, to the present and into the future). In 2018 Steve was also instrumental in designing and curating an iwi-based exhibition installation, at the National Maritime Museum in Greenwich, England. In response to an invitation, titled “Rangiwaho - Ihu ki te Moana”, (To hongi the sea), it
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Professor Matthew Marshall, IDEAschool.
was the first contemporary exhibition to address Pacific encounters with Cook. The exhibition, opened by environmentalist Sir David Attenborough, featured contemporary works by Toihoukura graduates and local iwi-based artists that reveals our tribal history pertaining to those early encounters in 1769. “We wanted to challenge the notion that we were lost and somehow discovered and to give a glimpse of our navigational narratives a thousand years prior to the arrival of Cook. That’s significant for the people of this area, Ngāti Rangiwaho, who were living in Whareongaonga, because those people are our tīpuna (ancestors) and they are the ones that were involved in those first encounters.” Combining jazz and classical guitar with a jazz orchestra to create a unique sound has been the focus of a research project by Professor Matthew Marshall, the Head of EIT’s IDEAschool. Funded by EIT’s Research and Innovation Centre, Matthew commissioned American Grammy-winning composer Bill Cunliffe to write a Concerto for classical guitar, jazz guitar and jazz orchestra, which he played with the Rodger Fox Band on a tour around New Zealand in October last year. “The whole notion of combining classical with jazz has been an interest of mine for years and the grant I got from the Research Centre here enabled me to do something about it.” Matthew flew to Los Angeles for ten days last year to work with Cunliffe, a musician skilled in both jazz and classical music. “He wrote the music for me and part of the research was me working with him to shape it and refine it.” Although the project was only done last year, its origins can be traced back 15 years when Matthew attended a concert by Cunliffe and the Rodger Fox Band at Wellington’s Opera House. “At one point, Bill asked the audience to name a famous composer. They chose Sergei Rachmaninoff. He then asked the audience to name a famous jazz musician and they chose Dave Brubeck. So, he combined Rachmaninoff and Dave Brubeck and played this solo piano improvisation that combined the styles of both musicians.” “It was so inspiring to see Bill have a foot in both classical and jazz areas and to be able to create something quite unique’” says Matthew. The work Cunliffe composed last year is titled ‘Three views of Jerusalem – a concerto for jazz guitar, classical guitar and jazz orchestra’. “Bill was inspired by the music of three religions that call Jerusalem home – Judaism, Christianity and Islam. Each of the movements were based on a theme from each of those religions.” The real challenge for Matthew came when he played classical guitar alongside a jazz guitar and jazz orchestra on the New Zealand tour, which featured successful shows in Napier, Auckland, Wellington and Christchurch. Playing jazz guitar was Bruce Forman, a high-profile musician who has played and written the scores for three Clint Eastwood movies. “It was an exhilarating experience for me to work with people who are at the top of the tree in terms of what they do and for us to be able to play this unique combination of jazz and classical guitar with a jazz orchestra.” A challenge for the musicians was combining the notated structure of classical guitar music with the jazz sound, which is more free and improvised. “That was part of the research – how a jazz musician and a classical musician can work together to create a hybrid musical form without compromising each other’s approaches. I think it worked. Audiences enjoyed it, which is always a good sign.” Matthew plans to return research.eit.ac.nz
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to Los Angeles this year to record the music with Cunliffe and his band at the famous Capitol Studios in Los Angeles. Another highlight of last year for Mathew were the concerts he did with Dame Kate Harcourt and Sir Jon Trimmer to music by Christchurch composer Philip Norman, using the poetry of New Zealand poets Alistair Te Ariki Campbell and his wife Meg Campbell that they wrote to each other. “They were love poems they wrote to each other and those poems were then set to guitar music by Philip Norman.” Using Creative New Zealand funding, Matthew commissioned Norman to compose the music. “We performed it as part of the Research Symposium here in April last year and also had three concerts in Napier, Wellington and Kapiti.” A recording of the work called “Its love Isn’t It?” has also been made with a CD due out this year. Matthew will also have two further CDs released this year. The first is an album for voice and guitar by New Zealand composers featuring Chris Bowen, a New Zealander who lives in London and is a singer with the BBC Singers. This will be recorded in May, while a second album of guitar solos has already been recorded and consists of work Matthew recorded at the former Radio New Zealand Studios in Wellington. All the albums will be released on by Rattle Records, New Zealand’s premiere classical music record label. A casual observation while browsing Hawke’s Bay’s many op shops on a Saturday led Dr Mandy Rudge on a journey into the complex social reasons behind the shopping habits of seasonal workers. Mandy, who is the programme co-ordinator for the Honours and Masters’ courses of the Te Hono ki Toi programme at EIT’s IDEASchool, became an avid op shopper when she moved to the Bay six years ago. “There are an unusually large number of op shops in Hawke’s Bay and I was doing the rounds like most op shoppers on a Saturday when I noticed groups of Pacific Islanders who seemed to be following a similar routine.” Mandy was intrigued and began to dig a bit deeper, to such an extent that her findings became the basis of research she calls The Vanuatu Project. She soon found out that the groups, made up of mainly men, were part of the Recognised Seasonal
Dr Mandy Rudge, IDEAschool.
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Employers (RSE) scheme which sees Pacific Islanders come to New Zealand to work during our fruit picking seasons. What she found fascinating was how they were shopping, who they were buying for and the strict criteria they had for purchasing clothes. “They were buying clothing for family, which was interesting because you don’t often see men in an op shop buying women’s clothing. There was often a lot of discussion over the appropriateness and suitability of clothing, with feedback being sought from other members in the group,” says Mandy. She began to investigate the scheme and research the way it is portrayed in the media. “The RSE scheme is sold as a triple win, even if some locals believe it is taking jobs away from locals, which is not true. The media portrays it as a win for the employers here because they get labour, a win for the New Zealand economy because we can export the fruit and a win for the Pacific Island economies.” What these workers gain and take back to Vanuatu and other Pacific Island countries became the focus of Mandy’s research. The deep sociological reasons for their purchases and the highly selective methodology behind what they bought were surprising and helped paint a picture of the sense of debt the workers feel they owe their families. “Wrapped around this whole story is this idea of the social life of things. It is an idea that that if you track the way that things and objects move, you will understand the social relationships around those and the values that people accord them.” “The debt that these people owe their families is really important and became kind of a focus of the research. When they come to New Zealand, they leave their community, they leave the extended family gardens, they leave all the roles that they have been actively involved in in the community and somebody has to step in and fill that gap.” That is why the clothes purchased at op shops are so important, because they help, in part, to address that debt. What Mandy found interesting is that there were two main criteria in the purchases – they had to be good quality and designer labels were valued. The clothes were also for males, children and young women, with older islander women traditionally making their own clothes. The clothes taken back by workers have become status symbols in their communities. The research project, which was self-funded with an internal grant from EIT, saw Mandy travel to Vanuatu to see the reaction to the clothing the RSE workers brought home. She interviewed workers here and their families in Vanuatu as well as horticulturalists and Vakameasina, a pastoral support organisation set up by the Ministry of Foreign Affairs and Trade. She gave a paper on the topic at last year’s ITP symposium at EIT in April and she also plans to send her findings to the Vanuatu Culture Centre, with a journal article a probability as well. For Mandy, the takeaway from the research is straightforward. “While the RSE scheme has economic benefits to the horticultural and viticultural industries, if it is to be a win for the Vanuatu workers and their families beyond these economic measures, it needs to facilitate people’s ability to lead their lives in a way that is meaningful to them.” “The clothing they buy at op shops may seem insignificant, but they are incredibly important, in terms of gifting them back to their community and addressing the debt they feel they owe their families for being away for so long.” research.eit.ac.nz
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Bessie Spencer
Bessie Spencer’s Graduation.
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Anna Elizabeth Jerome Spencer, known simply as Bessie to her family, was a visionary woman known for her energy and her pioneering approach to educating young girls. Credited with being the founder of the New Zealand Women’s Institute, where she was known as Jerome Spencer, she lived a life of discovery, uninhibited by the constraints and norms of the society in which she lived. That extraordinary life is now the subject of a biography being written by EIT’s Research Professor Kay Morris Matthews, who has sought to capture the many layers and complexities of this born and bred Hawke’s Bay native. The biography, which has the working title of Bessie Spencer: Her Life and Times, will be released in February 2021 to coincide with the centennial of the New Zealand Women’s Institute. The Institute’s centennial conference will be held in Napier in the second week of February next year with about 360 delegates expected to attend. EIT and MTG Hawke’s Bay have signed a memorandum of understanding in relation to the publication and to a museum exhibition featuring the local Women’s Institute. Besides the biography, Kay is also curating and preparing a travelling exhibition on the former Principal of Napier Girls’ High School. The school is also collaborating on the project. Kay had for some time wanted to write a biography on a woman who she describes as inspirational and ahead of her time when it came to encouraging young women into science and medicine in the late 1800s and early 1900s. With no living relatives to interview, Kay tracked down the only living member of the Women’s Institute who knew her and also relied on a vast treasure trove of Bessie’s letters and her diaries, which she was given access to at the MTG Archives. “It is a wonderful story of her life, which I am telling primarily through her own eyes and in her own words, and through the images that she either took or had taken of her,” says Kay. Born into privilege in 1872, Bessie was the daughter of Dr William Spencer, the original doctor and surgeon of Napier, who also served as the city’s mayor. She attended Napier Girls’ High School as a pupil in its foundation year in 1884 and later was a teacher and principal at the school at the age of 29. Napier Girls’ are members of the project partnership with Kay, the MTG and the Women’s Institute National Executive. She was also the first Hawke’s Bay woman to graduate with a university degree – a BA which she did extramurally from Canterbury University College. “She went from a professional woman’s life and then she gave it all up. She is very orthodox for the first part of her life and then then she became very unorthodox. The story of her life is how she mediates both of those worlds,” says Kay. After a stint overseas where she did voluntary work in England during World War 1 and where she observed the work of the English Women’s Institute, Bessie returned to Napier in 1919 and set up the up the country’s first Women’s Institute at Rissington in 1921. “When I found out that she had gifted her diaries and her letters and a lot of her family and household effects to the museum, I thought it would be possible to write a biography. But since then I have realised that there were so many more dimensions to her life and so many layers to her life. Through her diaries and her letters, I have come to appreciate that she knew everybody.” research.eit.ac.nz
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Bessie also lived a rather unorthodox life for the times, sharing a house at Rissington with a married couple, Amy and Frank Hutchinson, for nearly 40 years. It was this couple that supported her financially for much of her life, allowing her to devote her time and energy to setting up Women’s Institute branches around the country. Bessie Spencer died in Napier in 1955, but her legacy will be celebrated next year – one hundred years after she started the Women’s Institute.
Erena Koopu
Erena Koopu, Toihoukura Māori Visual Art & Design School.
Drawing on a traditional narrative to express her work, artist and EIT lecturer Erena Koopu hopes to retain unique and poignant Māori stories for rangatahi to enjoy. Erena is a senior lecturer in Māori Visual Arts at Toihoukura, Tairāwhiti and, aside from teaching her students this year, her focus is an exhibition of her latest work in May. Well regarded for the striking composition of her paintings and the inspiration she draws from her heritage, Erena is following up on a successful exhibition in 2018 with a new artistic interpretation of a renowned Waikato composer’s work. The composer, Kirimaaku Kihi needs no introduction in Māori creative and cultural circles, but for Erena it is even more personal – Kirimaaku was her teacher and as she puts it, an “inspirational woman”. “I grew up with her and with her children. We spent a lot of time together and she inspires me.” For the exhibition, Erena is taking Kirimaaku’s music and using it as an expression of art to create twelve pieces of work. “Kirimaaku is from Waikato so a lot of the content has to do with that area and her upbringing there. Her work is based on life along the Waikato River, the Kingitanga movement and the different activities that happen on the water as well. She is a teacher so there are references to the rangatangi of that area.” Kirimaaku is a teacher at Te Wharekura o Rākaumanga, where she teaches tikanga and te reo, as well as waiata and kapa haka. Erena’s inspiration is drawn from the content of the composition, but her ideas and artistic interpretations were informed by conversations with her mentor. “We had lots of wānanga about what was going on at the time of each composition, how she drew inspiration in those compositions and how she functions as a composer.” “You really have to have that space with the composer because you can’t just go ahead and do it without.” But for Erena it is more than just drawing inspirational expression from an influence, it is about retaining the previous generations stories for the younger generation in many different forms. She says she is noticing that there is a growing awareness from the younger generation about the stories of their heritage. “This is true, especially when it is in song because song attracts lots of rangatahi. It is a different form and another way of telling our stories. It is also getting rangatahi to know that you can do it in lots of different ways.” The exhibition in question was due to be held at Arts Post, Waikato Museum in late May. Called He Kirimaaku, the exhibition will be the culmination of a lot of hard work by Erena. “You will find that most Māori artists draw on their traditional narrative to express ourselves and our work and that takes a lot of work. It is a hard work and a lot of commitment, but thankfully I have people helping me.” research.eit.ac.nz
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Dr Bridget Sutherland, IDEAschool.
Exhibitions are not new for Erena, with a highly successful one held at Tairāwhiti Museum in 2018. Using the same kaupapa as this latest exhibition, Erena based Hei o Mo Apanui on the lyrics for kapa haka performances by composer Rikirangi Gage. She then portrayed the wairua (spirit) of the songs in her art works.
Bridget Sutherland Painting words and images onto 35mm clear film stock might seem like hard work to most people, but Dr Bridget Sutherland is driven by the experimental edge of her creative process. Abstract painting is a passion for the senior lecturer in visual art and design at EIT’s IDEAschool and her latest project, a painted film, shows her commitment to her art. Self-funded with some help from the Research and Innovation Centre, the painted film is based on a poem by Emily Dickinson, which begins with the line “I haven’t told my garden yet -”. Bridget draws some inspiration from Len Lye, a New Zealand pioneer of experimental film making who was the first to paint directly on to film. She started working on the film late last year and hopes to complete it this year. An earlier painted film was Twelve Hours of Daylight, a short abstract film using the poems of Lye and William Blake and painted directly onto 16 and 35mm film stock. Working on a small surface, Bridget must draw up the frames on the film before she can begin painting. With no way of correcting errors, serendipity plays a role in shaping the film. “I am not animating in a traditional way where I want something to walk – I am wanting a painterly effect.”
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Documentary film making is another love of Bridget’s and she has used this skill to highlight a cause she feels very strongly about – animal rights. Teaming up with filmmaker Paul Judge, who she has worked with before, their latest project is about animal sentience and will be called Conscious Animal. “This is looking at ways of thinking about animals other than farming them for food. If we think that they are sentient, then we might think that it is not good to breed them in the way we do.” “On one level it’s about climate change and the way that industrial agriculture is no longer sustainable but fundamentally it’s concerned with their emotional and social lives and the way that these two issues are absolutely entwined.” Shot in a documentary style, the focus of the film will be animal sanctuaries, with particular attention paid to cows, horses, donkeys, sheep, pigs, roosters and hens. “The dedicated people in the sanctuaries, along with the animals, are the main characters in the film. I guess this is exemplifying the way that human nature does respond to animals and that fundamentally humans don’t want to be cruel to animals.” A highlight of the project last year was the involvement of internationally renowned animal activist and primatologist Jane Goodall, who agreed to visit a sanctuary near Wellington called HUHA (Helping You Help Animals) for an interview. Well known for her work with animals in the wild, a recent concern of Goodall’s is the trade in donkey hides and body parts for medicinal purposes out of China. “We organised the film shoot with Jane and Carolyn McKenzie from the sanctuary who were really excited to have her there. There was this gorgeous little donkey there called Wee One and we filmed an interview with Jane with the donkey.” With the film unfunded at present, Bridget says filming is being done “as we go” and a completion date has not been set.
