This is blog to facilitate constructively critical discussions about the `New Models of Tertiary Education' Issues paper, February 2016, by New Zealand Productivity Commission (Te Kōmihana Whai Hua o Aotearoa).
The views shared here are not necessarily those of one's employer.
Please note that this blog is moderated and comments won't appear immediately. We welcome robust, respectful and insightful thoughts and ideas and encourage constructively critical discussions. This is a more detailed Citizen's version of the Productivity Commission's discussion-forum. See inquiry-content-stage 2 for more details.
Q1 What are the advantages and disadvantages of administering multiple types of post-compulsory education as a single system?
Discussions on Q1
Q2 Do prospective students have good enough information to enable them to make informed choices about providers and courses? What additional information should be provided? Who should provide it?
Discussions on Q2
Q3 Is the business model of universities published by Universities New Zealand a good characterisation? Are there aspects of the business model of universities that it does not explain?
Discussions on Q3
Q4 What is the business model of ITPs? Do the business models of ITPs vary significantly? In what ways?
Discussions on Q4
Q5 What are the business models of the three wānanga?
Discussions on Q5
Q6 Do the business models of PTEs have common characteristics?
Discussions on Q6
Q7 What are the implications of economies of scale in teaching (and the government funding of student numbers) for the delivery of tertiary education in different types of providers and for different types of courses and subjects?
Discussions on Q7
Q8 How does competition for student enrolments influence provider behaviour? Over what attributes do providers compete? Do New Zealand providers compete with one another more or less than in other countries?
Discussions on Q8
Q9 What are the implications of fixed capital costs for the business of tertiary education? Do differences in the capital structure of different tertiary institutions have important implications for the delivery of tertiary education?
Discussions on Q9
Q10 What are the implications of the multiple activities of tertiary education for its delivery? What outputs are best produced together? What outputs are best produced separately?
Discussions on Q10
Q11 What are the benefits and disadvantages, in terms of students’ learning outcomes, of bundling together research and teaching at universities in New Zealand?
Discussions on Q11
Q12 What value is attached to excellence in teaching compared to excellence in research when universities recruit or promote staff?
Discussions on Q12
Q13 Do New Zealand TEIs cross-subsidise research with teaching income?
Discussions on Q13
Q14 What other evidence is there about what makes for effective teaching in a tertiary environment? Is it different for different types of learning or student? How can teaching effectiveness be best measured and improved?
Discussions on Q14
Q15 How do tertiary providers assess, recognise and reward teaching quality in recruitment and career progression? To what extent do tertiary providers support the professional learning of teachers?
Discussions on Q15
Q16 How do New Zealand tertiary providers use student evaluations? How does this influence provider behaviour?
Discussions on Q16
Q17 In what ways and to what extent do employers interact with tertiary providers in New Zealand? Are there practical ways to encourage employers to have greater or more productive involvement in the tertiary education system?
Discussions on Q17
Q18 What are the similarities and differences among ITOs, or between ITOs and other tertiary subsectors, in how they operate?
Discussions on Q18
Q19 What makes for a successful ITO in terms of meeting the needs of firms for skilled staff?
Discussions on Q19
Q20 How effective is the ITO model in meeting the needs of learners and firms?
Discussions on Q20
Q21 What arrangements for arranging workplace training and apprenticeships in other countries could New Zealand usefully learn from?
Discussions on Q21
Q22 Is the current architecture a good fit for a tertiary education system? What are its advantages and disadvantages? Are there good alternatives?
Discussions on Q22
Q23 How effective is the TES instrument at giving government education agencies direction about prioritising resources and making trade-offs in carrying out their roles? What are the benefits and risks, in terms of fostering an innovative system, of a more or less directive TES?
Discussions on Q23
Q24 How do other instruments (eg, funding mechanisms, letters of expectation, budget initiatives) influence government agencies’ behaviour? How do these align with the TES instrument?
Discussions on Q24
Q25 When do the TEC’s independent funding role and its Crown monitoring role align, and when are they in tension?
Discussions on Q25
Q26 What are the pros and cons of different quality assurance arrangements for universities to those for ITPs, wānanga, and PTEs?
Discussions on Q26
Q27 How do New Zealand’s government institutional arrangements for tertiary education compare to those in other jurisdictions?
Discussions on Q27
Q28 In what ways does a focus on educating international students complement or undermine the other goals of tertiary education providers?
