This thesis analyses the contemporary phenomena of globalisation, the knowledge economy and internationalisation in terms of their synergistic impacts on higher education and with special reference to China and New Zealand. Globalisation and the knowledge economy are seen to fuel each other as well as driving trends in higher education. Internationalisation is shown to be intimately related to, but conceptually distinguishable from, globalisation, and to occur partly as a consequence of the latter (and of developments in the knowledge economy) but partly also as a response to these forces. All three phenomena are addressed through assessments of their dominant economic imperatives. As a prerequisite to understanding and critiquing these forces and their dominant imperatives, the early chapters expound a further tripartite structure, this time of political-economic theories: neoliberalism, neo-Marxism, and Giddens' 'Third Way'. The lens through which the analysis is made is explicitly neo-Marxist. The thesis critiques the ascendancy of neoliberalism in the discourse of globalisation, and the knowledge economy and the internationalisation of higher education. Neoliberalism's ascendancy is shown to be promoted through global, regional, national and sub-national entities, and this promotion is found to be often covert. The middle section of the thesis traces the effects on higher education of the economic, and specifically neoliberal or global-capitalist imperatives that the foregoing analysis reveals. Policies of deregulation, liberalisation, marketisation, privatisation and commercialisation are shown to exert largely negative influences on universities and, by extension, on other higher education institutions. They over-emphasise the private value of both knowledge itself and higher education as a knowledge agent, something which leads to a homogenising, devaluing 'commodification' of higher education. Having made the general case, the thesis then considers the Asia-Pacific region before focusing in depth on China and New Zealand. This structure makes for a macro-meso-micro approach to the development of the inquiry but with emphasis on the macro and the micro. Key questions raised in the thesis concern the establishment of a 'counter-hegemony' to oppose the dominance of neoliberal principles and policies. The study culminates by recommending the emergent concept of interculturalism as both an accurate description of the intersection of cultures on campus and a desirable nonnative policy which should complement internationalisation as part of national and institutional response strategies. The thesis argues for the legitimation and encouragement of neo-Marxist interculturalisation and outlines its relevance to New Zealand higher education institutions, which host many international and new immigrant students, above all from China. / Subscription resource available via Digital Dissertations only.

This thesis traces the development of the New Zealand education reforms which began in the late 1980s from their ideological and theoretical foundations, especially those of human capital theory, through policy development and implementation. Polytechnic business programmes are used as a case study to illustrate the impact of the reforms and of one of the principal mechanisms by which the reforms were expected to be implemented-the National Framework. Evidence is provided that leads to policy questions regarding the implementation of the Framework under the aegis of the New Zealand Qualifications Authority. These concerns include competency based learning and administration and delivery complexities. The links between the reform intentions and the actuality of implementation are also examined. The assumption that the education reforms are expected to have significant impact on the country's economic performance is examined and factors which impact on workplace organisation and productivity and which may constrain the effects of improved worker education and training are discussed. The instrument of ‘the market’ as a means of achieving both efficiencies and effectiveness in tertiary education is also reviewed. There appears to be an absence of a common understanding of the nature, composition and behaviour of education markets. Indicative evidence is also provided regarding the complexity of student investment decisions with regard to tertiary education decisions. This study provides evidence to support human capital theory as a force influencing the decision to undertaken tertiary education, but as part of a much more complex model of the tertiary education decision making process than it would appear that policy makers have considered. Evidence is presented that leads to questions regarding the assumption that industry will take ownership of the reform processes. Evidence is presented of industry indifference and inertia to the reforms. Recommendations for the re-examination of developments to date are made, together with research programmes to provide a sound empirical base for future policy making. Without a structured critical review of the reform intentions versus the emerging actuality, there is a danger that the reforms may, in part at least, prove to be both inefficient and ineffectual. / Subscription resource available via Digital Dissertations only.