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Sustainable Futures
Professor Natalie Waran, Executive Dean, Faculty of Education, Humanities & Health Science.
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EIT has committed itself to a far-reaching sustainability policy that builds on its environmental initiatives and research to benefit the community, the institution itself and the tertiary education sector. Leading EIT’s sustainability drive is Executive Dean and Professor of One Welfare Natalie Waran, who says the purpose of the policy is to highlight the principles and processes that underpin EIT’s commitment to environmental sustainability. This relates to its activities, teaching and learning, research and innovation, operations, buildings and campuses. In 2018 the Air New Zealand Environment Trust provided funding for a coordinated approach to regional environmental education facilitated through EIT. This included the development of an outdoor “Mind Space” where students, lecturers and local teachers could acquire knowledge and confidence in the delivery of naturebased education. This space is called the Ōtātara Outdoor Learning Centre and is situated on the Taradale campus. The project is a collaboration between EIT, Air New Zealand Environment Trust, Ngāti Pārau, Enviro Schools, Cape to City, Hawke’s Bay Regional Council, Department of Conservation, Dame Anne Salmond’s ‘Wild Lab’ at Long Bush, and Mangarara Eco-Farm. “We are starting to see that this amazing outdoor learning space is now attracting the attention of lots of schools and community groups.” “I think we will see interesting pieces of research coming out of our connections with some of the community and school groups over the past year.” Natalie says one area of research that could be a focus this year is in the environmental management sustainability area. “We have been quite active in running some policy thinktanks on sustainable futures.” One of these think tanks involves Dr Pii-Tuulia Nkula, a Senior Lecturer in the School of Business, who has begun research projects around Climate Action. “Pii-Tuulia has a growing interest in climate change and I am really pleased about that because she has been driving some of our initiatives,” says Natalie. Dr Emily Nelson, the Programme Coordinator of the Bachelor of Teaching (Primary), has begun researching the use of the environment for teaching. “Emily is interested in looking at educators and how they are going to use different spaces for education.” “She is a lead researcher, with the University of Waikato helping, into how our project is unfolding.” The research is examining how the outdoor space is being utilised and shaped by all the groups involved with it, says Natalie. “This sort of action research is helping inform us about what and isn’t working and what we should research.eit.ac.nz
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be doing differently as we go along.” “We now have an active living laboratory which will enable us to do some quite neat research with our community that relates to the impact on students and schools or teachers and our lecturers.” Taking even more of a collaborative approach, EIT has engaged with a group called Australasian Campuses Towards Sustainability (ACTS), which held its annual ClimateActionNow conference in Dunedin in November last year. The event was cohosted by the University of Otago and the Otago Polytech. Natalie wrote a paper called Developing an Environmental Education Mind Space, which was a case study on the work being done at Ōtātara. Due to other commitments she could not present the study, with EIT’s Liaison and Marketing Manager Emma Passey stepping in. The HBRC also sent a representative. “What came out of this was our invitation to join with a whole range of other universities and colleges in their push for having sustainable campuses. Now we are a member of that much wider group. We are building momentum because we have schools around the campus who are excited about sustainability.” Natalie says the local network had moved from just talking to each other to having active projects to focus on. “Before we had just been talking to them, but last year we ran educational workshops and professional development workshops for teachers in the region.” Workshops were held at Mangarara Eco-Farm, owned by the Hart family; Wild Lab near Gisborne and at the Ōtātara Outdoor Learning Centre. “Everyone is talking to each other and the group is getting bigger because we have brought in more people from EIT.” “We have also had some teachers from local schools who are extremely excited about what we have been doing. The teachers come from different backgrounds and we even have maths teachers who think our site is fantastic to teach maths.” Natalie says the next step is for the network to assess what was achieved last year and work out what more can be done. The Climate Action research project being conducted by Dr Pii-Tuulia Nikula is a change of direction for the EIT School of Business Senior Lecturer, who is well known for her work in export education and higher education access among other things. For Pii-Tuulia, climate change or climate action was an area of research that she had resisted getting involved in for several years. That all changed last year. In a bid to gain more understanding and to build networks she attended a three-day Climate Reality Leadership Corps training course in Brisbane, Australia in June last year. The course, run by the Climate Reality Project, was addressed by its founder and chairman, Al Gore, a former Vice President of the United States. The course heard from experts in the field, but mainly focused on action being taken and how to help people act against climate change. “It is such a big issue that many people don’t know what they can do. It is all about taking it down to the circle of control and concern. Do what you have control of but use your voice as well and try to initiate that discussion in the industry or sector you are in.” With a grant from the Research and Innovation Centre, Pii-Tuulia will focus on climate action enablers and barriers in New Zealand organisations. While she is still compiling her list of local climate leaders, she will be selecting organisations in Hawke’s Bay and Auckland that are committed to reducing their carbon footprint. “I will be interviewing approximately research.eit.ac.nz
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Dr Pii-Tuulia Nikula, School of Business.
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15-20 organisations to find out why they decided to take on this leadership role and what the enablers of it were?” “Was it external and customer demand or was it internal from top executives within the organisation?” She will also be finding out what the barriers to change are and what compromises need to be made to ensure that financial bottom lines are not affected. “What I have found from informal discussions is that this type of change usually starts with a green ambassador within the organisation who is on a mission to transform the company.” Pii-Tuulia is also hoping to include at least one educational institution in the research as she believes the industry needs to discuss how it will change going forward. Along with Ailsa Lamont, Director of Pomegranate Global in Australia, Pii-Tuulia cofounded the Climate Action Network for International Educators (CANIE) in a bid to create awareness of the emissions related to international student flows. “International students need to come here as you can’t use the service without coming to Australia and New Zealand. What we are trying to do is to share best practices and increase awareness by talking about the emissions.” She says she has also been doing “informal calculations” on the carbon footprint of the New Zealand International Education Industry. “Offset programmes will work in the short to medium term, but with aviation technology not likely to change for ten years or more it becomes a risk management process. What is the industry going to look like in a zero-carbon economy?” Options for the industry including making it more regional, reducing international recruitment related travel, or reducing the number of trips students make home while studying in New Zealand. “We may need to do more trans-national education, so rather than having all the students flying here, actually have New Zealand campuses overseas. “We could try to have a sustainable model where we have a lot of local people working for the institutions but also then having staff from New Zealand who can offer the genuine New Zealand educational experience. “Trans-national education is not really big in New Zealand, but it has proven to be successful in the United Kingdom and Australia.” “It is a challenge, but we have to understand that there is a footprint to using our service as well. We have been writing discussion pieces for the industry about the topic to highlight the issue and the questions we need to address.” Added to her sustainability work and her role as Executive Dean, it has been a busy year for Natalie Waran in her own area of research. As Professor of One Welfare, her focus has always been on animal welfare. “I look at it through the lens of trying to understand how you change human behaviour to ensure you improve the lives of animals.” Her research focus last year was developing a Quality of Life Framework for use with animals, particularly horses. The work has focused on developing indicators, mainly behavioural ones, of positive emotional states in horses. She calls this work her Happy Horse project. “Until recently when people talked about animal welfare, it was the physical wellbeing of the animal that was being considered. Now, if you want to understand an animal’s welfare, you have to understand how it feels about the situation it is in.” Natalie says that the first step to accessing feelings in animals is to agree that animals are sentient, which is the legal position in most countries. “But then you have to decide what feelings they have and what matters to them. Increasingly there has been an acceptance by science that the emotional side of life is important.” “We accept research.eit.ac.nz
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Professor Natalie Waran, Executive Dean, Faculty of Education, Humanities & Health Science.
that animals have this secret mental life, but how do we access it? I want to know what their balance of emotion is so that when I look at an animal in a particular situation, I want to be able to say that the animal’s quality of life is good.” Natalie says having this understanding is important when end of life decisions need to be made about an animal. “People differ on where they are going to draw the line and that is the problem for me, because you are not drawing the line for the animal, you are drawing the line based on your knowledge and feelings.” Natalie is part of an international consortium that is developing a Quality of Life Framework for horses and has been working with groups ranging from the international charity, World Horse Welfare, to jockey clubs, to examine what the issues are for horses. Natalie and her colleagues have researched and written systematic reviews, while she also gave presentations on the subject last year. “We have been looking at the potential physiological and behavioural indicators of emotional states in horses that we might be able to draw from. We are now in the process of building the actual research project that will start testing some of these indicators.” Behavioural indicators will be an important part of the research as a way of getting better insight into how the animals feel. “A very direct way of asking animals how they feel is to present them choices to being treated in a particular way. What we have found with other species is that as you increase the work effort required to get access to something, then animals that are highly motivated to get access to something like food will keep working regardless, because their consumer demand is going to be inelastic.” Currently questions have been raised about horses in competition, including horse racing, show jumping and dressage. “We put bits in their mouths, we put riders on their backs, we ask them to perform tasks that aren’t normal for them and it is a lot of effort.” She says there are a lot of welfare issues in competition and even recreational use of horses, with the problem being that they have become normalised. “There are people that are saying that the reason a racehorse runs very fast when you whip it, is because it is painful. The horse is frightened, and it runs.” “The point of the research is for us to understand the impact that is having on the horse’s welfare and quality of life.” Natalie and a fellow researcher in Sweden received funding last year to research anticipatory behaviour as another approach to understanding the mental state of a horse. The funding, from the Swedish Government, covers a three-year period and funds a full-time researcher based in Sweden working with the collaborating professor there and Natalie. Natalie has also been invited to work with the Hong Kong Jockey Club on the issue. She met with them twice last year and gave a presentation to the Chinese Veterinary Medical Association. She has also been invited to speak at the Asian Racing Federation and to be on a panel discussing racehorse quality of life. The World Veterinary Association Congress for 2020 was due to have been held in Auckland in April, but was cancelled because of Covid-19. However, the Congress was held virtually from April 25 to May15 and Natalie gave a presentation on Utilising a ‘One Welfare’ approach for advancing animal welfare (see https://www.thewebinarvet. com/course/welfare-of-equine-and-donkeys). So, what does she believe makes a horse happy? “When you are looking at positive welfare indicators that will make you research.eit.ac.nz
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believe a horse is happy, the ones that seem to stand out is the horse who shows play behaviour.” Horses are happy when they have good social companions, are in good health, have good nutrition and are in an environment that enables them to graze and move around. “From a One Welfare point of view you can immediately see that trying to understand the emotional health of the horse and then making changes for the betterment of the horse, also has a positive impact for humans.” “That’s the point of this research. I think that we can trust our eyes when we know our animals, but we don’t always know what we are looking at. If you can come up with those precious indicators for rigorous assessment, then that is going to have a much more positive impact on animals.”
Victor Ye A sensory evaluation method called Napping is being used in a research project that aims to characterise Hawke’s Bay Chardonnay wines. EIT Wine Science Lecturer Zhijing (Victor) Ye has teamed up with his colleagues Yunxuan (Jane) Qin, a Viticulture and Wine Science Lecturer; and Damir Torrico, Senior Lecturer in Sensory Science at Lincoln University. Victor says he hopes that the research, which is being funded by EIT’s Research and Innovation Centre, will help find a way to describe the mouthfeel of Hawke’s Bay Chardonnay. “Napping has nothing to do with sleeping but is a French word for tablecloth (la nappe). Basically, we are sorting the wine out on a big tablecloth after tasting.” “The criteria will be that if you think that two wines are similar after tasting, then you put them next to each other. If they are quite different, you move them away from each other.” He said that people could then go to each group of similar wines and describe the taste of the wines and why they were put together in a group. “It is a faster profiling method based on sorting samples and it seems to work well.” “Everyone
Victor Ye, School of Viticulture & Wine Science.
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Dr Chandré Honeth, School of Viticulture & Wine Science.
has different perceptions; therefore, you often get different results but based on the statistics we can find the consensus between different people.” Chardonnay was selected as the research focus for two reasons. “Firstly, it is a white wine and the mouthfeel of white wine is poorly investigated and secondly it is a wine that comes from this region.” Victor, who also is completing his PhD in Wine Chemistry and Food Engineering, says a group of 14 professionals - wine judges or wine makers - in Hawke’s Bay have been selected as panellists because of their wine knowledge. A goal of the research is to validate the improved method, and also get a consensus map from the different panellists and to overlap it with a map of results from a chemical analysis to find the connection between chemical compounds and the descriptor used. Ten selected commercial examples of Chardonnay wines will be used for this research. “Those ten Chardonnay are from different brands and tiers to be representative of our region, and also actually cover a wide range of the vinification process, and this is because we want there to be a difference between the wines we are using.” “If they all have same mouthfeel there are no differences in the end. We want the results to be meaningful so, for example we want aged and non-aged Chardonnay.” Victor is hoping the research will be finished later this year after which he hopes to get it published and to deliver a paper at a conference.
Chandré Honeth An EIT Viticulture and Wine Science Lecturer is part of a research project aimed at improving the quality of Hawke’s Bay Syrah so that it is regarded as one of New Zealand’s premium wines. Dr Chandré Honeth, who started teaching at EIT last year, graduated with her PhD from the University of Stellenbosch in the Western Cape, South Africa in 2018. For this research project, she has teamed up with Dr Mark Krasnow of Thoughtful Viticulture; HB Vine, part of the Hawke’s Bay Focus Research Group; the Bragato Research Institute and New Zealand Winegrowers to look at viticultural treatments to improve the quality of Syrah produced in Hawke’s Bay. “The project is specifically looking at Syrah grapes because it’s a cultivar that is quite unique to Hawkes Bay,” she says. “Hawkes Bay’s climate is really good for growing Syrah and what we want to do is help growers get the best quality Syrah they can.” Chandré says the big issue with cultivating Syrah grapes is that they need a longer hang-time to produce the best quality grapes. However, longer hang-time means the grapes often get infected with disease. “So, what happens is that viticulturists tend to harvest them earlier than they would like to because of the disease pressure.” The aim of the study, which is in its first year, is to provide growers with tools to better manage the production of high-quality wines. The researchers believe that if the techniques developed in the study benefit quality in an economically viable way, it will be widely adopted by growers of the variety. The methods could also be used by growers of other red wine grapes as well. The study involves three trials using eight vineyard blocks in the Gimblett Gravels and the Bridge Pa Triangle areas. Each block will contain a control area, which follows standard cultivation processes and a research.eit.ac.nz
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Dr Dobrila Lopez, School of Computing.
treatment area. The wineries participating in the study are Mission Estate, Te Mata Estate, Te Awa and Pask wineries. The idea behind these trials it to reduce vine vigour or increase berry resilience to disease. Two of the trials will look at reducing vine vigour, which will consequently create a better microclimate for optimal ripening and reduce disease pressure. One of the methods being trialled is root pruning. This technique involves physically cutting the roots back below ground and reducing their ability to explore the soil for water and nutrients. This can reduce aboveground growth and create a less vigorous canopy. The second method involves manipulating the irrigation schedule by withholding water until the vines reach a certain stress threshold. This applied stress should reduce vine vigour and will also contribute to the formation of important ripening compounds in the grapes. “Reducing the vigour is a good way to improve the ripening time and the formation of compounds in Syrah grapes,” says Chandré. The third trial involves spraying the grape bunches with calcium which can increase grape skin toughness. This will make them more resistant to fungal affection, which will allow for a longer hangtime and increased flavour and colour development in the grapes. The researchers plan to produce a report of the findings for the wine industry here and to publish a journal article when the research is completed. The trials are expected to take two years to complete.
