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This study draws on the perceptions of students who have completed authentic project-based and work-integrated assessments and explores their perception of authenticity of the assessments in terms of real work projects. In response to industry and government expectations for work-ready graduates three authentic assessments, were developed in collaboration with industry partners, covering different business program subjects. Drawing on the literature, a three-dimensional framework for authentic assessment in workplace learning was developed. These dimensions -- realism, producing an authentic product, and workplace-based judgment criteria -- formed the basis for thematic analysis of students' perceptions. A case study approach was used with three authentic assessment cases. Qualitative data was gathered via focus groups and surveys guided by the three-dimensional framework. Findings suggest that factors such as social environments created by engaging with industry, realistic tasks that replicated industry activities, and working in teams contributed to the perception of an authentic project-based and work-integrated assessment.

Purpose: This study aims to identify the strategic leadership and change management used to obtain the Association to Advance Collegiate Schools of Business (AACSB) accreditations as well as the research development on AACSB in the past decade. Design/methodology/approach: This study used a systematic literature review following Petticrew and Roberts' study. The articles were limited to empirical studies published from 2013 to 2022, taken from the Dimensions AI database. Findings: The findings suggested that two leadership styles were used to obtain AACSB accreditation: dominance-oriented transformational and financial leadership, alongside three traits of academic leaders: commitment, engagement and encouragement. Additionally, three change management models/processes were found in the articles: teaching evaluation framework, temporary isomorphism and authenticity. Finally, they discovered that the object of the studies on AACSB accreditation had been narrowed down from the organizational level to smaller objects consisting of schools' identity, teaching, learning and business schools' key players. Research limitations/implications: As this study only used Dimensions AI, potential articles related to the topic outside the database could not be obtained. Thus, it limits the scope of the findings of this paper. Practical implications: This study informs academic leaders in business schools about the role of strategic leadership and change management in obtaining AACSB accreditation. Originality/value: Through a systematic scoping review, this study presented a decade of research development on AACSB in addition to the strategic leadership and change management needed to obtain it.

This paper discusses changes taking place in the delivery of work-integrated learning (WIL) in a Faculty of Maori and Indigenous Development in Auckland, New Zealand. WIL in the faculty utilized a model adopted from a business school which did not recognize key aspects of the students' lives and expectations, in particular the strong connection that Maori students can have with their communities. Over time the nature of the WIL experience is moving to a model based on Maori values. Indigenous models must be relevant to and driven by a community's underlying values, as many students feel primary responsibility to their community, and second to the academy. This paper is part of an ongoing reflection on how WIL placements in Te Ara Poutama at Auckland University of Technology can fulfil wide-ranging expectations of students and their communities and help develop a coherent Indigenous framework for WIL.

In this paper, we use the context of a global pandemic and subsequent movement between on-campus and online teaching to explore the concept of students' sense of belonging. We ask how the sense of belonging in accounting students has been impacted during the pandemic and what are the lessons learned from such observations. Considering teaching and learning at University A (The University's name is blind as per the review requirement of the journal), New Zealand as a case study, and the COVID-19 pandemic as a natural experiment, we explore a sense of belonging in our accounting students. We speculate that whether the new circumstances be beneficial or detrimental to students' sense of belonging would depend on many factors. Our study offers practical implications for accounting educators and the higher education sector to enhance students' sense of belonging when facing disruption.

College students today are much more diverse in their needs than in the past (e.g., they may live off campus, work full or part time, and seek ways to lessen college-related debt). Institutions of higher education are seeking ways to more effectively reach this diverse student population, often through online education. Institutions also realise that faculty are a primary contributing factor to whether or not such programs will be successful. This is because faculty selected to develop and teach online are responsible for both content and delivery; thus, they largely control the quality of the courses offered. Since business is one of the most highly sought-after areas of study online, schools of business must find ways to develop and implement online programs, while ensuring quality and meeting accreditation standards. Deans of AACSB-accredited business schools were surveyed in this study to determine their approaches related to faculty participation in online learning initiatives. Specifically, this study examines variables that are associated with faculty participation in online teaching. Through multiple regression analyses, the study examines which elements of practice are significant in this effort.