Discussions on Q28
Q29 What factors best explain the discrepancy between growing levels of tertiary education attainment without a significant productivity dividend?
Discussions on Q29
Q30 What are the best measures to determine whether the tertiary education system is working well?
Discussions on Q30
Q31 What other evidence is there about the influence of tertiary education system performance on graduate income premia in New Zealand?
Discussions on Q31
Q32 To what extent are graduates meeting employers’ expectations with respect to hard or technical skills? What about soft skills and capabilities?
Discussions on Q32
Q33 What are the significant trends in employer demand for tertiary-educated employees, and in student demand for tertiary education? How is the system responding?
Discussions on Q33
Q34 What is being done to develop, assess and certify non-cognitive skills in tertiary education in New Zealand? Do approaches vary across provider types, or between higher, vocational, and foundation education?
Discussions on Q34
Q35 What are the implications of new technologies that are predicted to make many currently valuable skills obsolete? Will this change the role of the tertiary education system?
Discussions on Q35
Q36 What challenges and opportunities do demographic changes present for the tertiary education system?
Discussions on Q36
Q37 What evidence is there on the effect of tuition fees on student access to, or the demand for, tertiary education in New Zealand?
Discussions on Q37
Q38 What are the likely impacts of domestic student fees increasing faster than inflation?
Discussions on Q38
Q39 What impact has the pattern of government spending on tertiary education had on the tertiary education provided?
Discussions on Q39
Q40 How have providers’ input costs and revenue changed over time? What are the implications of these changes?
Discussions on Q40
Q41 How might Baumol’s cost disease or Bowen’s law (discussion of which tends to focus on providers like universities) apply in other parts of the tertiary education system?
Discussions on Q41
Q42 What specific technologies should the inquiry investigate? Why?
Discussions on Q42
Q43 What parts of the tertiary education system are challenged by ongoing technological change? What parts can exploit the opportunities created?
Discussions on Q43
Q44 How has internationalisation affected New Zealand’s tertiary education system? What are the ongoing challenges and opportunities from internationalisation of the tertiary education system?
Discussions on Q44
Q45 Is the “New Zealand” brand an important part of international competition for students, staff, and education products and services? What should providers and government do to manage or enhance this brand?
Discussions on Q45
Q46 What other trends provide challenges and opportunities for the tertiary education system?
Discussions on Q46
Q47 What trends are likely to be most influential for the tertiary education system over the next 20 years?
Discussions on Q47
Q48 Are there other important types of new model that should be included within the scope of this inquiry?
Discussions on Q48
Q49 What new models of tertiary education are being implemented in universities, ITPs, PTEs and wānanga? How successful have they been?
Discussions on Q49
Q50 Are current quality assurance and accountability arrangements robust enough to support a wide range of new models?
Discussions on Q50
Q51 How might new models of tertiary education affect the New Zealand brand in the international market for tertiary educations, students, education products and services?
Discussions on Q51
Q52 What can be learnt from the tertiary education systems of other countries? Are there models that could be usefully applied here?
Discussions on Q52
Q53 What measures have been successful in improving access, participation, achievement and outcomes for Māori? What measures have been less successful? Why?
Discussions on Q53
Q54 What measures have been successful in improving access, participation, achievement and outcomes for Pasifika? What measures have been less successful? Why?
Discussions on Q54
Q55 What measures have been successful in improving access, participation, achievement and outcomes for at-risk youth? What measures have been less successful? Why?
Discussions on Q55
Q56 What measures have been successful in improving access, participation, achievement and outcomes for those with limited access to traditional campus-based provision? What measures have been less successful? Why?
Discussions on Q56
Q57 What measures have been successful in improving access, participation, achievement and outcomes for people with disabilities? What measures have been less successful? Why?
Discussions on Q57
Q58 What measures have been successful in improving access, participation, achievement and outcomes for adults with low levels of literacy or numeracy? What measures have been less successful? Why?
Discussions on Q58
Q59 How innovative do you consider the New Zealand tertiary education system is? Do you agree that there is “considerable inertia” in the system compared to other countries? If so, in what way and why?
Discussions on Q59
Q60 What are the factors associated with successful innovation in the tertiary education system?
Discussions on Q60
Q61 What are the benefits to innovators in the tertiary education system? What challenges do they face in capturing these benefits?
Discussions on Q61
Q62 What are the barriers to innovation in the tertiary education system? What might happen if those barriers are lowered?