Dobrila Lopez A mentoring programme to help international students at EIT’s Auckland International Campus is proving to be a success, with the research project receiving a Ministry of Education grant to develop a model to be extended to other ITPs. The Auckland campus offers courses in health, business and computing for international students. The students, who are recruited from India, China, Vietnam, Philippines, Russia, Ukraine and other countries, range from school-leavers to professionals with 10-15 years’ work experience. The mentoring programme started in 2018 to help first year students settle into their new lives. Dr Dobrila Lopez, Principal Lecturer (Information Technology) & Post Graduate Programme Coordinator in the School of Computing at the Auckland campus, has been leading the research project, which is in its third year. Dobrila says that while EIT has good support services, the growth of the Auckland campus and the high numbers of new students each year led to the mentoring programme being put in place. “We found that when our international students first arrived in the school, it was a complete shock for them. I observed this many times with our new students and wanted to help them to feel safe, and accepted in the new country. As an immigrant myself, I empathise with the anxiety and stress they experience on the arrival, and know how they feel. I myself have been there and done that.” “They are faced with a complete change of culture, technology and education and they sometimes can’t cope with all that. They can feel very vulnerable because they don’t have the support network they had in their own countries and even some everyday things are done differently here.”
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Dobrila says that using senior students, often from their second semester, to guide the newcomers has proven to be effective, especially in those crucial first few weeks. Not only have the mentors gone through their own acculturation journey successfully, but they also can drive supporting initiatives at the campus. “When the students start interacting with their mentors and realise that they are not alone in this new country they immediately feel relieved. You have to be there to see the sudden change and happiness on their faces when they are introduced to their mentor.” Dobrila says the project has changed her as a lecturer and given her a greater understanding of what her students are going through as well as the satisfaction of helping them. The programme begins by recruiting mentor volunteers, who are inducted and then introduced to the new students (mentees). Regular meetings are set up between the two groups, who also submit bi-weekly journals. The mentees are encouraged to report any issues they have to their mentors, who in turn meet regularly with project coordinators to update them on the issues. The coordinators report all issues to the campus director to authorise appropriate actions. The programme started in semester one 2018 with the PGDip in IT programme, where the first eight mentors were identified, and all 21 new students allocated to them. Each mentor had allocated between 2-3 students. The programme was extended in the second semester of 2018 to include the Business and Health programmes as well as the PGDip in IT. This time, 36 mentors were chosen and all new students were allocated to them. The programme was extended in the first and second semesters last year to include 80 mentors over the year. Dobrila says that while mentors did offer some academic assistance, especially by referring mentees to support services, their main focus was providing pastoral care and social support to students who were often homesick because they are in an unfamiliar environment. “What we are finding is that while we cannot say that the mentoring programme has helped the students academically, it certainly has helped them socially and with their mental health.” She says that in a bid to find commonalities, they tried to match mentees with mentors of similar backgrounds and cultural groups where possible. Funding for the project started with small grant from the Research and Innovation Centre that was used to buy students lunches during their meetings and workshops. However, last year the Ministry of Education approved funding to extend the reach of this project with the objective of developing a model in collaboration with other polytechnics that will cater for the wider sector needs. This model will then be implemented in several other polytechnics in the second part of this year. “I will be engaging the ITP sector to look at developing a model and programme that can be used for all their international students.”
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Student Research Projects Peter Whalley While caffeine is frequently used by athletes as an ergogenic aid, research into the effects of alternate forms of the substance is lacking. For his Masters’ thesis, EIT Health Science student Peter Whalley compared the different forms of caffeine supplements – chewing gum, tablets and dissolvable strips – on five-kilometre running performance and the relationship between athlete ability and degree of enhancement attained. As part of the research, 14 amateur runners, with varying skill level completed a series of self-paced outdoor time trials following unknown ingestion of a placebo or one of the three alternate forms of caffeine supplement. Peter said research already completed predominantly focused on cycling, with some studies on running, and had only focused on caffeine taken 60 minutes before exercise. “The theory of the chewing gum and strips is that they metabolise a lot faster so we wanted to manipulate it and see if we could get a better result by reducing that window and gave it to them 15 minutes before running.” Measures taken included finish time, pace and pace trends, heart rate, perceived excursion, as well as a urine sample. While all the supplements worked, the tablets seemed to work the best, to the surprise of Peter. “We’re not sure why because we hypothesised that the chewing gum and strips would be better because they metabolise faster,” Peter said. A paper, written with Dr Carl Paton, an Associate Professor in the Institute of Health and Sport Science, and a lecturer in the School of Nursing, Dr Chey Dearing, was published in the International Journal of Sports Physiology and Performance. The tile was ‘The Effects of Different Forms of Caffeine Supplement on 5-km Running Performance’.
Glenis Philip-Barbara
Peter Whalley
As a Ngāti Porou woman and having experienced some form of racism almost every day of her life, Honours student Glenis Philip-Barbara explored indigenous truth in the face of white supremacy and systemic racism. As part of her Te Hono ki Toi (Poutirirangi), a Bachelor of Professional Creative Practice (Honours) at Toihoukura, Glenis tracked the origins and the impact of racism and colonisation in Aotearoa/New Zealand from a hapū perspective. This investigation was used to inform a poster series featuring seven artworks which were displayed at Toihoukura’s gallery for a week last year. “My research looked quite deeply into
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the origins and idea of white supremacy and how that manifests in the New Zealand imagination about the inherent value of people and our idea of humanity and what that looks like.” Glenis says it is more “prevalent than we care to talk about”. “I think it just manifests itself in different ways. It’s become almost invisible to anybody who’s not a person of colour.” One of her key pieces, titled ‘trigger warning’ lays out what happens for people when they are confronted by an idea that triggers a primitive neurological defensive response, Glenis says. “It’s a commentary on the fact that we must deal with racism in this country and elicit all the tools we have in our arsenal to eliminate white supremacist ideologies from our conscious and unconscious thoughts and actions.”
Melanie Tangaere Baldwin For her Master of Professional Creative Practice through Toihoukura, Melanie Tangaere Baldwin took a ‘tongue in cheek’ approach to the insipid notion, most often espoused on online comment boards, that Māori should be grateful for having been colonised. Through her work, Melanie attempted to expose the “ridiculousness” of this way of thinking and offer a hopeful way forward. The contemporary Māori art exhibition featured works from a mixture of disciplines and mediums and drew attention to the historic and current colonisation of Māori and indigenous people’s around the world. Called ‘Whakawhetai’ – the Tahitian word for gratitude which was introduced to the Māori language post Cook - the exhibition ran at the Tairāwhiti Museum in July last year and included paintings, large lightboxes, film, sound and soft sculpture. The work responded to a portrait of early colonial soldier Horatio Robley, who had a collection of over 30 mummified Māori heads. Melanie created 31 mokomōkai based on the faces of real people of the colonial past or the colonial present. She then painted the faces of the colonisers with the flags of the indigenous people they impacted. As part of the exhibition, the video portrayed her 3-year-old daughter wearing a colonial t-shirt and painted with a moko from Melanie’s marae, empowered by knowing language and culture, dancing nonchalantly before the mokomōkai of colonisers. Melanie used bright colours throughout the exhibition, accentuated with a dark background. She wanted the initial feeling to be fun, but for that feeling to slowly be replaced by something more sinister. “It becomes a metaphor for colonisation. At the surface it’s fine but when you dig that’s what it’s like really. It’s just not a nice place to be.”
Catherine Healey
Catherine Healey
After three years, Catherine Healey is the first to graduate with a Te Tohu Paerua mō Te Aka Whakaaroaro – Master of Professional Practice, launched by EIT’s School of Education and Social Science in 2017. As Clinical Team Leader at Te Rangihaeata Oranga gambling recovery service, Cath analysed the blame-shifting associated with policy around gambling. Cath says they predominantly see the harm pokie machines (class 4 gambling) have on families and young children. “I couldn’t wrap my head around how and why it is
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okay for communities to function off the harm that it created for our people in the community,” she said. Her analysis reflected on whether the policy or the person is the ‘problem’, using a research framework which assesses problems from a poststructural perspective and shows that the harm caused by gambling is much greater in moderate participation than in those with high levels of participation. She analysed the Gambling Act 2003, the Ministry of Health’s Strategy to Prevent and Minimise Gambling Harm (2019/20 to 2021/22) as well as local policies. “What I found was that the gambling policies that are in place perpetuate the gambling industry, so in a sense, they perpetuate harm.” She also focused on Te Tiriti o Waitangi. “There is no recognition of Te Tiriti o Waitangi in legislation and I think if we had a Māori voice then we would have a shift in values, beliefs and practices around what is important and for most Māori, whānau are the most important thing.” She is supportive of the gambling industry as a source of revenue for the community if it is done in an ethical way. “That entails reconfiguration of the venues and restructuring of the addictive mechanisms of class 4 gaming machines.”
Jennifer Cowley
Jennifer Cowley
Recording the workload encountered by nurses working in emergency departments has been an area of concern for nurses, nursing unions and healthcare institutions both nationally and internationally. For her Independent Scholarly Project – the final piece in her Master of Health Science - Jennifer Cowley conducted a scoping review of existing research on emergency nurses’ use of workload tools in emergency departments. Before her study, no research had been conducted in New Zealand into workload tool utilisation in emergency departments. “Presentations to New Zealand emergency departments have gone up between 7 per cent and 23 per cent in the last five years and there is no available means of measuring nurses’ workload,” Jennie said. “So when nurses are understaffed, or patient demands are too high that results in negative patient outcomes.” As part of her research, Jennie utilised the Joanna Briggs Institute guidelines to review articles published between 2007-2017 on workload tools used in emergency department nursing. Of the 11 articles used, most of them were from Australia, and the United Kingdom, as well as a couple from America. While nine workload tools were identified, no single workload tool was deemed as being effectively utilised in international emergency departments. “This research indicates workload tools do not transfer well to emergency department nursing due to the dynamic nature of the role, which renders workload tools inaccurate and of little clinical value to achieve safe staffing and positive patient outcomes,” Jennie said. She concluded that further research is needed into the development and utilisation of workload tools used in emergency department healthcare setting to provide clinical validity, reliability and transferability.
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William (Billy) Harris
Billy Harris
Master of Health Science Student Billy Harris’ Independent Scholarly Project started with the stark observation that about 75 per cent of young people accessing mental health services are female, but the same amount of young people suspected of suicide are male. Through his role as clinical team leader at the Directions Youth Health Centre in Hastings, Billy has seen first-hand the numbers of males accessing help. He gathered data from across the sector and found that aside from alcohol and drug services, males were presenting in far less numbers than females. His research, in the form of a literature review, focused on the factors that are “failing” young men within the primary mental health sector. “I looked at the concept of masculinity that gets in the way of young men seeking help and how that is being reinforced in schools, early childhood education and the media.” He discovered that masculinity for Māori was different pre-colonisation. For example, Māori men were expected to weep at a Tangi. Through his study, Billy found that Ireland and Australia are in the process of redesigning their services to a gendered approach to mental health that encapsulates positive masculinity. “So, the reframing of masculinity; seeking help, taking care of your mental health is seen as being brave and strong, and in control.” Not only was it about getting men into services, but the approach needed to be one that fits a young man. He averaged the suicide rate over the decades for both genders, focusing on 15-24years-old and then averaged the unemployment rate. He was “astounded” to find it followed the same trajectory. “But going deeper than that, it’s not about unemployment but it’s about identity.” Billy intends using the information gained in the research to influence primary mental health services to adopt approaches designed for young men.
Tracy Low
Tracy Low
In Tairāwhiti, the burden of heart disease is significant due to geographical isolation and economic hardship. Slower treatment pathways, longer wait periods, socioeconomic deprivation and lower health literacy skills directly impact on clinical outcomes, particularly for Māori. To address health disparities, Masters in Nursing student Tracy Low studied whether pictogram facilitated consultations for chest pain presentations support accurate recall, description and location and whether further investigations for detecting significant coronary artery disease have increased, improving clinical outcomes as a result. As Cardiology Nurse Specialist at Hauora Tairāwhiti, and through running chest pain clinics, Tracy recognised that patients struggled with questions bestowed upon them around their chest pain. Initially, she created a generic pictogram of a male chest and back. Patients at the clinic were able to show where their chest discomfort was by drawing on the pictogram. “It became a tool that aided an accurate description,”
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Tracy says. Ten participants were interviewed (5 Māori, 5 non-Māori) who used the pictogram tool. From a quantitative view she found that two years apart, one with no pictogram, and the other with one, there was a significant increase in Māori follow up rates from 28 per cent 63 per cent the following year. Since finishing her masters in May 2019, Tracy has presented to the Indigenous Cardiac Society. “It is about getting the message out there that the newly co-designed pictogram tool with suggested improvements from evidence based qualitative results empower patients to engage with the health care system in assessing chest pain.”
Raquel Schauff
Raquel Schauff
Social services, particularly non-profit and volunteer-based organisations, struggle with management processes and information storage. Reviewing Heretaunga Women’s Centre’s processes to increase productivity has been the focus of Raquel Schauff’s Post Graduate Diploma in Applied Management, through EIT’s School of Business. Raquel used the Lean Management Theory which seeks to improve efficiency and quality. It’s hard to get the process because volunteer jobs are hard to manage. Organisations don’t want to lose volunteers so rather let the process go.” Upon looking at the not-for-profit’s systems, Raquel says it was difficult to find files and there were several duplicate files, including ones with different names. As a result of her input, more than 400 files were deleted, 158 files were archived, 273 files reorganised, and 52 files renamed. Thirty-three main files were reduced to six. “It was very challenging and a lot of learning for me but in the end, we got to apply a new system and I think there is a seed of lean thinking now.” Another project run concurrently looked at the centre’s fundraising report and how data could be centralised and creating an accessible, easy to use document which could be presented to stakeholders. “The data was very dispersed because of a lack of processes.” The data was presented at a meeting in September and to stakeholders in December last year.
Ashton Lexie Northcott Making the most of her “freedom” during a year-long study grant is what steered the focus for Ashton Lexie Northcott’s Honours’ project through EIT’s IDEAschool. The photography and design teacher at Sacred Heart College in Napier came up with a rule-based regime where she assigned a set of rules to ensure she could get tasks done each day. Working in her usual disciplinary field of ‘Femmage’; Ashton built her own “army” of collaged women through her richly detailed process of making. “One of my rules was that the rules could change as long as I documented that process as it developed.” For each task, she would cut out a figure and use magazines to collage “armour” onto them. As the project evolved, Ashton started collecting her cuttings and storing them in a jar, including the silhouettes of the figurines which she mended back together. She also documented the timings for each of her daily tasks, producing an array of data visualisation that both record and communicate her studio happenings.