Professional scepticism forms an integral part of a professional accountant's skill set and is fundamental to their training. Recent revisions to IESs 2, 3, 4 and 8 reflect changes in the market expectation in relation to professional scepticism. In this paper, we answer calls for additional research into professional scepticism by investigating its role and training beyond audit. We also consider the important role that education can play in developing the trait professional scepticism. Through semi-structured interviews of academics, employers and the professional bodies, we find that professional scepticism is not considered a specific learning outcome nor is its development specifically evaluated. Despite being relevant across different accounting roles, educators do not consciously embed professional scepticism within accounting units other than auditing. We provide examples of how professional scepticism is addressed in the accounting curriculum and consider whether employers' expectations are being met.

Indigenous academics are often faced with a balancing act between the danger and risk of critiquing the institutions within which they reside, and the duty or obligation they feel to do so. As Indigenous Maori academics located within three different business schools across Aotearoa New Zealand, our work in both research and teaching is often highly critical of the institution, which can leave us exposed, vulnerable and grasping to hold onto a fragile sense of identity in the academy. We use the conceptual framework of parrhesia as a critical response to the institutional landscape of business schools and higher education in general. Parrhesia can be described as free speech directly critiquing hegemonic norms and practices. In this article, we share our experiences as episodes of parrhesia, as voice and action derived from our Indigenous worldview, to illustrate the utility of Indigenous parrhesiastes. Finally, we suggest that parrhesia offers us as Indigenous academics mode and mechanism with which we can challenge institutional power structures in different ways to effect change through the advance of safe and purposeful inclusion of Indigenous epistemologies, identities and pedagogies in the academy.

This article makes a comparison across the unique educational settings of law and business schools in the United Kingdom, the United States, Australia and New Zealand to highlight differences in teaching methods necessary for culturally and ethnically mixed student cohorts derived from high migration, student mobility, higher education rankings and host governments promoting educational services. The approach of grounded theory is used, drawing data from instructor interviews and class observations of their teaching styles. While instructors from universities with higher numbers of international students are under pressure, the findings indicate there are positive consequences that result from these settings. Outcomes include experimentation in teaching methods, increases in the use of technology and more teacher training. There are concerns about English-language entry tests, a possible reputational risk for the higher education industry. This research contributes to the debate on changes in teaching methods that result from student mobility towards English-medium universities.

This study, set in a New Zealand Business School, takes an integrative view of the university as an "inequality regime" Acker, J. (2006b). Inequality regimes: Gender, class and race in organizations. "Gender and Society," 20(4), 441-464 including all types of women staff: academic women in permanent positions, academics on casual contracts and administrative staff. This approach contrasts with most studies of gender in higher education, which focus on academics, and often on the most senior academic roles. The business school, too, is under-researched in the literature of gender and higher education and we argue that these institutions constitute a particularly "chilly climate" for women. The project discussed here was designed as participatory action research, but we found both participation and action difficult to accomplish. We reflect on how these difficulties resonate with the wider problem of confronting gender inequality in a "chilly climate," and ask why further change is hard. We collected primary data from focus group interviews and a survey, and critically reflected on the process of data collection. Secondary data, including university reports and policies and national legislation, were also collected as part of the context of the School inequality regime. We analysed our data using Acker's categories: the "visibility of inequality," the "legitimacy of inequality" and "mechanisms of control and compliance." We found barriers to change both within and beyond the Business School itself. These included the low organisational priority given to gender equality, which in turn reflected a weak external regulatory environment. At the same time we found a lack of solidarity between women within the School, which we attributed partly to class-based differences. Organisational activism is difficult in this context, where gender inequality is both invisible and legitimated, reflecting a post-feminist mood of "gender fatigue."

Relationships with our students and each other have changed over the past two years with the necessary changes to teaching and learning enforced by the COVID-19 pandemic. A group of academics from business schools in Australia and New Zealand have been reviewing the impact of the changes to teaching and learning implemented over the past two years and consider what has worked, what has not, what changes can be built on, and what practices need to be reconsidered. This paper concludes with recommendations on how business academics can reconnect with each other and their students and how business schools can support this reconnection. [ABSTRACT FROM AUTHOR]