Discussions on Q62
Q63 How well do innovations spread in the tertiary education system? What helps or hinders their diffusion?
Discussions on Q63
Q64 How successful was the Encouraging and Supporting Innovation fund in promoting innovation in the tertiary sector? What evidence supports your view?
Discussions on Q64
Q65 Are there examples where the New Zealand Government has directly purchased innovation or innovative capacity in tertiary education? If so, was it successful?
Discussions on Q65
Q66 How easy or hard is it for a new provider or ITO to access TEC funding?
Discussions on Q66
Q67 Does the programme or qualification approval process via NZQA or CUAP enable or hinder innovation? Why?
Discussions on Q67
Q68 What impact has Performance-Linked Funding had on providers’ incentives to innovate?
Discussions on Q68
Q69 How much does funding shift between PTEs based on assessments of performance? Whose assessments are they, and what are they based on?
Discussions on Q69
Q70 How much does funding shift inside a TEI (eg, between courses, academics, or faculties) based on assessments of performance? Whose assessments are they, and what are they based on?
Discussions on Q70
Q71 What influences tertiary providers towards offering a broad or narrow range of course offerings? What are the advantages and disadvantages (for providers, students, and the sector as a whole) of a relatively homogenous system?
Discussions on Q71
Q72 Do New Zealand’s tertiary policy and regulatory frameworks enable or hinder innovation? What might happen if existing constraints are loosened?
Discussions on Q72
Q73 How do intellectual property protections in tertiary education foster or hinder innovation? Are the effects different in different parts of the system or for different kinds of provider?
Discussions on Q73
Q74 How does the Crown’s approach to its ownership role affect TEI behaviour? Is it conducive to innovation?
Discussions on Q74
Q75 Do regulatory or funding settings encourage or discourage providers from engaging in joint ventures? If so, how?
Discussions on Q75
Q76 How do regulatory or funding settings encourage or discourage providers from seeking external investment?
Discussions on Q76
Q77 How do tertiary providers create incentives for internal participants to innovate? What kinds of choices by providers have the biggest “downstream effects” on their level of innovation?
Discussions on Q77
Q78 What incentives do government education agencies have to innovate in the way they carry out their functions, both within and across agencies? What constraints do they face?
Discussions on Q78
The views shared here are not necessarily those of one's employer.
Please note that this blog is moderated and comments won't appear immediately. We welcome robust, respectful and insightful thoughts and ideas and encourage constructively critical discussions. This is a more detailed Citizen's version of the Productivity Commission's discussion-forum. See inquiry-content-stage 2 for more details.
Q1 What are the advantages and disadvantages of administering multiple types of post-compulsory education as a single system?
Discussions on Q1
Q2 Do prospective students have good enough information to enable them to make informed choices about providers and courses? What additional information should be provided? Who should provide it?
Discussions on Q2
Q3 Is the business model of universities published by Universities New Zealand a good characterisation? Are there aspects of the business model of universities that it does not explain?
Discussions on Q3
Q4 What is the business model of ITPs? Do the business models of ITPs vary significantly? In what ways?
Discussions on Q4
Q5 What are the business models of the three wānanga?
Discussions on Q5
Q6 Do the business models of PTEs have common characteristics?
Discussions on Q6
Q7 What are the implications of economies of scale in teaching (and the government funding of student numbers) for the delivery of tertiary education in different types of providers and for different types of courses and subjects?
Discussions on Q7
Q8 How does competition for student enrolments influence provider behaviour? Over what attributes do providers compete? Do New Zealand providers compete with one another more or less than in other countries?
Discussions on Q8
Q9 What are the implications of fixed capital costs for the business of tertiary education? Do differences in the capital structure of different tertiary institutions have important implications for the delivery of tertiary education?
Discussions on Q9
Q10 What are the implications of the multiple activities of tertiary education for its delivery? What outputs are best produced together? What outputs are best produced separately?
Discussions on Q10
Q11 What are the benefits and disadvantages, in terms of students’ learning outcomes, of bundling together research and teaching at universities in New Zealand?
Discussions on Q11
Q12 What value is attached to excellence in teaching compared to excellence in research when universities recruit or promote staff?
Discussions on Q12
Q13 Do New Zealand TEIs cross-subsidise research with teaching income?
Discussions on Q13
Q14 What other evidence is there about what makes for effective teaching in a tertiary environment? Is it different for different types of learning or student? How can teaching effectiveness be best measured and improved?