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Ashton Lexie-Northcott
“It was about halfway through the year when it struck me that I was creating another system that I had attempted to escape from in my world of teaching.” For her exhibition, Ashton created an installation piece that she titled her “Crypt” - a sacred space or an archival shrine for displaying her collection. She is now back to fulltime teaching but determined to finish her Masters at the same time. Ashton intends to evolve her Honours’ project and explore her studio language as a visual lexicon by using the jars of cuttings collected from her previous project. “I want to push myself to try a different mode of practice with a focus on documenting how my materials speak to each other and also how they speak to me.”
Jodie Hodgson While previous research has focused on social worker perceptions of social justice and highlighted a propensity towards micro-level practice, little is known of the experiences of practitioners who actively pursue structural social change. Bachelor of Social Work Honours student Jodie Hodgson aimed to explore social worker lived experiences of engaging in action to challenge and change structural factors which perpetuate injustice. It also sought to elicit realistic and practical suggestions for future promotion of social justice-based practice. This qualitative research project involved semi-structured interviews with seven social work professionals who self-identified as incorporating action for macro-level social justice in their work. research.eit.ac.nz
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Those interviewed were asked about strategies used, impediments to their actions, sanctions, the effectiveness of actions and their views on how social work can re-centre social justice in its work within the neoliberal context. In one case, a social worker was employed by an NGO funded by MSD. Outside of work, she advocated for people who needed help with MSD using the knowledge that she had gained in her paid role. Jodie says she deliberately left ‘activism’ undefined. “In the literature review, leading up to the research, it was fairly apparent, and also emerged in the interviews that activism isn’t always seen in a positive light so I didn’t want to deter people from participating in the research when they have a valuable contribution to make by labelling anything as activism,” she said. Thematic analysis led to the identification of four main themes: activism in social work, notions of collective professional identity and voice, the realities and role of social work education, and the implications of legally mandated social work registration in Aotearoa. Recurrent within each of these themes was discussion of the significant disconnect between Te Ao Māori values and the prevalent Western model of social work practice and education. Jodie Hodgson
Tim Whaitiri Henderson Sir Mason Durie’s Te Whare Tapa Whā framework was instrumental in leading EIT Honours student Tim Whaitiri Henderson on a journey of self-discovery and reconnection with his Māori culture (Ngāti Kahungunu and Rongowhakaata) for the first time in more than 20 years. The model identifies four key dimensions for conceptualising Māori health and wellbeing. Grounded in the symbol of a wharenui, the idea is that if one of the four dimensions; Taha tinana (physical health), Taha wairua (spiritual health), Taha whānau
Tim Whaitiri Henderson
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(family health) and Taha hinengaro (mental health), should be missing or in some way damaged, a person may become “unbalanced”. Through this model and his subsequent journey, Tim embarked on using this as the foundation for his honours. Called Wāhitapu - Sacred Spaces, Tim initially investigated the whare whakairo (decorated meeting house), within which are three different types of art: painting (kōwhaiwhai), carving (whakairo) and tukutuku. “I investigated those in an attempt to create my own visual language which I could then articulate my findings,” he said. As a graphic designer, Tim says that for a long time he has wanted to take that and make something tangible because his work is often on a screen. “I really wanted to manifest it in a different way, so through the process I made a kitset wharenui experimenting with how far I could take the software and technology.” Building on the work of Māori artist Cliff Whiting, a prominent influence in Tim’s creative practice, the student combined western and Māori narratives. He focused on two wharenui at Te Papa; Te Hono ki Hawaiki and Te Hau ki Tūranga. “I like this whole idea of combining so I ran with that, combing graphic design with toi Māori to try and create this language.” Tim says the project kept unfolding, as he wasn’t sure what he was going to do initially. “It was huge for me because it was just an idea to start off with.”
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2019 Research Outputs Book Erturk, E. (Ed.). (2019). Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019. Retrieved from https://www.citrenz.ac.nz/conferences/2019/pdf/2019CITRENZPACITN.pdf Marshall, M. (Ed.). (2019). Cytokinesis by Mike Nock [Music score]. Pirongia, New Zealand: Hatchet Music. Marshall, M. (Ed.). (2019). Gaston Amoureux by Michael Calvert [Music score]. Pirongia, New Zealand: Hatchet Music. Marshall, M. (Ed.). (2019). Lascivious pleasing by Michael Calvert [Music score]. Pirongia, New Zealand: Hatchet Music. Marshall, M. (Ed.). (2019). Three pieces for violin nor viola and guitar by Anthony Ritchie [Music score]. Pirongia, New Zealand: Hatchet Music. Parsons, D., & MacCallum, K. (Eds.). (2019). Agile and lean concepts for teaching and learning: Bringing methodologies from industry to the classroom. Singapore: Springer.
Book Chapter Blair, P. S., Tipene-Leach, D., & Colson, E. R. (2019). Bedsharing: What is the evidence? In C. Cohen, I. Scheimberg, J. B. Beckwith & F. Hauck (Eds.), Investigation of sudden infant death syndrome (pp. 149-155). https://doi.org/10.1017/9781108186001.026 Choi, P., & Walker, R. (2019). Remote patient management: Balancing patient privacy, data security, and clinical needs. In C. Ronco (Series Ed. & Ed.), C. Crepaldi, & M. H. Rosner (Eds.), Contributions to Nephrology: Vol. 197. Remote patient management in peritoneal dialysis (pp. 35–43). https://doi.org/10.1159/000496312 Ekundayo, S., Arasanmi, C. N., & Aliyu, O. A. (2019). International students’ use of social media as information sources. In H. C. Lum (Ed.), Critical issues impacting science, technology, society (STS), and our future (pp. 111-123). https://doi.org/10.4018/9781-5225-7949-6.ch005 McConnell, C., & Postlewaight, G. (2019). Student teacher agency, mediating collaborative inquiry to redistribute power in early childhood initial teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education. https://doi.org/10.1007/978-981-131179-6_32-1
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Nelson, E. (2019). Teaching experience and innovative learning environments: Implications for initial teacher education. In M. A. Peters (Ed.), Encyclopedia of teacher education. https://doi.org/10.1007/978-981-13-1179-6_377-1 Nelson, E. (2019). Student voice as power-laden activity. In M. A. Peters (Ed.), Encyclopedia of teacher education. https://doi.org/10.1007/978-981-13-1179-6_28-1 Parsons, D., & MacCallum, K. (2019). Agile education, lean learning. In D. Parsons & K. MacCallum (Eds.), Agile and lean concepts for teaching and learning: Bringing methodologies from industry to the classroom (pp. 3-23). https://doi. org/10.1007/978-981-13-2751-3_1 Parsons, D., & MacCallum, K. (2019). Mobile learning. In M. A. Peters (Ed.), Encyclopedia of teacher education (pp. 1-5). https://doi.org/10.1007/978-981-13-1179-6_113-1
Journal Article Refereed Aliyu, O., Arasanmi, C., & Ekundayo, S. (2019). Do demographic characteristics moderate the acceptance and use of the Moodle learning system among business students? International Journal of Education and Development using ICT, 15(1), 165-178. https://www.learntechlib.org/p/209741/ Amani-Shalamzari, S., Farhani, F., Rajabi, H., Abbasi, A., Sarikhani, A., Paton, C., . . . Knechtle, B. (2019). Blood flow restriction during futsal training increases muscle activation and strength. Frontiers in Physiology, 10, Article 614. https://doi. org/10.3389/fphys.2019.00614 Amani-Shalamzari, S., Rajabi, S., Rajabi, H., Gahreman, D. E., Paton, C., Bayati, M., . . . Knechtle, B. (2019). Effects of blood flow restriction and exercise intensity on aerobic, anaerobic, and muscle strength adaptations in physically active collegiate women. Frontiers in Physiology, 10, Article 810. https://doi.org/10.3389/ fphys.2019.00810 Bacon, H., Walters, H., Vancia, V., Connelly, L., & Waran, N. (2019). Development of a robust canine welfare assessment protocol for use in dog (Canis familiaris) Catch-Neuter-Return (CNR) programmes. Animals, 9(8), Article 564. https://doi. org/10.3390/ani9080564 Bacon, H. J., Walters, H., Vancia, V., & Waran, N. (2019). The recognition of canine pain behaviours, and potentially hazardous Catch-Neuter-Return practices by animal care professionals. Animal Welfare, 28(3), 299-306. doi:10.7120/09627286.28.3.299 Bahho, M. (2019, November). Designing a sustainable building: A reflective teaching case. Scope: Contemporary Research Topics (Learning and Teaching), 8 Sustainable Practice, 69-89. doi:10.34074scop.4008021 Chittick, H., Manhire, K., & Roberts, J. (2019). Supporting success for MÄ ori undergraduate nursing students in Aotearoa/New Zealand. Kai Tiaki Nursing Research, 10(1), 15-21.
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Coppell, K., Freer, T., Abel, S., Whitehead, L., Tipene-Leach, D., Gray, A. R., . . . Perreault, L. (2019). What predicts regression from pre-diabetes to normal glucose regulation following a primary care nurse-delivered dietary intervention? A study protocol for a prospective cohort study. BMJ Open, 9(12), e033358. doi:10.1136/ bmjopen-2019-033358 Crawford, R., & Turvey, J. (2019). Influences on indigenous and Pacific students’ health career choices: A longitudinal cohort study. Contemporary Nurse, 55(2-3), 250-260. doi:10.1080/10376178.2019.1647109 Curtis, E., Jones, R., Tipene-Leach, D., Walker, C., Loring, B., Paine, S.-J., & Reid, P. (2019). Why cultural safety rather than cultural competency is required to achieve health equity: A literature review and recommended definition. International Journal for Equity in Health, 18(1), Article No. 174. doi:10.1186/s12939-019-1082-3 Dearing, C., Jayasena, C., & Lindsay, K. (2019). Can the Sperm Class Analyser (SCA) CASA-Mot system for human sperm motility analysis reduce imprecision and operator subjectivity and improve semen analysis? Human Fertility. Advance online publication. https://doi.org/10.1080/14647273.2019.1610581 Erturk, E. (2019). Implementing Enterprise Content Management services with an Agile approach. Business and Management Research, 8(3), 16-25. https://doi. org/10.5430/bmr.v8n3p16 Erturk, E., Lopez, D., & Yu, W. (2019). Benefits and risks of using blockchain in smart energy: A literature review. Contemporary Management Research, 15(3), 205-225. https://doi.org/10.7903/cmr.19650 Forrest, R. H., Lander, P. J., Wawatai-Aldrich, N., & Pearson, M. N. (2019). Patu™ Meke Meter: Use in the classroom. New Zealand Journal of Educational Studies, 54(2), 327–344. https://doi.org/10.1007/s40841-019-00145-0 Fraser, C. J., Duignan, G., Stewart, D., & Rodrigues, A. (2019). Overt and covert: Strategies for building employability skills of vocational education graduates. Journal of Teaching and Learning for Graduate Employability, 10(1), 157-172. https://doi. org/10.21153/jtlge2019vol10no1art782 Hanna, S., & Chisnell, C. (2019). An invisible population—Young carers in Aotearoa New Zealand. Aotearoa New Zealand Social Work, 31(2), 7-17. doi:10.11157/anzswjvol31iss2id636 Harris, D. C. H., Davies, S. J., Finkelstein, F. O., Jha, V., Donner, J.-A., Abraham, G., . . . Zhao, M.-H. (2019). Increasing access to integrated ESKD care as part of universal health coverage. Kidney International, 95(4, Supplement), S1-S33. https://doi.org/10.1016/j. kint.2018.12.005 Harvey, C., Palmer, J., Hegney, D., Willis, E., Baldwin, A., Rees, C., . . . Brain, D. (2019). The evaluation of nurse navigators in chronic and complex care. Journal of Advanced Nursing, 75(8), 1792-1804. https://doi.org/10.1111/jan.14041 Howell, M., Walker, R. C., & Howard, K. (2019). Cost effectiveness of dialysis modalities: A systematic review of economic evaluations. Applied Health Economics and Health Policy, 17(3), 315-330. https://doi.org/10.1007/s40258-018-00455-2
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Howell, M., Walker, R., & Howard, K. (2019). Authors’ reply to Hussain et al.: “Cost effectiveness of dialysis modalities: A systematic review of economic evaluations”. Applied Health Economics and Health Policy, 17(4), 571-572. https://doi.org/10.1007/ s40258-019-00486-3 Loring, B. J., Ineson, S., Sherwood, D., & Tipene-Leach, D. (2019). Choosing Wisely means choosing equity [Editorial]. New Zealand Medical Journal, 132(1496), 6-8. Retrieved from https://www.nzma.org.nz/journal-articles/choosing-wisely-meanschoosing-equity Madden, K., Collins, E., & Lander, P. J. (2019). Nursing students’ perspectives on eportfolios: Themes and preferences compared with paper-based experiences. International Journal of ePortfolio, 9(2), 87-96. Retrieved from http://theijep.com/ pdf/IJEP327.pdf Marshall, M. R., Hsiao, C.-Y., Li, P. K., Nakayama, M., Rabindranath, S., Walker, R. C., . . . Palmer, S. C. (2019). Association of incident dialysis modality with mortality: A protocol for systematic review and meta-analysis of randomized controlled trials and cohort studies. Systematic Reviews, 8(1), 55. https://doi.org/10.1186/s13643019-0972-1 McConnell, C. (2019). Images of young boys’ identities: Disrupting developmental discourse. He Kupu (The Word), 6(2), 39-47. Retrieved from https://www.hekupu. ac.nz/sites/default/files/2019-10/09%20McConnell.pdf Morris Matthews, K., & Whitehead, K. (2019). Australian and New Zealand women teachers in the First World War. History of Education Review, 48(1), 31-45. https:// doi.org/10.1108/HER-05-2018-0012 Nikula, P.-T., & Kivistö, J. (2019). Monitoring of education agents engaged in international student recruitment: Perspectives from the agency theory. Journal of Studies in International Education. Advance online publication. https://doi. org/10.1177/1028315318825338 Pierard, T. (2019). To the roadside - Interpreting ideas of noise. Riffs: Experimental Writing on Popular Music, 3(1), 25-33. http://riffsjournal.org/2019/04/26/riffs-volume-3issue-1-april-2019/ Randle, H., & Waran, N. (2019). Equitation science in practice: How collaboration, communication and change can improve equine welfare [Editorial]. Journal of Veterinary Behavior: Clinical Applications and Research, 29, viii-x. https://doi. org/10.1016/j.jveb.2018.12.014 Reddy, K., Qamar, M., & Yahanpath, N. (2019). Do mergers and acquisitions create value? Studies in Economics and Finance, 36(2), 240-264. https://doi.org/10.1108/SEF-012018-0027 Sutherland, B., & Judge, P. (2019). Animals in advertising: War, vulnerability, and the return of the repressed. Journal for Critical Animal Studies, 16(5), 3-28. Retrieved from https://issuu.com/icasonlinepublications/docs/jcas_vol_16_iss_5_ nov_2019_final Tipene-Leach, D., & Abel, S. (2019). Innovation to prevent sudden infant death: The wahakura as an Indigenous vision for a safe sleep environment. Australian Journal of Primary Health, 25(5), 406-409. https://doi.org/10.1071/PY19033 research.eit.ac.nz
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Walker, R. C., Abel, S., Reynolds, A., Palmer, S. C., Walker, C., & Tipene-Leach, D. C. (2019). Experiences, perspectives and values of Indigenous peoples regarding kidney transplantation: Systematic review and thematic synthesis of qualitative studies. International Journal for Equity in Health, 18(1), Article No. 204. doi:10.1186/s12939019-1115-y Walker, R. C., Graham, A., Palmer, S. C., Jagroop, A., & Tipene-Leach, D. C. (2019). Understanding the experiences, perspectives and values of indigenous women around smoking cessation in pregnancy: Systematic review and thematic synthesis of qualitative studies. International Journal for Equity in Health, 18(1), Article 74. https://doi.org/10.1186/s12939-019-0981-7 Walker, R. C., Naicker, D., Kara, T., & Palmer, S. C. (2019). Parents’ perspectives and experiences of kidney transplantation in children: A qualitative interview study. Journal of Renal Care, 45(3), 193-200. https://doi.org/10.1111/jorc.12292 Walker, R. C., Tipene-Leach, D., Graham, A., & Palmer, S. C. (2019). Patients’ experiences of community house hemodialysis: A qualitative study. Kidney Medicine, 1(6), 338346. https://doi.org/10.1016/j.xkme.2019.07.010 Walker, R. C., Tong, A., Howard, K., & Palmer, S. C. (2019, April). Patient expectations and experiences of remote monitoring for chronic diseases: Systematic review and thematic synthesis of qualitative studies. International Journal of Medical Informatics, 124, 78-85. https://doi.org/10.1016/j.ijmedinf.2019.01.013 Watson, D., Monson, K., & Marshall, B. (2019). Working on nursing students’ resilience. Kai Tiaki Nursing New Zealand, 25(1), 14-16. Whalley, P. J., Dearing, C. G., & Paton, C. D. (2019). The effects of different forms of caffeine supplement on 5-km running performance. International Journal of Sports Physiology and Performance, Advance online publication. https://doi.org/10.1123/ ijspp.2019-0287 Wills, R., Gabriel, B., & Matthews, K. M. (2019). The Ngätahi Project: Competency development for the vulnerable children’s workforce Policy Quarterly, 15(1), 73-79. https://www.victoria.ac.nz/__data/assets/pdf_file/0004/1733944/Wills_et_al.pdf
Non-refereed Nikula, P. T. (2019, Winter). Towards carbon-neutral international education. EAIE Forum, 12-13. https://www.eaie.org/our-resources/library/publication/ForumMagazine/2019-winter-forum.html Pierard, T. (2019, Summer). Listen up! Jo Jones Trio, 1958. The Drummer’s Journal, (17), 79-81. https://www.thedrummersjournal.com/issue-seventeen Taylor, L.-A. (2019, December). Conference report: ASICS Sports Medicine Australia Conference 2019, Sunshine Coast. SEPNZ Bulletin, 2019(12), 5-8.