Purpose: This paper aims to examine the embedding of sustainability courses in the accounting curriculum by using the Delta Business School in New Zealand as an example. The focus of this paper is an effective learning strategy on sustainability education, which other business schools could follow using this approach. Design/methodology/approach: Each course's published outline was subjected to an in-depth analysis. Semi-structured interviews were used to gather information from the course controllers and students. Findings: The findings revealed that while some courses are considered stand-alone sustainability courses, others incorporate a technical focus on accounting as required by the professional accounting bodies: Chartered Accountants Australia and New Zealand, certified public accountant (Australia) and Association of Chartered Certified Accountants. Research limitations/implications: The research is limited to sustainability education content at a single university. Practical implications: Students at tertiary education institutions, who will be future managers, are dependent on business schools to teach them the importance of sustainability. Social implications: Sustainability education in accounting could be instrumental in transforming the nature and role of the accountant in society. Originality/value: This paper contributes to the discussion required to understand how sustainability education is embedded within the accounting curriculum and the perceptions of lecturers and students with regard to sustainability education. [ABSTRACT FROM AUTHOR]

This paper examines factors that influence the learning satisfaction of business school students in general and accounting students in particular. Guided by both the literature and the findings from a series of eight focus group sessions involving 43 university undergraduates, a research instrument capable of examining factors associated with student learning satisfaction was designed. Survey responses from 548 students generated seven factors of student satisfaction, with students attributing high importance to all seven factors. It was further found that gender and student major moderated the relationship between the seven factors and students' reported learning satisfaction. [ABSTRACT FROM AUTHOR]

This article is informed by a kaupapa Māori methodology and reports on a "by Māori for Māori" peer mentoring programme. The programme, offered by the College of Business at Massey University, focuses on Māori students who are studying at a distance. We outline the programme and the experiences and perceptions from kanohi ki te kanohi (face-to-face) interviews and discussions with seven Māori student mentors who are studying internally. Using Durie's (2009) model of Māori student success we identify a number of attributes that mentors developed by participating in this programme and providing help and support to distance students. Results suggest that mentoring programmes can provide mentors with opportunities to develop in areas such as leadership, which may not have been previously identified and discussed in the literature. [ABSTRACT FROM AUTHOR]

On the evening of March 7, 2008, the New Zealand Econometric Study Group Meeting held its Conference Dinner. The venue was the Owen Glenn Building, the spectacular new home of the Auckland Business School and the Department of Economics at the University of Auckland. The meeting was organized by my colleagues, co-authors, and close companions Donggyu Sul and Chirok Han. Chirok did double duty by videotaping the evening, Donggyu coordinated festivities with consummate skill, and we settled in to a memorable evening.Econometricians, old friends, former students, two of my former teachers, faculty, and senior administrators were gathered together to celebrate my 60th birthday. Many had traveled long distances from overseas and navigated busy schedules to come to this event. It was a singular honor. My wife and daughter were with me. Opening speeches from Bas Sharp and John McDermott broke the ice with endearing tales from the past and jokes about some mysterious hole in my vita. I stood at the front table, looked out, and felt a glow of fellowship envelop me. I was fortunate indeed. Life had bestowed many gifts. The warmth of family, friends, and collegiality were at the top of the list. My education and early training in New Zealand were a clear second.What follows is a graduate student story. It draws on the first part of the speech I gave that evening at the NZESG conference dinner. It mixes personal reflections with recollections of the extraordinary New Zealanders who shaped my thinking as a graduate student and beginning researcher—people who have had an enduring impact on my work and career as an econometrician. The story traces out these human initial conditions and unit roots that figure in my early life of teaching and research. [ABSTRACT FROM PUBLISHER]

The article presents information on the methods of teaching labor law in law and business schools of Australian and New Zealand. It focuses on the approaches which use socio-legal materials for teaching law or parts of law for completing degree. It further discusses the labor law, the need of awareness of individual and collective rights and the impact on the economy. The issues related to how law should be taught are also discussed. It also discusses an online survey conducted in labor law teachers for their views of using socio-legal contents in law teaching.

The article presents a guide on business courses offered at various universities and colleges in New Zealand. The Southern Cross University Doctor of Business Administration (DBA) costs $1900 per unit and requires a Master of Business Administration (MBA) degree or a Masters Degree level research or coursework qualification acceptable to Southern Cross University. The Executive MBA program at Massey University is suited for executives and business owners seeking immediate impact In their organisations and careers.

The article features Tony Nowell, former chief executive officer (CEO)of Zespri International, and his view on the future of the food industry in New Zealand. According to Nowell, the food industry needs commercial capability to successfully deliver on the promise that its products offer. Nowell asserts attracting more globally experienced managers for the industry. Business schools should, he suggests, focus on developing commercial capability for New Zealand's core global business opportunities, particularly the food industry.