Discussions on Q14
Q15 How do tertiary providers assess, recognise and reward teaching quality in recruitment and career progression? To what extent do tertiary providers support the professional learning of teachers?
Discussions on Q15
Q16 How do New Zealand tertiary providers use student evaluations? How does this influence provider behaviour?
Discussions on Q16
Q17 In what ways and to what extent do employers interact with tertiary providers in New Zealand? Are there practical ways to encourage employers to have greater or more productive involvement in the tertiary education system?
Discussions on Q17
Q18 What are the similarities and differences among ITOs, or between ITOs and other tertiary subsectors, in how they operate?
Discussions on Q18
Q19 What makes for a successful ITO in terms of meeting the needs of firms for skilled staff?
Discussions on Q19
Q20 How effective is the ITO model in meeting the needs of learners and firms?
Discussions on Q20
Q21 What arrangements for arranging workplace training and apprenticeships in other countries could New Zealand usefully learn from?
Discussions on Q21
Q22 Is the current architecture a good fit for a tertiary education system? What are its advantages and disadvantages? Are there good alternatives?
Discussions on Q22
Q23 How effective is the TES instrument at giving government education agencies direction about prioritising resources and making trade-offs in carrying out their roles? What are the benefits and risks, in terms of fostering an innovative system, of a more or less directive TES?
Discussions on Q23
Q24 How do other instruments (eg, funding mechanisms, letters of expectation, budget initiatives) influence government agencies’ behaviour? How do these align with the TES instrument?
Discussions on Q24
Q25 When do the TEC’s independent funding role and its Crown monitoring role align, and when are they in tension?
Discussions on Q25
Q26 What are the pros and cons of different quality assurance arrangements for universities to those for ITPs, wānanga, and PTEs?
Discussions on Q26
Q27 How do New Zealand’s government institutional arrangements for tertiary education compare to those in other jurisdictions?
Discussions on Q27
Q28 In what ways does a focus on educating international students complement or undermine the other goals of tertiary education providers?
Discussions on Q28
Q29 What factors best explain the discrepancy between growing levels of tertiary education attainment without a significant productivity dividend?
Discussions on Q29
Q30 What are the best measures to determine whether the tertiary education system is working well?
Discussions on Q30
Q31 What other evidence is there about the influence of tertiary education system performance on graduate income premia in New Zealand?
Discussions on Q31
Q32 To what extent are graduates meeting employers’ expectations with respect to hard or technical skills? What about soft skills and capabilities?
Discussions on Q32
Q33 What are the significant trends in employer demand for tertiary-educated employees, and in student demand for tertiary education? How is the system responding?
Discussions on Q33
Q34 What is being done to develop, assess and certify non-cognitive skills in tertiary education in New Zealand? Do approaches vary across provider types, or between higher, vocational, and foundation education?
Discussions on Q34
Q35 What are the implications of new technologies that are predicted to make many currently valuable skills obsolete? Will this change the role of the tertiary education system?
Discussions on Q35
Q36 What challenges and opportunities do demographic changes present for the tertiary education system?
Discussions on Q36
Q37 What evidence is there on the effect of tuition fees on student access to, or the demand for, tertiary education in New Zealand?
Discussions on Q37
Q38 What are the likely impacts of domestic student fees increasing faster than inflation?
Discussions on Q38
Q39 What impact has the pattern of government spending on tertiary education had on the tertiary education provided?
Discussions on Q39
Q40 How have providers’ input costs and revenue changed over time? What are the implications of these changes?
Discussions on Q40
Q41 How might Baumol’s cost disease or Bowen’s law (discussion of which tends to focus on providers like universities) apply in other parts of the tertiary education system?
Discussions on Q41
Q42 What specific technologies should the inquiry investigate? Why?
Discussions on Q42
Q43 What parts of the tertiary education system are challenged by ongoing technological change? What parts can exploit the opportunities created?
Discussions on Q43
Q44 How has internationalisation affected New Zealand’s tertiary education system? What are the ongoing challenges and opportunities from internationalisation of the tertiary education system?
Discussions on Q44
Q45 Is the “New Zealand” brand an important part of international competition for students, staff, and education products and services? What should providers and government do to manage or enhance this brand?
Discussions on Q45
Q46 What other trends provide challenges and opportunities for the tertiary education system?