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Conference Contribution Published conference proceedings—refereed Balakrishnan, S., & Ekundayo, S. (2019). Pathway to 5G – Challenges at a cellular level. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 81-85). Retrieved from https://www.citrenz.ac.nz/conferences/2019/pdf/2019CITRENZPACITN.pdf Clear, A., Parrish, A. S., Impagliazzo, J., & Zhang, M. (2019). Computing Curricula 2020: Introduction and community engagement. In Proceedings of the 50th ACM Technical Symposium on Computer Science Education (pp. 653-654). https://doi. org/10.1145/3287324.3287517 Cotter, R., Skelton, D., & Hartley, T. (2019). City Student Studio: A student/industry/ council studio collaboration. In K. E. Zegwaard & K. Hoskyn (Eds.), New Zealand Association for Cooperative Education 2019 Refereed Conference Proceedings (pp. 7-9). Retrieved from https://www.nzace.ac.nz/wp-content/uploads/2019/08/ NZACE%20Refereed%20Proceedings%202019.pdf Dang, D. (2019, October). A good case study of teaching all OOP principles in a single solution and expansion to solve similar problems. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 60-65). Retrieved from https://www.citrenz.ac.nz/ conferences/2019/pdf/2019CITRENZPACITN.pdf Dang, D., & Skelton, D. (2019). Teaching mobile app development: Choosing the best development tools in practical labs. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 26-31). Retrieved from https://www.citrenz.ac.nz/ conferences/2019/pdf/2019CITRENZPACITN.pdf Erturk, E. (2019). Agile approach to enterprise and web content management. In Proceedings: International Conference on Internet Studies (NETs2019), April 6-8, 2019, Nagoya, Japan. https://www.internet-studies.org/nets2019 John, S. (2019). Future of relationship marketing during the winds of change. In J. E. Richard & D. Kadirov (Eds.), Proceedings of the 21st Australian and New Zealand Marketing Academy Conference ANZMAC 2019: Winds Of Change, 2nd - 4th December 2019, Wellington, New Zealand (pp. 1348-1351). Retrieved from https:// confer.nz/anzmac2019/wp-content/uploads/2019/12/ANZMAC-2019-FinalProceedings-01.12.19.pdf
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John, S. P., & De Villiers, R. (2019). Role of changing customer involvement and engagement in changing social media marketing landscape. In J. E. Richard & D. Kadirov (Eds.), Proceedings of the 21st Australian and New Zealand Marketing Academy Conference ANZMAC 2019: Winds Of Change, 2nd - 4th December 2019, Wellington, New Zealand (pp. 495-499). Retrieved from https:// confer.nz/anzmac2019/wp-content/uploads/2019/12/ANZMAC-2019-FinalProceedings-01.12.19.pdf Leberman, S. I., Shaw, S., & Pearson, M. (2019). Funding women’s semi-professional sport: Women’s participation in betting on netball. In Book of abstracts: Sport Management Association of Australia and New Zealand Annual Conference, 4-6 December 2019, Christchurch, New Zealand (p. 51). Retrieved from http://smaanz. org/wp-content/uploads/2019/12/SMAANZ-2019-Abstract-Book.pdf Lopez, D., Erturk, E., Ikarath, S., & Ekundayo, S. (2019). Support staff perceptions of a student peer mentoring programme. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 97-102). Retrieved from https://www.citrenz.ac.nz/ conferences/2019/pdf/2019CITRENZPACITN.pdf Lopez, D. (2018). Lecturers’ perceptions of the acceptance of the Systematic Analysis of Learner Self-Appraisal (SALSA) software. In J. C. Yang, M. Chang, L.-H. Wong, & M. M. T. Rodrigo (Eds.), Main Conference Proceedings: ICCE 2018; 26th International Conference on Computers in Education, Metro Manila Philippines, November 26-30, 2018 (pp. 163-1680). Retrieved from http://icce2018.ateneo.edu/wp-content/ uploads/2018/12/C2-06.pdf Lopez, D., & Lopez, M. (2019). Assessment approaches for experiential learning in computing programmes. In L. G. Chova, A. L. Martínez, & I. C. Torres (Eds.), EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies, July 1st-3rd, 2019, Palma, Mallorca, Spain (pp. 9106-9115). https://doi.org/10.21125/edulearn.2019.2248 Lopez, D., Lopez, M., Sibley, J., & Ikarath, S. (2019). Peer mentoring programme for international students in a computing postgraduate programmes. In L. G. Chova, A. L. Martínez & I. C. Torres (Eds.), EDULEARN19 Proceedings: 11th International Conference on Education and New Learning Technologies, July 1st-3rd, 2019, Palma, Mallorca, Spain (pp. 9132-9141). https://doi.org/10.21125/edulearn.2019.2253 MacCallum, K. (2019). Seamless learning through mixed reality: A New Zealand perspective. In Proceedings of the World Conference on Mobile and Contextual Learning 2019 (pp. 173-180). Retrieved from https://www.learntechlib.org/p/210617 MacCallum, K., & Parsons, D. (2019). Teacher perspectives on mobile augmented reality: The potential of metaverse for learning. In Proceedings of the World Conference on Mobile and Contextual Learning 2019 (pp. 21-28). Retrieved from https://www. learntechlib.org/p/210597
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MacCallum, K., Parsons, D., & Crow, T. (2019, May). Innovative learning opportunities with virtual reality game development. In L. Janczewski, C. A. de Souza, & F. Mirza (Eds.), ICT research for the new connected world: Proceedings of the CONF-IRM 2019 conference. Auckland, New Zealand: School of Business, University of Auckland. MacCallum, K., Purdon, I., Hartley, T., & Dang, D. (2019). Room for improvement: Revisiting the learning space. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 91-96). Retrieved from https://www.citrenz.ac.nz/conferences/2019/ pdf/2019CITRENZPACITN.pdf Nikula, P. T. (2019). Consumer protection in export education marketing. In J. E. Richard & D. Kadirov (Eds.), Proceedings of the 21st Australian and New Zealand Marketing Academy Conference ANZMAC 2019: Winds Of Change, 2nd - 4th December 2019, Wellington, New Zealand (pp. 717-721). Retrieved from https:// confer.nz/anzmac2019/wp-content/uploads/2019/12/ANZMAC-2019-FinalProceedings-01.12.19.pdf Nikula, P. T. (2019). Student perceived pedagogical value of online simulations. In J. E. Richard & D. Kadirov (Eds.), Proceedings of the 21st Australian and New Zealand Marketing Academy Conference ANZMAC 2019: Winds Of Change, 2nd - 4th December 2019, Wellington, New Zealand (pp. 949). Retrieved from https:// confer.nz/anzmac2019/wp-content/uploads/2019/12/ANZMAC-2019-FinalProceedings-01.12.19.pdf Scott-Chapman, S., Lander, P.J., & Kirton, D. (2019, April). Development of the Industry Cooperative Booklet. In NZACE Conference 2019, Book of Abstracts, International Conference, Wellington, New Zealand (p.20). Retrieved from https://www.nzace. ac.nz/previous-conferences/ Skelton, D. (2019). Pioneering a City Student Studio: Emerging work integrated learning environments. In K. E. Zegwaard & M. Ford (Eds.), Refereed Proceedings of the 21st WACE World Conference on Cooperative and Work-Integrated Education, 2019, University of Cincinnati, Ohio, United States (pp. 119-120). Retrieved from https://www.waceinc.org/worldconference2019/assets/WACE_World%20 Conference_2019_Refereed_Conference_Proceedings.pdf Vaughan, J., Mann, S., & Clear, A. (2019). Mapping changing professional identity during graduate IT education. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 20-25). Retrieved from https://www.citrenz.ac.nz/conferences/2019/ pdf/2019CITRENZPACITN.pdf
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Published conference proceedings—non-refereed Gordon, Z., & Erturk, E. (2019). Search engine optimisation project at Koru Enterprises [Poster paper]. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 145). Retrieved from https://www.citrenz.ac.nz/conferences/2019/ pdf/2019CITRENZPACITN.pdf Impagliazzo, J., Becker, B. A., Clear, A., Cuadros-Vargas, E., Du, X., & Vichare, A. (2019). Perspectives on global bachelor computing education. In Proceedings of the ACM Conference on Global Computing Education (pp. 127-128). https://doi. org/10.1145/3300115.3310367 Purdon, I., & Jamieson, J. (2019). Intelligent Systems in an applied computing qualification [Position paper]. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 133-134). Retrieved from https://www.citrenz.ac.nz/conferences/2019/ pdf/2019CITRENZPACITN.pdf Steiner, M., & Erturk, E. (2019). Web design project at Tamatea Rugby Club [Poster paper]. In E. Erturk (Ed.), Proceedings of the 10th Annual Conference of Computing and Information Technology Education and Research in New Zealand Incorporating the 32nd Annual Conference of the National Advisory Committee on Computing Qualifications, Nelson, New Zealand, 9th - 11th October 2019 (pp. 143-144). Retrieved from https://www.citrenz.ac.nz/conferences/2019/ pdf/2019CITRENZPACITN.pdf
Conference oral presentation—refereed Ashby, T., & Davis, R. (2019, November). Whakamanatia: Empowering Māori to access primary health care using mHealth technology. Paper presented at the 2019 HiNZ (Health Informatics New Zealand) Conference Hamilton, New Zealand. Bahho, M. (2019, April). Design and sustainable values: A reflective case. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Bruce, L. (2019, April). Ōtātāra: People & place. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Buckley, C., & Papps, E. (2019, November). Lost in space: The invisibility of grey literature. Paper presented at the Australasian Nurse Educators’ Conference, Dunedin, New Zealand. Forbes, V., Rudge, T., & Harvey, C. (2019, December). The problematization of “safety” in residential aged care in New Zealand. Paper presented at the 7th New Zealand Discourse Conference, Wellington, New Zealand. Forrest, R., & Armstrong, L. (2019, April). Patu Up! #THATSUS. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand.
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Forrest, R., Pearson, M., Thomson, S., & Bakri, H. (2019, May). Furry whānau wellbeing: Working with communities for positive pet outcomes. Paper presented at the New Zealand Veterinary Association Conference, Wellington, New Zealand. Hantler, A., & Bevin, M. (2019, November). The ‘patient’ as expert: Involving people with aphasia in communication training for student nurses. Paper presented at the Australasian Nurse Educators’ Conference, Dunedin, New Zealand. Hakiwai, P. (2019, August). Kia tū rangatira te tamaiti [Keynote presentation]. In Mātauranga Māori. Symposium conducted at the NZEI Te Riu Roa Annual Māori Education Hui, Te Kāhui Whetū 2019, Napier, New Zealand. Hiha, A., Stewart, D., & Young, M. (2019, April). You can’t just go around saying ‘kia ora’ all over the place: Kia Angitu Māori student success. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Jagroop-Dearing, A. (2019, April). Research into the largest campylobacter waterborne outbreak ever recorded: The Havelock North campylobacter outbreak. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Keepa, T., & Rohe-Belmont, P. (2019, April). Kapahaka - An exemplar pedagogy of community based research and learning. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Lander, P., & Shambrook, P. (2019, November). Being part of the team: A review of caregiver sideline behaviour interventions. Paper presented at the 2019 Sport and Exercise New Zealand Conference, Palmerston North, New Zealand. MacCallum, K. (2019, April). Using Augmented Reality to support cross-curricular learning opportunities. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. MacKenzie, L. (2019, April). Fraud in New Zealand schools. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Manhire, K. (2019, April). Predictors of breastfeeding duration in a predominantly Māori population in New Zealand. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. McKinnon, N. (2019, April). Te raranga whakapaepae o te reo. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Morris-Matthews, K., & Tipene-Leach, D. (2019, April). Ngātahi - Working together in our community on research that matters. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Nelson, E., & Johnson, L. (2019, April). Learning to teach in innovative learning environments on practicum: Affective, embodied, collaborative practice. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Nelson, E., & Johnson, L. (2019, October). ILEs as social assemblages: Implications for initial teacher education. Paper presented at the Transitions 19 Conference, Melbourne, Australia. Nikula, P.-T. (2019, April). The impact of the zero-fee policy - Benefiting local communities by widening access to tertiary education? Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand.
