Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context
This paper draws on an initiative where we experienced being new, radical, and, from some viewpoints, dangerously progressive at Unitec—a Polytechnic/Institute of Technology in Aotearoa, New Zealand. The initiative was driven by a need to improve student experiences of interdisciplinary learning and...
| Main Authors: | , , |
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| Format: | Article |
| Language: | English |
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MDPI AG
2015-04-01
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| Series: | Education Sciences |
| Subjects: | |
| Online Access: | http://www.mdpi.com/2227-7102/5/2/65 |
| _version_ | 1798040137563635712 |
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| author | Nicola Dunham Hazel Owen Yo Heta-Lensen |
| author_facet | Nicola Dunham Hazel Owen Yo Heta-Lensen |
| author_sort | Nicola Dunham |
| collection | DOAJ |
| description | This paper draws on an initiative where we experienced being new, radical, and, from some viewpoints, dangerously progressive at Unitec—a Polytechnic/Institute of Technology in Aotearoa, New Zealand. The initiative was driven by a need to improve student experiences of interdisciplinary learning and teaching, and to develop a common semester for students transitioning to a bachelor degree programme, as well as a new suite of interdisciplinary qualifications at postgraduate level. This discussion paper is situated within a self-study paradigm befitting educational contexts, by drawing on the reflective narratives of three participants who held a range of different roles—and, hence, perspectives within the change process. Interpretations and implications are discussed using the lens of the Inclusive Framework, to illustrate personal, professional, and political elements. Our overall aim is to add to current understandings of change within the higher education sector. However, this is a study of our own experiences and we are not making claims that we are in the possession of “truth”, but, rather, we seek to identify aspects that may have relevance in other contexts. We conclude that navigating the next phase of transformative change in our context will involve seeking resolutions to key emerging questions. This includes exploring notions of multiple innovators, creating agile development environments in education and exploring the concept of time as multifaceted. |
| first_indexed | 2024-04-11T22:03:23Z |
| format | Article |
| id | doaj.art-9afdd81d511d42e5b51e1c6fe33a8892 |
| institution | Directory Open Access Journal |
| issn | 2227-7102 |
| language | English |
| last_indexed | 2024-04-11T22:03:23Z |
| publishDate | 2015-04-01 |
| publisher | MDPI AG |
| record_format | Article |
| series | Education Sciences |
| spelling | doaj.art-9afdd81d511d42e5b51e1c6fe33a88922022-12-22T04:00:48ZengMDPI AGEducation Sciences2227-71022015-04-0152658410.3390/educsci5020065educsci5020065Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand ContextNicola Dunham0Hazel Owen1Yo Heta-Lensen2Te Kura Whanui, Unitec Institute of Technology, Auckland, 1025, Aotearoa, New ZealandEthos Consultancy NZ, Auckland, 1142, Aotearoa, New ZealandTe Kura Whanui, Unitec Institute of Technology, Auckland, 1025, Aotearoa, New ZealandThis paper draws on an initiative where we experienced being new, radical, and, from some viewpoints, dangerously progressive at Unitec—a Polytechnic/Institute of Technology in Aotearoa, New Zealand. The initiative was driven by a need to improve student experiences of interdisciplinary learning and teaching, and to develop a common semester for students transitioning to a bachelor degree programme, as well as a new suite of interdisciplinary qualifications at postgraduate level. This discussion paper is situated within a self-study paradigm befitting educational contexts, by drawing on the reflective narratives of three participants who held a range of different roles—and, hence, perspectives within the change process. Interpretations and implications are discussed using the lens of the Inclusive Framework, to illustrate personal, professional, and political elements. Our overall aim is to add to current understandings of change within the higher education sector. However, this is a study of our own experiences and we are not making claims that we are in the possession of “truth”, but, rather, we seek to identify aspects that may have relevance in other contexts. We conclude that navigating the next phase of transformative change in our context will involve seeking resolutions to key emerging questions. This includes exploring notions of multiple innovators, creating agile development environments in education and exploring the concept of time as multifaceted.http://www.mdpi.com/2227-7102/5/2/65Aotearoa New Zealandreflective narrativesInclusive Frameworktransformative change |
| spellingShingle | Nicola Dunham Hazel Owen Yo Heta-Lensen Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context Education Sciences Aotearoa New Zealand reflective narratives Inclusive Framework transformative change |
| title | Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context |
| title_full | Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context |
| title_fullStr | Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context |
| title_full_unstemmed | Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context |
| title_short | Explorations into Becoming New, Radical, and Quite Possibly Dangerously Progressive within an Aotearoa New Zealand Context |
| title_sort | explorations into becoming new radical and quite possibly dangerously progressive within an aotearoa new zealand context |
| topic | Aotearoa New Zealand reflective narratives Inclusive Framework transformative change |
| url | http://www.mdpi.com/2227-7102/5/2/65 |
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