This thesis analyses the contemporary phenomena of globalisation, the knowledge economy and internationalisation in terms of their synergistic impacts on higher education and with special reference to China and New Zealand. Globalisation and the knowledge economy are seen to fuel each other as well as driving trends in higher education. Internationalisation is shown to be intimately related to, but conceptually distinguishable from, globalisation, and to occur partly as a consequence of the latter (and of developments in the knowledge economy) but partly also as a response to these forces. All three phenomena are addressed through assessments of their dominant economic imperatives. As a prerequisite to understanding and critiquing these forces and their dominant imperatives, the early chapters expound a further tripartite structure, this time of political-economic theories: neoliberalism, neo-Marxism, and Giddens' 'Third Way'. The lens through which the analysis is made is explicitly neo-Marxist. The thesis critiques the ascendancy of neoliberalism in the discourse of globalisation, and the knowledge economy and the internationalisation of higher education. Neoliberalism's ascendancy is shown to be promoted through global, regional, national and sub-national entities, and this promotion is found to be often covert. The middle section of the thesis traces the effects on higher education of the economic, and specifically neoliberal or global-capitalist imperatives that the foregoing analysis reveals. Policies of deregulation, liberalisation, marketisation, privatisation and commercialisation are shown to exert largely negative influences on universities and, by extension, on other higher education institutions. They over-emphasise the private value of both knowledge itself and higher education as a knowledge agent, something which leads to a homogenising, devaluing 'commodification' of higher education. Having made the general case, the thesis then considers the Asia-Pacific region before focusing in depth on China and New Zealand. This structure makes for a macro-meso-micro approach to the development of the inquiry but with emphasis on the macro and the micro. Key questions raised in the thesis concern the establishment of a 'counter-hegemony' to oppose the dominance of neoliberal principles and policies. The study culminates by recommending the emergent concept of interculturalism as both an accurate description of the intersection of cultures on campus and a desirable nonnative policy which should complement internationalisation as part of national and institutional response strategies. The thesis argues for the legitimation and encouragement of neo-Marxist interculturalisation and outlines its relevance to New Zealand higher education institutions, which host many international and new immigrant students, above all from China. / Subscription resource available via Digital Dissertations only.

This thesis traces the development of the New Zealand education reforms which began in the late 1980s from their ideological and theoretical foundations, especially those of human capital theory, through policy development and implementation. Polytechnic business programmes are used as a case study to illustrate the impact of the reforms and of one of the principal mechanisms by which the reforms were expected to be implemented-the National Framework. Evidence is provided that leads to policy questions regarding the implementation of the Framework under the aegis of the New Zealand Qualifications Authority. These concerns include competency based learning and administration and delivery complexities. The links between the reform intentions and the actuality of implementation are also examined. The assumption that the education reforms are expected to have significant impact on the country's economic performance is examined and factors which impact on workplace organisation and productivity and which may constrain the effects of improved worker education and training are discussed. The instrument of ‘the market’ as a means of achieving both efficiencies and effectiveness in tertiary education is also reviewed. There appears to be an absence of a common understanding of the nature, composition and behaviour of education markets. Indicative evidence is also provided regarding the complexity of student investment decisions with regard to tertiary education decisions. This study provides evidence to support human capital theory as a force influencing the decision to undertaken tertiary education, but as part of a much more complex model of the tertiary education decision making process than it would appear that policy makers have considered. Evidence is presented that leads to questions regarding the assumption that industry will take ownership of the reform processes. Evidence is presented of industry indifference and inertia to the reforms. Recommendations for the re-examination of developments to date are made, together with research programmes to provide a sound empirical base for future policy making. Without a structured critical review of the reform intentions versus the emerging actuality, there is a danger that the reforms may, in part at least, prove to be both inefficient and ineffectual. / Subscription resource available via Digital Dissertations only.