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Paterson, R. T. (2019, April). Whatu (to weave). Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Paton, C. (2019, November). Comparison of the effects of different forms of caffeine supplementation on 5-km running performance. Paper presented at the 2019 Sport and Exercise New Zealand Conference, Palmerston North, New Zealand. Pentecost, M. (2019, March). Making a map to the future. Paper presented at the Aotearoa New Zealand Solution Focused Practice Conference, Napier, New Zealand. Pentecost, M. (2019, April). Keep saying hello. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Pierard, T. (2019, November). Recontextualising music education: Multimodal learning through a DAW lens. Paper presented at the 41st Conference of the Australian & New Zealand Association for Research in Music Education (ANZARME) 2019, Wellington, New Zealand. Pierard, T. (2019, September). War of the beatmakers: How non-drummers redefined the function of drums in popular music. Paper presented at the Transplanted Roots 2019: Percussion Research Symposium, Guanajuato, Mexico. Roy, R. (2019, July). Exploring the scope of implementing lean principles in a packaging plant in New Zealand: A value stream mapping approach. Paper presented at the 17th ANZAM Operations, Supply Chain and Services Management Symposium, Melbourne, Australia. Rudge, M. (2019, April). Re-building family with clothes: An exploration of the value of second hand clothing for migrant seasonal workers in Aotearoa / New Zealand. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Schumacher, C., & Turvey, J. (2019, November). Attendance and its role in successful completion at one ITP. Paper presented at the New Zealand Association of Research in Education (NZARE) Conference, Christchurch, New Zealand. Scott-Chapman, S., Kirton, D., Wawatai-Aldrich, N., & Lander, P. (2019, April). Growing co-operation in the community: Whiria te tangata. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Speedy, R., & Edwards, R. (2019, April). Environmental and sustainability education in initial teacher education. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Te Rore, C. (2019, April). Tautoko: How kaupapa MÄ ori, social constructivist and mobile learning theories supported project-based learning initiatives. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Tipene-Leach, D. (2019, April). Reviewing and renewing cultural competence in the medical profession and a case study in mental health. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Tipene-Leach, D. (2019, May). Choosing Wisely and choosing equitably: The role of cultural competence. Paper presented at the Choosing Wisely Forum 2019: Continuing the Conversation, Wellington, New Zealand.
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Tipene-Leach, D. (2019, May). Its not all that hard to do a great job: Cultural competence in a nutshell. Paper presented at the New Zealand Society for the Study of Diabetes (NZSSD) Annual Scientific Meeting, Napier, New Zealand. Tipene-Leach, D. (2019, October). Are our emergency departments a safe place for Māori. Paper presented at the New Zealand Emergency Department Conference, Taupo, New Zealand. Tipene-Leach, D. (2019, October). Equitable radiation oncology outcomes for Māori. In M. Chilkuri (Chair), Radiation Oncology Faculty Forum. Royal Australian and New Zealand College of Radiologists (RANZCR) Annual Scientific Meeting, Auckland, New Zealand. Walker, R. C. (2019, May). Diabetic kidney disease in New Zealand. Paper presented at the New Zealand Society for the Study of Diabetes (NZSSD) Annual Scientific Meeting, Napier, New Zealand. Walker, R. C. (2019, April). Elements of running a successful home dialysis program. Paper presented at the ISN World Congress of Nephrology, Melbourne, Australia. Walker, R. (2019, April). Understanding the experiences, perspectives and values of indigenous women around smoking cessation in pregnancy. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Walker, R. C., Tipene-Leach, D., Palmer, S. C., Graham, A., & Marshall, M. (2019, June). Independent community dialysis houses - A home away from home. Paper presented at the Renal Society of Australasia Annual Conference, Auckland, New Zealand. Waran, N. (2019, May). One Welfare – A human lens for improving animal welfare. Paper presented at the New Zealand Veterinary Association Conference, Wellington, New Zealand. Whaanga, R. (2019, April). Educational success of Wahine Māori social workers: Contributing and impeding forces. Paper presented at the 2019 ITP Research Symposium, Napier, New Zealand. Sutherland, B. (2019, December). Asylum: Peter Roche and the Nuclear Anthropocene. Paper presented at the Art Association of Australia and New Zealand Conference, Auckland, New Zealand.
Conference oral presentation—non-refereed Booth, R. (2019, September). The science of young, teenage brains and making timely career decisions. Paper presented at the 2019 CDDA (Career Development Association of Australia) National Conference, Canberra, Australia. Chapman, B., Mackenzie, A., & Blackmore, S. (2019, November). The New Zealand viticulture and wine industry, Education provision at EIT. Paper presented at the CATE National Conference 2019, Napier, New Zealand. Edwards, R. (2019, April). Teacher education research in Hawke’s Bay. Paper presented at the Primary Education Research Symposium, Napier, New Zealand. Forrest, R. (2019, August). An introduction to research methodologies. Paper presented at the Physiotherapy New Zealand Annual Hawke’s Bay Branch Symposium: Dynamic Wellness, Napier, New Zealand. research.eit.ac.nz
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Grandorge, N., Jacobs, K., Montgomery, E., Swift, L., & Robinson, P. (2019, August). The strength of our people. Paper presented at the Romeo Bragato National Conference 2019, Napier, New Zealand. Johnson, L. (2019, April). Using ‘Seesaw’ as a tool for reflection in pre-service. Paper presented at the Primary Education Research Symposium, Napier, New Zealand. Jones, K. (2019, April). Using boundary objects to strengthen the initial teacher education partnership between schools and the tertiary institution. Paper presented at the Primary Education Research Symposium, Napier, New Zealand. Lopez, D., Erturk, E., Mann, S., & Proctor, M. (2019). CITRENZ Postgraduate SIG. Panel session presented at CITRENZ 2019, Nelson, New Zealand. MacCallum, K. (2019, March). Integrating innovative technologies for cross- curricular learning opportunities within the schooling curriculum. Paper presented at the 2nd New Zealand Digital Campus and Learning Transformation From K-6 To Higher Education Conference, Auckland, New Zealand. Nelson, E. (2019, April). Tying the threads together and closing remarks. Paper presented at the Primary Education Research Symposium, Napier, New Zealand. Nelson, E., & Rehu, M. (2019, April). MLE: Māori learning environments. Paper presented at the Primary Education Research Symposium, Napier, New Zealand. Nikula, P.-T. (2019, September). Environmental sustainability – Faculty policies and practices. Paper presented at the European Association for International Education Conference, Helsinki, Finland. Nikula, P.-T., Galloway, A., & Smidt, D. (2019, August). Effective monitoring of education agents: Best approaches and potential benefits. Panel session presented at the New Zealand International Education Conference (NZIEC 2019), Auckland, New Zealand. Nikula, P.-T., & Lamont, A. (2019, August). Climate change: Your opportunity to act! Paper presented at the New Zealand International Education Conference (NZIEC 2019), Auckland, New Zealand. Nikula, P.-T., Weimer, L., & Van Donselaar, F. (2019, September). National codes: Safeguarding international students’ rights and well-being. Paper presented at the European Association for International Education Conference, Helsinki, Finland. Steele, A., Matthews, P., Proctor, M.-C., & Skelton, D. (2019, October). Introduction and discussion of RoVE. Panel session presented at CITRENZ 2019, Nelson, New Zealand. Taylor, L.-A. (2019). A health social experiment. Paper presented at the Physiotherapy New Zealand Annual Hawke’s Bay Branch Symposium: Dynamic Wellness, Napier, New Zealand. Tipene-Leach, D. (2019, September). Inequity in infant deaths in Aotearoa. Paper presented at the Sands National Conference, Christchurch, New Zealand. Weimer, L., & Nikula, P.-T. (2019, September). Influencing key stakeholders: Designing a compelling case for internationalisation. Paper presented at the European Association for International Education Conference, Helsinki, Finland. Whyte, J. (2019, April). You can’t be maths anxious … you’re a teacher! Paper presented at the Primary Education Research Symposium, Napier, New Zealand.
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Conference poster presentation Balakrishnan, S., & Lopez, D. (2019, October). Artificial Intelligence and aged care. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Cooper, G., McConnell, C., Postlewaight, G., & Stewart-MacKenzie, H. (2019, April). Examining collaborative relationships between mentor teachers, degree students and the Bachelor of Teaching (Early Childhood Education) teaching team at EIT Te Aho Maui: Initial findings. Poster session presented at the 2019 ITP Research Symposium, Napier, New Zealand. Dearing, C. (2019, April). Men with cancer face inequitable choices with current fertility cryopreservation services. Poster session presented at the 2019 ITP Research Symposium, Napier, New Zealand. Edwards, R. (2019, April). Research for teachers: An example of ITP teacher education staff sharing their research with schools in the region. Poster session presented at the 2019 ITP Research Symposium, Napier, New Zealand. Farinhas, F., & Lopez, D. (2019, October). Smart city-How to engage the citizen: An interpretative phenomenological analysis. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Gao, J., & Lopez, D. (2019, October). Students, perceptions towards application of virtual reality for learning in higher education. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Grawel, R., & Lopez, D. (2019, October). BYOD challenges and employee’s perception. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Jones, K. (2019, April). How the use of boundary objects strengthen the initial teacher education partnership between schools and the tertiary institution. Poster session presented at the 2019 ITP Research Symposium, Napier New Zealand. Michael, M., & Lopez, D. (2019, October). Enablers and barriers of e-commerce in NZ. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Nikula, P.-T. (2019, April). Sustainability of the international education industry – Status quo and challenges. Poster session presented at the 2019 ITP Research Symposium, Napier, New Zealand. Patil, D., & Lopez, D. (2019, October). Impact of quantum computing on cryptography and blockchain. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Pigoso Volpe, D., & Lopez, D. (2019, October). The impact of a streamer as an online entertainer. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Ramkisoon, J., & Lopez, D. (2019, October). An investigation of the factors influencing the adoption of IoT based technology by healthcare professionals. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Xu, Y., & Lopez, D. (2019, October). Factors impacting the implementation of Digital twin in a smart manufacturing. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Yu, M., & Lopez, D. (2019, October). Cloud benchmarking of workspace as a service in e-learning cloud. Poster session presented at CITRENZ 2019, Nelson, New Zealand. Yu, W., & Lopez, D. (2019, October). Blockchain in smart energy system. Poster session presented at CITRENZ 2019, Nelson, New Zealand. research.eit.ac.nz
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Report Forrest, R., Pearson, M., Thomson, S., Bakri, H., Steiner, E., & Waran, N. (2019). Furry whānau wellbeing: Working with local communities for positive pet welfare outcomes; Final Report 2019. Prepared for the New Zealand Companion Animal Trust (NZCAT). Maclaren, O. (2019). Bay play scoping project report: Variation in physical activity and nutrition policies and practices in Hawke’s Bay primary schools and early childhood education centres. Napier, New Zealand: Eastern Institute of Technology. Morris Matthews, K., Hiha, A., Abel, S., Chisnell, C., Malcolm, C., McKelvie –Sebileau, P., Austin, K., Hanna, S., & Tipene-Leach, D. (2019). Report on the evaluation of the Ngātahi Project in Year Two. Napier, New Zealand: Research & Innovation Centre, Eastern Institute of Technology. Tipene-Leach, D., Abel, S., Hiha, A., & Morris Matthews, K. (2019). Rangahaua Te Kūwatawata! The Te Kūwatata evaluation: Final report. Napier, New Zealand: Māori and Indigenous Research, Research & Innovation Centre, Eastern Institute of Technology. https://www.hauoratairawhiti.org.nz/assets/Uploads/Te-KuwatawataEvaluation-FINAL-Report.pdf
Exhibition Refereed Baker, P. (2019). Departure [Mixed media sculpture]. In La Petite Mort [Invited group exhibition]. Morrinsville, New Zealand: Wallace Gallery, November 2-24, 2019. Binding, W. (2019). Studies for a Bad Ekstasis (After El Greco) [Painted artwork, acrylic, pencil & charcoal on canvas]. In La Petite Mort [Invited group exhibition]. Morrinsville, New Zealand: Wallace Gallery, November 2-November 24, 2019. Hawksworth, M. (2019). Event horizon [Photomontage]. In La Petite Mort [Group exhibition]. Morrinsville, New Zealand: Wallace Gallery, November 2-24, 2019. Paterson, R. (2019). Tawhirimatea [Plywood]. In Toi Ahua [Group exhibition]. Napier, New Zealand: MTG Hawke’s Bay, November 2019-March 2020.
Non-refereed Baker, P. (2019). AMP - Piiata lights [Mixed media sculpture]. Napier, New Zealand: Aroha & Friends, Napier, October 2019. Baker, P. (2019). Flat Pack [Mixed media sculpture]. In Starting Over # 2 [Group exhibition]. Hawke’s Bay, New Zealand: Vent Gallery, ideaschool, Eastern Institute of Technology, April 2019. Baker, P. (2019). Puzzle Tray: Stem to limb (the eyes of the forest) (2018-19) [Mixed media, SEE fluorescent tube light boxes]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: ideaschool, Eastern Institute of Technology. Baldwin, M. T. (2019). Whakawhetai [Mixed media; Solo exhibition]. Gisborne, New Zealand: Tairawhiti Museum, July 27-September 1, 2019.
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Binding, W. (2019). Bonds [Collaged artwork, fabric, paper, thread]. In Wananga 2019 [Group exhibition]. Hawke’s Bay, New Zealand: Vent Gallery, ideaschool, Eastern Institute of Technology, May 20 -May 27. Binding, W. (2019). Puzzle Tray: Study for the world’s gallery (2018-19) [Acrylic, charcoal and pencil on canvas]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: ideaschool, Eastern Institute of Technology. Binding, W. (2019). Studies after a figure from the meagre company [Painted artwork, acrylic, pencil & charcoal on canvas]. In The Hawkes Bay Review 2019 [Selected and judged group award exhibition]. Napier, New Zealand: CAN, May 31-June 27, 2019. Binding, W. (2019). Studies for the manual of dexterities [Painted artworks]. In Playtime 111 [Group exhibition]. Havelock North, New Zealand: Muse, December 2-16, 2019. Binding, W. (2019). Study for an architecture [Painted artwork, acrylic, pencil & charcoal on canvas]. In Starting Over #1 [Group exhibition]. Hawke’s Bay, New Zealand: Vent Gallery, ideaschool, Eastern Institute of Technology, February -March. Bruce, L. (2019). Blue vessel, Big blue jugs III & IV, Blue jugs I & II, Small blue jugs I & II, Sprig vases I-III, Water tree, Imagined cloudscapes I-V, Kaitiaki [17 works, clay, slips, oxides, glazes, recycled copper pipe, metal hardware]. In Wai: Water [Joint exhibition with Annabel Menzies-Joyce]. Christchurch, New Zealand: Form Gallery, May 8-28, 2019. Bruce, L. (2019). Ceramic bowls, platters & badges [Clay, glazes, slips, oxides], Hinaaki I & II [Galvanised & copper wire, found materials]. In Whatu: Ko te whiri, Ko te whatu, Ko te whakairo [Group exhibition]. Hastings, New Zealand: Hastings Community Arts Centre, January 28-February 16, 2019. Bruce, L. (2019). Imagined cloudscape VI [Clay, slips, glazes]. In Hawke’s Bay Art Review [Group exhibition]. Napier, New Zealand: Creative Arts Napier, May 31June 27, 2019. Bruce, L. (2019). Jug I, II, III, IV [Clay, slips, oxides, found materials, recycled copper pipe, metal hardware]. In Feast [Group exhibition]. Waiheke Island, New Zealand: Waiheke Community Art Gallery, July 26-August 25, 2019. Bruce, L. (2019). Puzzle Tray: Water vessels: Big blue jug III, IV [Clay, stain oxides, recycled copper pipe, metal hardware]. In ITP Research Symposium_ Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology. Chiappin, A. (2019). Nāu te rourou, nāku te rourou, ka ora te iwi. With your food basket and my food basket the people will flourish [Limited edition screenprint]. Napier, New Zealand: Hapori Gallery. Chiappin, A. (2019). Puzzle Tray: Episode: Supplementary 1 superhero extension; Episode: Supplementary 2 superhero extension [Black indian ink, acrylic paint, Molotow acrylic marker pens, Krink ink, Spraywell marker road paint on canvas]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology.
