Undergraduate Research and
Inquiry in New Zealand
Rachel Spronken-Smith (University of Otago), Neil Haigh (Auckland University of Technology)
& Billy O’Steen (University of Canterbury)
New Zealand aims to have “a research culture within which undergraduates learn to take a research-based approach to
their lifelong educational development” (Ministry of Education 2002, 60).
Summary
• New Zealand has a clear legislative framework for close links between research and teaching
• Recent research has showcased examples of learning through inquiry and undergraduate research, as well as adding to the theoretical base
• Although the government has promoted mainstreaming of inquiry and undergraduate research, the practice is at best patchy across universities,
but more strongly embedded in polytechnics
• Encouragingly, the adoption of inquiry and undergraduate research is becoming more widespread in universities
The System’s Organisation of Teaching and Research
What the Research Revealed
•The NZ tertiary education sector includes universities, institutes of
technology / polytechnics (ITPs), Wānanga (reflect Māori tradition and
custom), and private providers. The distinctiveness of each of these
institutions is prescribed in legislation and Government strategy.
• ‘Inquiry-based learning’ (IBL) - used to capture a range of studentcentred curriculum experiences that develop inquiry and research skills.
•The Government’s Tertiary Education Strategy (2010-2015) ‘steers’ the
strategic direction of the sector and stipulates priorities for student
enrolment, support and achievement; programme focus, relevance and
responsiveness; and research emphases. Government funding for
institutions is influenced by their alignment with the strategy.
•Research is a required activity in universities and Wānanga. It is optional
but prevalent in ITPs. A portion of Government funding is contingent on
assessment of institutional research activity and outputs (Performance
Based Research Fund). Concerns are expressed about the valuing of
research on teaching and learning within this funding regime.
• IBL can include structured (heavily scaffolded by teacher), guided, and
open (student-led, lightly scaffolded) forms, as well as focussing on
either existing information or in a discovery mode (see the work of Levy,
2009) (Figure 1).
• Whilst arguably all forms of IBL lead to enhanced student learning
outcomes, learning through open, discovery-oriented IBL develops the
best outcomes (Spronken-Smith et al., 2010; Spronken-Smith & Walker
2010). However, more structured and guided forms are useful to
progressively develop inquiry and research skills.
• Ten cases of IBL, covering a range of disciplines and stages of study
were showcased (see http://akoaotearoa.ac.nz/projects/inquiry-basedlearning).
• A current study is using the survey developed by Turner et al. (2008) to
explore undergraduate experiences of research and inquiry in a
southern university.
How the Research is Being Considered for Practice
• The research from the 10 cases of IBL and the resulting findings about
the different forms of IBL has been shared through papers,
presentations, and collaborations.
Figure 1: Conceptual model showing the relation between focus of learning, level of independence (or
conversely scaffolding) . The darker shading is indicative of both the potential for a strong research-teaching
nexus and enhanced student learning outcomes (see Spronken-Smith and Walker 2010; Spronken-Smith et
al., 2010)
Cultural and National Policy Conceptions
• There is a legislative mandate for undergraduate research and inquiry
in New Zealand tertiary education institutions (Education Amendment
Act, 1990):
i ...principal aim (higher education) ... to develop intellectual
independence and ii (required for universities) .... research and
teaching are closely interdependent.
• Intellectual independence is manifest when students’ learn as
researchers (Haigh,1994). The intellectual weaning process begins in
undergraduate programmes.
• One variant of interdependence of research – learning – teaching is
inquiry/research-based student learning – the focus of a recent national
project (Spronken-Smith et al., 2008).
• The mandate is endorsed in the Government’s ‘Tertiary Education
Strategy’ – “links between research and teaching ... must be
strengthened.”
• Institutional academic audits conducted by New Zealand Universities
Academic Audit Unit recurrently focus on the presence of links.
• One collaboration has occurred with the Physiotherapy programme at
Auckland University of Technology and their efforts to incorporate IBL
principles into a revised curriculum. Their plan is to categorise each
course across the curriculum with regard to the structured, guided, or
open approaches. In that way, both students and instructors would
have a map of the progression of IBL teaching strategies and learning
outcomes throughout the course of study.
• Massey is introducing a new degree in Natural Sciences, and this
degree will be based around the progressive development of inquiry and
research skills. Also at Massey, the Veterinary Science Programme are
seeking to overhaul their curriculum to incorporate more active learning
approaches including learning through inquiry. In both cases, assistance
was sought from our team to help facilitate curriculum planning
discussions.
References
Haigh, N. (1994). Promoting intellectual independence: A legislative catalyst. Proceedings of the Annual Conference of the Higher Education
Research and Development Society of Australasia, Canberra.
Levy, P. (2009). Inquiry-based learning: a conceptual framework. Centre for Inquiry-based Learning in the Arts and Social Sciences, University of
Sheffield, Sheffield, UK. Available at:
http://www.sheffield.ac.uk/content/1/c6/09/37/83/CILASS%20IBL%20Framework%20%28Version%204%29.doc (accessed August 3, 2009).
Ministry of Education (2002). Tertiary Education Strategy 2002/07. Wellington, Ministry of Education.
Spronken-Smith, R.A., Walker, R., Batchelor, J., O’Steen, B., Angelo, T. (2010). Evaluating student perceptions of learning processes and intended
learning outcomes under inquiry approaches. Assessment and Evaluation in Higher Education (in press).
Spronken-Smith, R. and Walker, R. (2010). Can inquiry-based learning strengthen the links between teaching and disciplinary research? Studies in
Higher Education, 35(6): 723-740.
Spronken-Smith, R.A., Walker, R., Batchelor, J., O’Steen, B., Angelo, T., Matthews, H. (2008). Inquiry-based learning. Prepared for the New
Zealand Ministry of Education, July 2008. Available at: http://akoaotearoa.ac.nz/projects/inquiry-based-learning (accessed August 3, 2010).
Turner, N., Wuetherick, B., Healey, M.(2008). International perspectives on student awareness, experiences and perceptions of research:
implications for academic developers in implementing research-based teaching and learning. International Journal for Academic
Development,13(3):199-211.