The article offers information on the master of business administration (MBA) programs that are offered at different universities and colleges in New Zealand. They include the Henley Executive MBA at Henley Management College, the Southern Cross University MBA at the Southern Cross University's Manukau Business School and the Fast Track MBA and Executive MBA at the Massey University's College of Business.

The article presents a guide to education and training programs for professional development in New Zealand. AUT University Business School's Centre for Executive Education focuses on customizing educative learning programs in partnership with organizations which address the specific strategic, business or individual development needs of the organization. The Manukau Business School has a strong focus on applied vocational business education and maintains strong links with industry.

This section offers some of the courses related to professional development offered by various business schools in New Zealand. Lincoln University in Canterbury offers Master of Business Administration and Master of Professional Studies. Manukau Institute of Technology in Manukau City offers Southern Cross University Doctor of Business Administration and Graduate Diploma in Human Resource Management. The University of Waikato in Hamilton offers Postgraduate Diploma in Management Studies and in Personal Financial Planning.

Presents a guide to business schools in New Zealand offering master of business administration programs as of October 2005. University of Auckland; University of Canterbury; University of Otago School of Business; Victoria Management School, Victoria University of Wellington.

Reviews the governance education programs offered by universities and business schools in New Zealand. Massey University's Centre for Corporate and Institutional Governance; Victoria University of Wellington; University of Canterbury. INSETS: University of Canterbury;Massey University Centre for Corporate and Institutional...;University of Auckland;Auckland University of Technology

This paper discusses the recent development of a new undergraduate international business program at the University of Otago in New Zealand. Firstly, it describes the context of the initiative in terms of the New Zealand business environment, the university sector in New Zealand and recent global trends in international business education. Thereafter it outlines the four-stage design process adopted, the influence of internal and external considerations on program design, proposed mechanisms for evaluating and monitoring the new offering and, opportunities for future developments. Finally, it proposes a conceptual program design framework that provides guidelines for other academic institutions considering similar developments, or for tertiary institutions considering the redesign of extant international business offerings. [ABSTRACT FROM PUBLISHER]

Focuses on issues concerning the creation of the University of Auckland Business School (UABS) under Auckland University, in New Zealand in 2003. Amount of required funding; Skepticism on whether UABS would produce world-class graduates; Initiatives taken by UABS to bridge the divide between universities and local business. INSET: WHO's WORLD-CLASS?.

Profiles several schools and polytechnic universities in New Zealand that offer business-related courses. Includes Christchurch-based Christchurch Polytechnic; Manukau-based Manukau Business School; Christchurch-based University of Canterbury.

This article explores the socialization processes encountered by managerially experienced master of business administration (MBA) students entering business schools. Using Pascale's model of corporate socialization, the author reviews reports from MBA students at the Otago (New Zealand) and Cranfield (United Kingdom) university business schools. Suggestions are made for the use of the Pascale model as a teaching device in organizational behavior courses to link the current experience of students to their previous experience in the corporate workplace, to their subsequent experience in the corporate workplace, or to both. The potential use of the model to examine and manage the processes of socialization within business schools is also discussed. [ABSTRACT FROM AUTHOR]

The study compared business school programs and curricula in Canada, New Zealand, and the U.S.A. Findings indicate that business schools of all sizes and in different countries need to prepare their students for the competitive global markets. In particular, knowledge and expertise in international marketing are important prerequisites for general business education and they need to be acquired by all business students around the world. [ABSTRACT FROM AUTHOR]

The article provides information on several universities in New Zealand that offers MBA programs. The AUT Business School is among an elite group of 6 percent of business schools worldwide accredited by AACSB International. The Massey Executive MBA in the University of New Zealand is designed for mid-career managers in full-time employment. At the Victoria University of Wellington, lecturers are delivered in face to face mode and group work plays a vital role in the MBA program.

The article focuses on short business courses offered by business schools and institutions to business owners and managers in New Zealand during economic recession. Business managers and owners expand their knowledge through mentoring and coaching support offered by The ICEHOUSE Owner Manager Program (OPM) and the University of Auckland Business School. Courses offered at these institutions combine theory and practice.

Provides information on major providers of courses aimed at small business owners in New Zealand who want to expand their business. New Zealand Institute of Management; New Zealand Trade & Enterprise; Te Wananga o Aotearoal; The Open Polytechnic of New Zealand.