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Gibbs, S. (2019). Hurahura – To uncover [Acrylic, kokowai on carved silver beech timber]. In Native voices: Ko au ko mātau - I am, we are [Group exhibition]. Gisborne, New Zealand: Tairāwhiti Museum, October 7, 2019-March 15, 2020. Hawksworth, M. (2019). Puzzle Tray: F block new build (2018) [Photographic montage]; Office F108 (2018) [Photographic montage]; Orientation (2018) [Artist book]. In ITP Research Symposium_Whanaungatanga Art Exhibition. Napier, New Zealand: IDEAschool, Eastern Institute of Technology. Hawksworth, M. (2019). Island Bay [Photomontage]. In Starting Over # 2 [Group exhibition]. Hawke’s Bay, New Zealand: IDEAschool, Eastern Institute of Technology: Vent Gallery, April 2019 Hawksworth, M. (2019). Island Bay [Photomontage]. In Hawkes Bay Review [Group exhibition]. Napier, New Zealand: CAN, May 31-June 27, 2019. Kelly, R. (2019). Puzzle Tray: Scooch – children’s scooter [Timber, steel]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology. Koopu, E. (2019). Huri ko aro [Acrylic on wood]. In Native voices: Ko au ko mātau - I am, we are [Group exhibition]. Gisborne, New Zealand: Tairāwhiti Museum, October 7, 2019-March 15, 2020. Lardelli, D. (2019). Dark angel [Mixed media, Mdf, acrylic paint, blue glass beads, copper, glitter paint, metal]. In He tirohanga ki tai: Views from the Pacific shoreline, dismantling the doctrine of discovery [Group Exhibition]. New York, NY: ORA Gallery, April 24-May 2, 2019. Lewis, A. (2019). Whaitere [New Zealand native timber, feathers, twine, copper nails, paint on board, shalack]. In Native voices: Ko au ko mātau - I am, we are [Group exhibition]. Gisborne, New Zealand: Tairāwhiti Museum, October 7, 2019March 15, 2020. Paterson, R. (2019). Awa panels [Paint and screenprint]. In Maori Art Market [Group exhibition], Wellington, New Zealand: Te Wharewaka o Poneke, February 22-24, 2019. Paterson, R. (2019). Lampshades. In Whatu (to weave) [Group exhibition]. Hastings, New Zealand: Hastings Community Art Centre, January 26-February 16, 2019. Paterson, R. (2019). Puzzle Tray: Tukutuku [Collaborative work; Mixed media]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology. Rudge, M. (2019). Puzzle Tray: Tukutuku [Collaborative work; Mixed media]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology. Roberts, N. (2019). Human vs nature [Video]. In One Off Moving Image Festival, Valencia, Spain, and Gol, Norway, in collaboration with 60 Second Festival, Copenhagen, Denmark, February 18-24, 2019. Retrieved from https://noemata.net/one-off/2019/. Roberts, N. (2019). Puzzle Tray: Multivocal [Video]. In ITP Research Symposium_ Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: ideaschool, Eastern Institute of Technology.
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Solomon, M. (2019). Manaia [Acrylic on wood]. In Native voices: Ko au ko matau - I am, we are [Group exhibition]. Gisborne, New Zealand: Tairawhiti Museum, October 7, 2019-March 15, 2020. Sutherland, B. (2019). Puzzle Tray: Gold (2018) [Hand painted 8mm and 16mm film, archive material, video]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology. Taaffe, P. (2019). Puzzle Tray: Automata - tap to activate [Mixed media]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology. Tipa, L., Olsen, L., & Ropiha, R. (2019). Ka karanga a Matariki ka rere te korokoro [Joint exhibition]. Hawke’s Bay, New Zealand: Vent Gallery, IDEAschool, Eastern Institute of Technology, June 28-July 5, 2019. Webster, J. (2019). Puzzle Tray: Nine puzzle trays [Screen and stencil printing, acrylic letters]. In ITP Research Symposium_Whanungatanga Art Exhibition [Group exhibition]. Napier, New Zealand: IDEAschool, Eastern Institute of Technology.
Curation Baker, P. (Curator). (2019). ITP Research Symposium Whanaungatanga Art Exhibition [Group exhibition]. Hawke’s Bay, New Zealand: IDEAschool, Eastern Institute of Technology, April 2019. Baker, P. (Curator). (2019). Starting Over #1, Starting Over #2 [Group exhibition]. Hawke’s Bay, New Zealand: Vent Gallery, IDEAschool, Eastern Institute of Technology, February – April 2019. Paterson, R. T. (Curator). (2019). Whatu (to weave) [Group exhibition]. Hastings, New Zealand: Hastings Community Art Centre, January 26-February 16, 2019. Tipa, K. (Curator). (2019). Ka karanga a Matariki ka rere te korokoro [Joint exhibition]. Hawke’s Bay, New Zealand: Vent Gallery, IDEAschool, Eastern Institute of Technology, June 28-July 5, 2019.
Exhibition Catalogue Baker, P. (2019). [Questions, statement and images]. In G. Cornwall (Ed.), La Petite Mort [Exhibition catalogue, Group exhibition at Wallace Gallery, Morrinsville, New Zealand]. Tauranga, New Zealand: Toi Ohomai Institute of Technology. Binding, W. (2019). [Questions, statement, and images]. In G. Cornwall (Ed.), La Petite Mort [Exhibition catalogue, Group exhibition at Wallace Gallery, Morrinsville, New Zealand]. Tauranga, New Zealand: Toi Ohomai Institute of Technology.
Design Chiappin, A. (2019). Ripe for Change (CATE 2019) conference labels [Printed wine and beer labels]. Eastern Institute of Technology. Chiappin, A. (2019). Tararua District Brand [Wayfinding Signage Landscape signs]. Tararua District Council, New Zealand.
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Gibbs, S. (2019). Tū te whaihunga: A recognition of creative genius; The return of taonga to Tairāwhiti after 250 Years [Exhibition design]. Gisborne, New Zealand: Tairāwhiti Museum, October 7, 2019-October 11, 2020. Lardelli, D. (2019). Te niho o te Taniwharoa [Mauri]. Royal New Zealand Navy. Presented June 2019; installed on HMNZS Manawanui December 2019. Lardelli, D. (2019). Te ipu ongekura o ngā iwi [Conference mauri]. Museums Aotearoa, Wellington, New Zealand. Lardelli, D. (2019). Manaia [Tahuhu; Carving in plywood]. Gisborne Airport terminal, opened November 19, 2019. Lardelli, D. (2019). Kōwhai - kaha-ora [Graphics]. Hospice Tairāwhiti (stationery, building, hospital hospice room). Lardelli, D. (2019). Trust Tairāwhiti logo. Gisborne, New Zealand.
Composition Lardelli, D. (2019). Ahakoa he ahu [Lyrics]. Performed by Whāngārā Mai Tawhiti, in Whakawātea section, Te Matatini Ki Te Ao, Wellington, February 20-24, 2019. Lardelli, D. (2019). Kuki [Composition & lyrics]. Performed by Whāngārā Mai Tawhiti, in Titonga Waiata Hou-Haka section, Te Matatini Ki Te Ao, Wellington, February 2024, 2019. Lardelli, D. (2019). Poi pirepire [Lyrics]. Performed by Whāngārā Mai Tawhiti, in Titonga Waiata Hou-Poi section, Te Matatini Ki Te Ao, Wellington, February 20-24, 2019. Lardelli, D. (2019). Te ahi [Lyrics]. Performed by Whāngārā Mai Tawhiti, in Whakaeke (Choral) section, Te Matatini Ki Te Ao, Wellington, February 20-24, 2019. Lardelli, D. (2019). Wikitōria [Lyrics]. Performed by Whāngārā Mai Tawhiti, in Titonga Waiata Hou-Haka section, Te Matatini Ki Te Ao, Wellington, New Zealand, February 20-24, 2019. Lardelli, D. (2019, February). Erika [Lyrics]. Performed by Whāngārā Mai Tawhiti, in Titonga Waiata Hou- Waiata Ā Ringa section, Te Matatini Ki Te Ao, Wellington, New Zealand, February 20-24, 2019. Rohe-Belmont, P. (2019). Haka. Te-Ō-Tāne. Te Matatini Ki Te Ao, Wellington, New Zealand, February 20-24, 2019. Rohe-Belmont, P. (2019). Poi. Materoa Kūini o Te Kīwaha. Te Matatini Ki Te Ao, Wellington, New Zealand, February 20-24, 2019. Rohe-Belmont, P. (2019). Waiata-ā-ringa (Action Song). Te Awakairangi. Te Matatini Ki Te Ao, Wellington, New Zealand, February 20-24, 2019. Rohe-Belmont, P. (2019). Whakaeke (Entry). Kīngi Tūheitia Mauri o Te Motu. Te Mana Kuratahi, Hamilton, New Zealand, November 3-8, 2019. Rohe-Belmont, P. (2019). Whakaeke (Entry). Tā Timi Taihoa. Te Matatini Ki Te Ao, Wellington, New Zealand, February 20-24, 2019. Rohe-Belmont, P. (2019). Whakawhiti. Whakapūnake. Te Mana Kuratahi, Hamilton, New Zealand, November 3-8, 2019.
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Performance Dennis, R. (Kaikarakia). (2019, January 8). Tā i te kawa, Ātea a rangi, Awatoto, Napier, New Zealand. Dennis, R. (Kaikarakia). (2019, January 13). Tā i te kawa, Whare hou, Napier Airport, Napier, New Zealand Dennis, R. (Kaikarakia). (2019, March 9). Repatriation Airini Donnelly korowai, MTG, Napier, New Zealand. Dennis, R. (Kaikarakia). (2019, April 24). Tā i te kawa, Te Whare Hauora Heretaunga, Hastings, New Zealand. Dennis, R. (Kaikarakia). (2019, May 29). Tā i te kawa, Whisper Gym, Napier, New Zealand. Dennis, R. (Kaikarakia). (2019, December 6). Teihana Pirihimana hou (new Central Police Station). Hastings, New Zealand. Hakiwai, P., (Kaitito, Kaihaka & Kaiwhakarite ā-ringa). (2019, February 22). Tū Te Manawa Maurea. In Te Matatini Ki Te Ao 2019. Wellington, New Zealand: Westpac Stadium, February 22. Hakiwai, P. (Whaikōrero). (2019, April 14). 2019 ITP Research symposium, Napier, New Zealand. Hakiwai, P. (2019, June 25). Karakia Matariki. EIT Matariki Celebrations, Te Ara o Tāwhaki, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Hakiwai, P. (Whaikōrero). (2019, August 13). Orākei Marae, Auckland, New Zealand. Hau, T. (2019, November 16). Te Ara o Tāwhaki. In Hakanuia 2019. Hastings, New Zealand: Te Kura Kaupapa Māori o Ngāti Kahungunu ki Heretaunga. Marshall, M. (2019). It’s love isn’t it? [Poetry and chamber music with guitar]. With Dame Kate Harcourt and Sir Jon Trimmer (narrators), Tessa Petersen (violin) & Helen du Plessis (cello). Performing music by Philip Norman, Anthony Ritchie, Mauro Giuliani and poetry by Alistair Te Ariki Campbell and Meg Campbell. Napier, New Zealand: MTG Century Theatre, April 15, 2019. Marshall, M. (2019). Fantasies, folksongs and fables [Chamber music recital]. Music by Philip Norman, John Dowland, Peter Maxwell Davies, Mark Knopfler, Ulrik Neumann, Alexey Arkhipovsky. Paekakariki, New Zealand: Memorial Hall, July 21, 2019. Marshall, M. (2019). Sad waltzes [Solo guitar recital]. Music by Kenneth Young. Kuala Lumpur, Malaysia: Concert Room, Malaysian Institute of Art, May 24, 2019. Marshall, M. (2019). Solo guitar recital. Music by John Dowland, Ulrik Neumann, Peter Maxwell Davies, Mark Knopfler. Napier, New Zealand: Pan Pac Foyer, Municipal Theatre, July 24, 2019. Marshall, M., & Bowen, C. (2019). New Zealand music for voice & guitar [Chamber music recital]. Christchurch, New Zealand: St. Barnabas Church, December 17, 2019. Marshall, M., & Cunliffe, W. (2019). Concierto de Aranjuez [Concerto performance with jazz orchestra]. Fullerton Jazz Orchestra conducted by Bill Cunliffe. Music by Joaquin Rodrigo, arranged by Bill Cunliffe. Los Angeles, CA: Meng Concert Hall, California State University Fullerton, October 12, 2019.