Discussions on Q46
Q47 What trends are likely to be most influential for the tertiary education system over the next 20 years?
Discussions on Q47
Q48 Are there other important types of new model that should be included within the scope of this inquiry?
Discussions on Q48
Q49 What new models of tertiary education are being implemented in universities, ITPs, PTEs and wānanga? How successful have they been?
Discussions on Q49
Q50 Are current quality assurance and accountability arrangements robust enough to support a wide range of new models?
Discussions on Q50
Q51 How might new models of tertiary education affect the New Zealand brand in the international market for tertiary educations, students, education products and services?
Discussions on Q51
Q52 What can be learnt from the tertiary education systems of other countries? Are there models that could be usefully applied here?
Discussions on Q52
Q53 What measures have been successful in improving access, participation, achievement and outcomes for Māori? What measures have been less successful? Why?
Discussions on Q53
Q54 What measures have been successful in improving access, participation, achievement and outcomes for Pasifika? What measures have been less successful? Why?
Discussions on Q54
Q55 What measures have been successful in improving access, participation, achievement and outcomes for at-risk youth? What measures have been less successful? Why?
Discussions on Q55
Q56 What measures have been successful in improving access, participation, achievement and outcomes for those with limited access to traditional campus-based provision? What measures have been less successful? Why?
Discussions on Q56
Q57 What measures have been successful in improving access, participation, achievement and outcomes for people with disabilities? What measures have been less successful? Why?
Discussions on Q57
Q58 What measures have been successful in improving access, participation, achievement and outcomes for adults with low levels of literacy or numeracy? What measures have been less successful? Why?
Discussions on Q58
Q59 How innovative do you consider the New Zealand tertiary education system is? Do you agree that there is “considerable inertia” in the system compared to other countries? If so, in what way and why?
Discussions on Q59
Q60 What are the factors associated with successful innovation in the tertiary education system?
Discussions on Q60
Q61 What are the benefits to innovators in the tertiary education system? What challenges do they face in capturing these benefits?
Discussions on Q61
Q62 What are the barriers to innovation in the tertiary education system? What might happen if those barriers are lowered?
Discussions on Q62
Q63 How well do innovations spread in the tertiary education system? What helps or hinders their diffusion?
Discussions on Q63
Q64 How successful was the Encouraging and Supporting Innovation fund in promoting innovation in the tertiary sector? What evidence supports your view?
Discussions on Q64
Q65 Are there examples where the New Zealand Government has directly purchased innovation or innovative capacity in tertiary education? If so, was it successful?
Discussions on Q65
Q66 How easy or hard is it for a new provider or ITO to access TEC funding?
Discussions on Q66
Q67 Does the programme or qualification approval process via NZQA or CUAP enable or hinder innovation? Why?
Discussions on Q67
Q68 What impact has Performance-Linked Funding had on providers’ incentives to innovate?
Discussions on Q68
Q69 How much does funding shift between PTEs based on assessments of performance? Whose assessments are they, and what are they based on?
Discussions on Q69
Q70 How much does funding shift inside a TEI (eg, between courses, academics, or faculties) based on assessments of performance? Whose assessments are they, and what are they based on?
Discussions on Q70
Q71 What influences tertiary providers towards offering a broad or narrow range of course offerings? What are the advantages and disadvantages (for providers, students, and the sector as a whole) of a relatively homogenous system?
Discussions on Q71
Q72 Do New Zealand’s tertiary policy and regulatory frameworks enable or hinder innovation? What might happen if existing constraints are loosened?
Discussions on Q72
Q73 How do intellectual property protections in tertiary education foster or hinder innovation? Are the effects different in different parts of the system or for different kinds of provider?
Discussions on Q73
Q74 How does the Crown’s approach to its ownership role affect TEI behaviour? Is it conducive to innovation?
Discussions on Q74
Q75 Do regulatory or funding settings encourage or discourage providers from engaging in joint ventures? If so, how?
Discussions on Q75
Q76 How do regulatory or funding settings encourage or discourage providers from seeking external investment?
Discussions on Q76
Q77 How do tertiary providers create incentives for internal participants to innovate? What kinds of choices by providers have the biggest “downstream effects” on their level of innovation?
Discussions on Q77
Q78 What incentives do government education agencies have to innovate in the way they carry out their functions, both within and across agencies? What constraints do they face?
Discussions on Q78
No comments:
Post a Comment