The article offers information on the growing strength of business support sector in New Zealand on the basis of high number of finalists chosen for the Excellence in Business Support Awards for the year 2012. The AUT Business School in Auckland, New Zealand which took the ownership of the awards in 2012 revealed that highest number of finalists are selected in the awards seven-year history. It informs that the success for winners will be celebrated at a gala dinner on November 7, 2012.

The article focuses on Bill Payne, Business New Zealand University of Auckland Business School entrepreneur in residence. It presents a conversation with Payne who talks about his role at The ICEHOUSE Busines Growth Centre where spent five months. It highlights his view of the local angel investment marketplace.

The article reports on the ranking achieved by New Zealand on the world economic competitiveness scoreboard, according to the "Institute for Management Development (IMD) World Competitiveness Yearbook." The Yearbook has introduced an additional ranking, a Stress Test on Competitiveness, during the year, wherein Denmark got the highest ranking with New Zealand placing 12th.

The article features Karleen Everitt, owner of Manaaki Solutions creating employment opportunities for people in New Zealand. As she grew up in Paihia, Bay of Islands, Everitt had engaged in different businesses to help her parents support her education wherein she was fond of creating business opportunities. At the international Maori Business Conference in Rotorua, she met Dr. Manuka Henare who developed Everitt's ability by encouraging the attendance of a course on Master of Management at the University of Auckland Business School.

The article focuses on the use of academics by management practitioners to get time for reflection to develop the creative ideas. Most university academics are now on contracts for researching and publishing in top ranked international journals, and engaging with practitioners. It is stated that most New Zealand business schools are busy conducting research; and more managers are recognizing the need for rejuvenation to increase the flow of creative ideas.

The article announces that Arthur Loo, actor Alan Dale and Kelly Addis were inducted to the Onehunga High Business School Hall of Fame on August 27, 2010.

The article reports that the New Zealand-based ICEHOUSE Business Growth Centre, with Andy Hamilton as chief executive officer (CEO), is among the Top 10 Technological Incubators of the World, according to Forbes.com.

The article reports on the FAST Pitch Event Series organized by the IceHouse Business Growth Centre in New Zealand. The ten finalists of the competition, which was held at the University of Auckland Business School on October 27, 2009, included Phil Lynch, Chris White, Claire Sawyers, and Gil Ho. As for the winners, Brad Lovett received the People's Choice award, Ashley Schroder had the Best Funding Opportunity for Investors award, and Chris White was given the Best Intellectual Property Idea.

The article focuses on the experiences of the New Zealand Institute of Management (NZIM)/Eagle Technology Young Executive of the Year awardees. Statistics New Zealand Jason Attewell was the 2008 winner while Wealth with Kiwibank manager Tracey Berry is the 2009 winner. Atwell shares about completing the comprehensive questionnaire, the interview, and how he felt when he received the award. Berry mentions the pre-evaluation process and what made her aspire to succeed.

The article reports an increase in the number of teams competing in the 2009 New Zealand Institute of Management (NZIM) Business Challenge. Among the entrants are teams from AMI Insurance, Airways Corporation and the Chamber of Commerce. Competing educational institutions include the University of Otago, the University of Canterbury and Christchurch Polytechnic.

The article features New Zealand Institute of Management (NZIM) member Cheryl Doig. Doig describes her experience as an educator and principal. She mentions being involved in NZIM for 15 years, her intention to explore new ideas and go beyond the limits. The importance of strong leadership is also discussed.

A calendar of New Zealand Institute of Management (NZIM) Southern events in October 2009 is presented which includes Dan Coward's presentation titled "The Changing Face of Leadership," Eion Edgar's presentation on the outlook for 2010 and Rod Oram's presentation regarding opportunities for New Zealand.

The article provides information regarding the Global Corporate Challenge (GCC) programme. The basis of the programme is to encourage employees and create an active workplace. The participation of the staff at New Zealand Institute of Management Central and the National Office in the GCC 2009 is reported.

A calendar of New Zealand Institute of Management (NZIM) events is presented which includes a conference "Agile Project Management: A Methodology for Managing IT Projects," the hosting of Craig Morrison from Southern Cross by NZIM Young Professionals Network and the announcement of the NZIM Young Executive of the Year 2009.

The article presents course themes in New Zealand Institute of Management (NZIM) for the February 2010 pre-enrollment. Capital & Coast District Health Board member Peri Te Wao states the impact of studying Advanced NZIM Diploma in Management to his career. The benefits of project management training and enhancement of professional administrator skills are also discussed.