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Marshall, M., Filmer, A., & Wong, M. (2019). New Zealand music for violin, viola and guitar [Chamber music recital]. Music by Anthony Ritchie, Kenneth Young, Douglas Lilburn. Kuala Lumpur, Malaysia: Live Arts Suite, Sunway University, May 23, 2019. Marshall, M., & Forman, B. (2019). Duos for jazz & classical guitars [Duo guitar performance]. Music by Norman Meehan, Jacob do Bandolim. Christchurch, New Zealand: Christchurch Town Hall, October 26, 2019. Marshall, M., & Forman, B. (2019). Duos for jazz & classical guitars [Duo guitar performance]. Music by Norman Meehan, Jacob do Bandolim. Napier, New Zealand: Lady Pettigrew Theatre, October 21, 2019. Marshall, M., Forman, B., & Fox, R. (2019). Jazz spectacular [Concerto performance with jazz orchestra]. Music by Bill Cunliffe, Joaquin Rodrigo, Norman Meehan, Jacob do Bandolim. Rodger Fox Nonet conducted by Rodger Fox. Napier, New Zealand: Paisley Stage October 20, 2019. Marshall, M., Forman, B., & Fox, R. (2019). Jazz spectacular [Concerto performance with jazz orchestra]. Music by Bill Cunliffe, Joaquin Rodrigo. Rodger Fox Nonet conducted by Rodger Fox. Auckland, New Zealand: Bruce Mason Centre, October 22, 2019. Marshall, M., Forman, B., & Fox, R. (2019). Three views of Jerusalem [Concerto performance with jazz orchestra]. Music by Bill Cunliffe, Joaquin Rodrigo, Norman Meehan. Rodger Fox Nonet conducted by Rodger Fox. Wellington, New Zealand: Memorial Theatre, Victoria University of Wellington, October 24, 2019. Marshall, M., Forman, B., & Fox, R. (2019). Three views of Jerusalem [Concerto performance with jazz orchestra]. Music by Bill Cunliffe, Joaquin Rodrigo. Rodger Fox Nonet conducted by Rodger Fox. Christchurch, New Zealand: James Hay Theatre, October 26, 2019. Norris, M. (Whaikōrero). (2019, June 22). Whangarā Marae, Whangarā, New Zealand. Pierard, T. (Composer & Performer). (2019). Kindred. Guanajuato, Mexico: Universidad de Guanajuato, September 15, 2019. Rohe-Belmont, P. (Kaiako & Kaihaka). (2019). Mātangirau. In Wairoa Waitangi Day Celebrations. Wairoa, New Zealand: Wairoa River, February 6, 2019. Rohe-Belmont, P. (Kaiako, Kaikaranga, Kaihaka & Kaitito). (2019). Mātangirau. In Te Matatini Ki Te Ao 2019. Wellington, New Zealand: Westpac Stadium, February 21, 2019. Rohe-Belmont, P. (Kaikaranga & Kaihaka). (2019). Mātangirau. Hawke’s Bay Sports Awards. Napier, New Zealand: Pettigrew Green Arena, May 25, 2019. Timu, M. (Kaikaranga). (2019, May 11). Ngā Pou Mataara (Mauri Monitoring Framework) wānanga. Te Taiwhenua o Heretaunga. Clive, Hawke’s Bay, New Zealand: Matahiwi Marae.
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Commission Chiappin, A. (2019). Nāu te rourou, nāku te rourou, ka ora te iwi. With your food basket and my food basket the people will flourish [Cover illustration, He Rourou Korero, Research Showcase booklet]. Commissioned by Eastern Institute of Technology, Hawke’s Bay, New Zealand. Chiappin A. (Creative Director). (2019). Symons Lane Road Mural Project. One Iwi [Design Student project]. Commissioned by Napier City Council, Hawkes Bay, New Zealand. Lardelli, D. (2019). Tanē-te-wairoa [Metal and wood]. Artwork gifted to out-going chairperson of the Board (David Scott). Commissioned by Hauroa Tairawhiti. Lee, M. (2018, December). Waharoa [Public Information Board]. Watchman Road, Hawke’s Bay, New Zealand. Commissioned by the NZ Transport Agency (NZTA). Lee, M. (2018, December 22). Kuaka Connection [Public information sign]. Watchman Road, Hawke’s Bay, New Zealand. Commissioned by NZ Transport Agency (NZTA). Lee, M. (2018, December 22). Ngā Pou [Public information board]. Watchman Road, Hawke’s Bay New Zealand. Commissioned by the NZ Transport Agency (NZTA). Lee, M. (2018, December 22). Ngā Pou me ngā Marae [Public information board]. Watchman Road, Hawke’s Bay, New Zealand. Commissioned by NZ Transport Agency (NZTA). Lee, M. (2018, December 22). Te Whanganui a Ōrotu [Public information board]. Watchman Road, Hawke’s Bay New Zealand. Commissioned by the NZ Transport Agency (NZTA). Pierard, T. (Composer). (2019). Big Angry Fish. Season 8 Music [Television]. International. Pierard, T. (Composer). (2019). Oderings tonal branding [Television]. National. Pierard, T. (Composer). (2019). Big Save Furniture tonal branding [Radio and television]. National. Pierard, T. (Composer). (2019). Rothbury tonal branding [Television]. National. Tumoana, H. (2019, April). Kia Kurupakara te Wao Tapu-Nui a Tāne (Material resource). Commissioned by Te Mātāwai -Te Tai Rāwhiti. Tumoana, H. (2019, July). Maui Ihumanea (Translation of six different topics for secondary schools). Commissioned by CORE Education (Ahuriri).
Thesis MacKenzie, L. (2019). Financial internal controls in Hawke’s Bay secondary schools (Unpublished master’s thesis). Eastern Institute of Technology, Napier, New Zealand. Maclaren, O. (2019). Towards greater understanding of the role of eating and moving behaviours in wellbeing (PhD thesis, Auckland University of Technology, New Zealand). Retrieved from https://openrepository.aut.ac.nz/handle/10292/12151
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Oral Presentation External Bahho, M. (2019, February 4). Sustainable houses: Developing sustainable design criteria. Presented to the Community Affairs Group, U3A, at the Senior Citizens Hall in Taradale, Napier, New Zealand. Chiappin, A. (2019). Tararua District Brand (Wayfinding Signage). Presentation to the Tararua District Council, New Zealand. Gibbs, S. (2019, November 15 & December 10 ). Tū te Whaihanga – An acknowledgement of creative genius: as exhibition designer, to Te Roopu ‘Te Whare korero a Mahaaki’. Public lecture presented at Tairawhiti Museum, Gisborne, New Zealand. Gibbs, S. (2019, October 9). Acknowledging creative genius: The welcoming home of 36 Taonga to Aotearoa. Public floor talk presented at Auckland International Airport as part of the Tū Te Whaihanga exhibition. Lardelli, D. (2019, December 5). [Welcome korero]. Presented at the NZ Olympic Gala 2019, Auckland, New Zealand. Lardelli, D. (2019, November 2). Tū ki te rangi: Standing in the now, looking toward the future. Presented to Gisborne Boys High School, Gisborne, New Zealand. Morris Matthews, K. (2019, June 11). Recovery: East Coast and Hawke’s Bay Women who served overseas in World War One. Presented at the RSWA National Conference, Hastings, New Zealand. Morris Matthews, K. (2019, December 3). Wine and tributes: Early knowledge-bearers and sharers in the sciences and humanities in Hawke’s Bay. Presented to the Hawke’s Bay Branch of the Royal Society of New Zealand, Napier, New Zealand. Morris Matthews, K., & Gabriel, B. (2019, June 27). Ngātahi: A pilot programme in Hawke’s Bay for the vulnerable children’s workforce, 2017-2020. Presented to the Taradale Rotary Club, Napier, New Zealand. Nelson, E., & Cowie, B. (2019, September 16). Learning in nature Phase 1: Starting points. Presentation to Learning in Nature Project Stakeholders, Napier, New Zealand Norris, M. (2019, April 12). Horouta waka, Horouta karakia, Horouta wānanga. Lecture presented at Te Whare Wānanga o Aotearoa, Gisborne, New Zealand. Pentecost, M. (2019, July 4). The NZAC continuing professional development process. Presented to the Hawke’s Bay Branch of the NZ Association of Counsellors, Hastings, New Zealand. Pentecost, M., & Pritchard, R. (2019, August 2). Professional writing for counsellors. Presented at the NZ Association of Counsellors Professional Development Day, Wellington, New Zealand. Roy, R. (2019, October 30). Using selective control techniques for the inventory management of perishable items. Presented at workshop for Mr. Apple, Hawke’s Bay, New Zealand. TEDXHastingsSt. (2019, November 1). Russell Booth: What do you want to do when you leave school? [Video]. Retrieved from https://www.youtube.com/ watch?v=zywU6SUbl7w
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Timu, M. (2019, November 3). Report on revitalisation plan. Presented at Matahiwi Marae, Clive, New Zealand. Tipene-Leach, D. (2019, November 4). Understanding unconscious bias contributes to anti-racism and promotes equity. Opening presentation at Patient Safety Week, Hawke’s Bay DHB, Hastings, New Zealand. Tipene-Leach, D. (2019, October 16). Kidney transplantation and inequity. Presented at Paetara o te Ora: Regional Transplant Hui, Hastings, New Zealand. Tipene-Leach, D. C. (2019, August). Being colonised and being invisible in Central Hawkes Bay. Guest Speaker, CHB Settlers Museum AGM. Tipene-Leach, D. C. (2019, November). In praise of the boil up: Getting beyond nutrition to pursue equitable Māori outcomes. Invited presentation to the Nutrition Society of New Zealand ASM. Tumoana, H. (2019, April). To waha. Presented at Waiohiki Marae, Hawke’s Bay, New Zealand. Tumoana, H. (2019, February). Te reo tuku mihi. Presented at Kapa Haka o Waikaremoana, Waikaremoana Marae, Hawke’s Bay, New Zealand. Tumoana, H. (2019, February). Te reo tuku mihi. Presented at Te Mita o Waikaremoana, Waikaremoana Marae, Hawke’s Bay, New Zealand. Tumoana, H. (2019, July). Te timitunga o te tau. Presented at Waiohiki Marae, Hawke’s Bay, New Zealand. Tumoana, H. (2019, June). Te mutunga o te tau. Presented at Waiohiki Marae, Hawke’s Bay, New Zealand. Tumoana, H. (2019, September). Rongoā. Presented at the Allied Staff Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Walker, R. C. (2019, June). Partnership with patients for better outcomes. Presented at the PD Academy, Kuala Lumpur, Malaysia. Walker, R. C. (2019, June). Patient expectations and experience on PD and remote monitoring. Presented at the Malaysia ShareSource Meeting, Kuala Lumpur, Malaysia. Walker, R. C. (2019, June). What patients want: Are we on the same page? Presented at the PD Academy, Kuala Lumpur, Malaysia.
Internal Cooper, G., McConnell, C., Postlewaight, G., & Stewart-MacKenzie, H. (2019, November). Collaborative relationship between mentor teachers, degree students and the BTECE teaching team at EIT Te Aho Māui. Presented at the 2019 EIT ECE Research Symposium, Napier, New Zealand. Dearing, A. J. (2019, May 30). Summary of the largest campylobacter waterborne outbreak ever recorded: The Havelock North Campylocbacter Outbreak Research Programme. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Dearing, C. (2019, November 28). The relationship between fitness, stress and environmental exposures in a Hawkes Bay population. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand.
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Dennis, R. (2019, October). Karakia o nehe. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Erturk, E. (2019, September 26). Ten years of Blockchain & Bitcoin: New axioms for going forward. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Hakiwai, P. (2019, October). Kia tū rangatira hei raukura mō tōna iwi. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Hau, T. (2019, October). Project Pātaka. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Hawksworth, M. (2019, September 26). Orientation/F-Block. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Hiha, A. (2019, August 29). Kia Angitu: Past, present and future. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Kneuer, B. (2019, July 24). My research journey. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Auckland, New Zealand. Lee, M. (2019, October). Reo Māori strategies for television. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Lopez, D. (2019, October 31). Peer mentoring programme at the Auckland Campus. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Lopez, D., Ikarath, S., Rodriguez, M., & Ekundayo, S. (2019, July 10). Peer Mentoring programme – Pilot project. Brown Bag Research Seminar presented at the Eastern Institute of Technology, Auckland Campus, Auckland, New Zealand. MacKenzie, L. (2019, July 25). Financial internal controls in Hawke’s Bay secondary schools. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Malcolm, C., & Giles, T. (2019, June 27). Investigating whanau-inclusive practice within Hawke’s Bay DHB Mental Health and Addiction Services. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Marshall, M. (2019, October 31). Same but different: An exploration of cross-disciplinary music and a story of collaboration. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Matthews, K. M., Tipene-Leach, D., Hiha, A., Abel, S., McKelvie-Sebileau, P., Chisnell, C., Hanna, S., Malcolm, C., & Austin, K. (2019, July 25). NGĀTAHI: A pilot programme in Hawke’s Bay for the Vulnerable Children’s Workforce 2017-2020. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. McConnell, C. (2019, June 27). Images of young boys’ identities: Disrupting developmental discourse. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand.
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Nelson, E. (2019, November 28). Innovative learning environments: Perspectives, opportunities & implications for pre-service education. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Nikula, P.-T. (2019, March 28). Towards more ethical international student recruitment – Reducing information asymmetry in education provider-agent relationships. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Nikula, P.-T. (2019, July 3). Glocal sustainability action. Invited public presentation at the Sustainable Futures Discussion Forum, Eastern Institute of Technology, Napier, New Zealand. Nuku, P. (2019, October). Developing and delivering Te Ūranga Waka training schemes. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Rohe-Belmont, P. (2019, October). Waiata tangi me ōna āhuatangata. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Ropiha, R. (2019, October). Te toi whakaaro. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Sibley, J., & Schumacher, C. (2019, March 28). The Hawke’s Bay Growth Study. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Stewart-MacKenzie, H. L. G. (2019, November). Professional love in ECE settings in Aotearoa New Zealand. Presented at the 2019 EIT ECE Research Symposium, Napier, New Zealand. Timu, M. (2019, October). Te Reo o Hina Taranga - Matahiwi Marae. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Tipa, K. (2019, October). Matariki wānanga. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Tipene-Leach, D. (2019, August 29). Te Kūwatawata. Brown Bag Research Lunchtime Seminar presented at the Eastern Institute of Technology, Hawke’s Bay, New Zealand. Tumoana, H. (2019, October). Tō waha. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand. Whiunui, S. (2019, October). Kaupapa Māori - A healing experience. Presented at the Te Ūranga Waka Research Symposium, Eastern Institute of Technology, Hawke’s Bay, New Zealand.
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Other Output Gibbs, S. (2019). One Māori perspective on Cook; Landing and first encounter; Ngāti Rangiiwaho [Series of three recorded interviews]. In Confronting Captain Cook: Memorialisation in museums and public spaces [Massive Open Online Course, National Maritime Museum, London, England]. https://www.futurelearn.com/ courses/captain-cook Lopez, D., Ikarath, S., & Brown, K. (Eds.). (2019, January). Celebrating student success [Booklet of student posters, Auckland Campus]. Eastern Institute of Technology. Morris Matthews, K., & Nikula, P.-T. (2019, March 15). One size doesn’t fit all: Stakeholders’ views sidelined in overhaul of vocational education system. Hawke’s Bay Today, p. 11. Nikula, P.-T. (2019, April 18). The climate clock is ticking loud – is the international education sector listening? The PIE Blog. https://blog.thepienews.com/2019/04/ the-climate-clock-is-ticking-loud-is-the-international-education-sector-listening/. Nikula, P.-T., & Kivistö, J. (2019, May 11). How can we monitor education agents more effectively? University World News. https://www.universityworldnews.com/post. php?story=20190508081728122 Nikula, P.-T., & Lamont, A. (2019, June 28). Let’s lead on climate: International education’s response to climate emergency. https://www.ieaa.org.au/blog/lets-lead-on-climateinternational-educations-response-to-climate-emergency Pierard, T. (2019). Onward – A Decade of Devilskin (Performing with Black Smoke Trigger). The Great Lakes Event Centre, Taupo, Stadium Lounge, Mt Maunganui, Powerstation, Auckland, and Hunter Lounge, Wellington, October 17th – 24th, 2019. Shadbolt, G., Lopez, D., Last, P., & Hartley, T. (Eds.). (2019, August). Celebrating student success [Booklet of student posters, Auckland Campus]. Eastern Institute of Technology.
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