Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions
Foundation education is a priority area for tertiary education and policy in New Zealand. A critical theoretical and pedagogical frame and constructivist grounded theory was utilised to develop a conceptual framework and examine the findings (derived primarily from a case study of a regional polytec...
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| Format: | Thesis |
| Language: | English |
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Curtin University
2015
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| Online Access: | http://hdl.handle.net/20.500.11937/1249 |
| _version_ | 1848743614056759296 |
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| author | Morris, Nano Marie |
| author_facet | Morris, Nano Marie |
| author_sort | Morris, Nano Marie |
| building | Curtin Institutional Repository |
| collection | Online Access |
| description | Foundation education is a priority area for tertiary education and policy in New Zealand. A critical theoretical and pedagogical frame and constructivist grounded theory was utilised to develop a conceptual framework and examine the findings (derived primarily from a case study of a regional polytechnic’s foundation education and interviews with 58 stakeholders) against factors leading to successful foundation education programmes. The research contributes to the emergent base of knowledge on foundation education policy and provision. |
| first_indexed | 2025-11-14T05:48:22Z |
| format | Thesis |
| id | curtin-20.500.11937-1249 |
| institution | Curtin University Malaysia |
| institution_category | Local University |
| language | English |
| last_indexed | 2025-11-14T05:48:22Z |
| publishDate | 2015 |
| publisher | Curtin University |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | curtin-20.500.11937-12492017-02-20T06:39:52Z Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions Morris, Nano Marie Foundation education is a priority area for tertiary education and policy in New Zealand. A critical theoretical and pedagogical frame and constructivist grounded theory was utilised to develop a conceptual framework and examine the findings (derived primarily from a case study of a regional polytechnic’s foundation education and interviews with 58 stakeholders) against factors leading to successful foundation education programmes. The research contributes to the emergent base of knowledge on foundation education policy and provision. 2015 Thesis http://hdl.handle.net/20.500.11937/1249 en Curtin University fulltext |
| spellingShingle | Morris, Nano Marie Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions |
| title | Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions |
| title_full | Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions |
| title_fullStr | Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions |
| title_full_unstemmed | Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions |
| title_short | Foundation education in the New Zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions |
| title_sort | foundation education in the new zealand tertiary sector: towards a conceptual framework for foundation learning provision and policy directions |
| url | http://hdl.handle.net/20.500.11937/1249 |