This thesis analyses the contemporary phenomena of globalisation, the knowledge economy and internationalisation in terms of their synergistic impacts on higher education and with special reference to China and New Zealand. Globalisation and the knowledge economy are seen to fuel each other as well as driving trends in higher education. Internationalisation is shown to be intimately related to, but conceptually distinguishable from, globalisation, and to occur partly as a consequence of the latter (and of developments in the knowledge economy) but partly also as a response to these forces. All three phenomena are addressed through assessments of their dominant economic imperatives. As a prerequisite to understanding and critiquing these forces and their dominant imperatives, the early chapters expound a further tripartite structure, this time of political-economic theories: neoliberalism, neo-Marxism, and Giddens' 'Third Way'. The lens through which the analysis is made is explicitly neo-Marxist. The thesis critiques the ascendancy of neoliberalism in the discourse of globalisation, and the knowledge economy and the internationalisation of higher education. Neoliberalism's ascendancy is shown to be promoted through global, regional, national and sub-national entities, and this promotion is found to be often covert. The middle section of the thesis traces the effects on higher education of the economic, and specifically neoliberal or global-capitalist imperatives that the foregoing analysis reveals. Policies of deregulation, liberalisation, marketisation, privatisation and commercialisation are shown to exert largely negative influences on universities and, by extension, on other higher education institutions. They over-emphasise the private value of both knowledge itself and higher education as a knowledge agent, something which leads to a homogenising, devaluing 'commodification' of higher education. Having made the general case, the thesis then considers the Asia-Pacific region before focusing in depth on China and New Zealand. This structure makes for a macro-meso-micro approach to the development of the inquiry but with emphasis on the macro and the micro. Key questions raised in the thesis concern the establishment of a 'counter-hegemony' to oppose the dominance of neoliberal principles and policies. The study culminates by recommending the emergent concept of interculturalism as both an accurate description of the intersection of cultures on campus and a desirable nonnative policy which should complement internationalisation as part of national and institutional response strategies. The thesis argues for the legitimation and encouragement of neo-Marxist interculturalisation and outlines its relevance to New Zealand higher education institutions, which host many international and new immigrant students, above all from China. / Subscription resource available via Digital Dissertations only.

This thesis traces the development of the New Zealand education reforms which began in the late 1980s from their ideological and theoretical foundations, especially those of human capital theory, through policy development and implementation. Polytechnic business programmes are used as a case study to illustrate the impact of the reforms and of one of the principal mechanisms by which the reforms were expected to be implemented-the National Framework. Evidence is provided that leads to policy questions regarding the implementation of the Framework under the aegis of the New Zealand Qualifications Authority. These concerns include competency based learning and administration and delivery complexities. The links between the reform intentions and the actuality of implementation are also examined. The assumption that the education reforms are expected to have significant impact on the country's economic performance is examined and factors which impact on workplace organisation and productivity and which may constrain the effects of improved worker education and training are discussed. The instrument of ‘the market’ as a means of achieving both efficiencies and effectiveness in tertiary education is also reviewed. There appears to be an absence of a common understanding of the nature, composition and behaviour of education markets. Indicative evidence is also provided regarding the complexity of student investment decisions with regard to tertiary education decisions. This study provides evidence to support human capital theory as a force influencing the decision to undertaken tertiary education, but as part of a much more complex model of the tertiary education decision making process than it would appear that policy makers have considered. Evidence is presented that leads to questions regarding the assumption that industry will take ownership of the reform processes. Evidence is presented of industry indifference and inertia to the reforms. Recommendations for the re-examination of developments to date are made, together with research programmes to provide a sound empirical base for future policy making. Without a structured critical review of the reform intentions versus the emerging actuality, there is a danger that the reforms may, in part at least, prove to be both inefficient and ineffectual. / Subscription resource available via Digital Dissertations only.

This thesis analyses the contemporary phenomena of globalisation, the knowledge economy and internationalisation in terms of their synergistic impacts on higher education and with special reference to China and New Zealand. Globalisation and the knowledge economy are seen to fuel each other as well as driving trends in higher education. Internationalisation is shown to be intimately related to, but conceptually distinguishable from, globalisation, and to occur partly as a consequence of the latter (and of developments in the knowledge economy) but partly also as a response to these forces. All three phenomena are addressed through assessments of their dominant economic imperatives. As a prerequisite to understanding and critiquing these forces and their dominant imperatives, the early chapters expound a further tripartite structure, this time of political-economic theories: neoliberalism, neo-Marxism, and Giddens' 'Third Way'. The lens through which the analysis is made is explicitly neo-Marxist. The thesis critiques the ascendancy of neoliberalism in the discourse of globalisation, and the knowledge economy and the internationalisation of higher education. Neoliberalism's ascendancy is shown to be promoted through global, regional, national and sub-national entities, and this promotion is found to be often covert. The middle section of the thesis traces the effects on higher education of the economic, and specifically neoliberal or global-capitalist imperatives that the foregoing analysis reveals. Policies of deregulation, liberalisation, marketisation, privatisation and commercialisation are shown to exert largely negative influences on universities and, by extension, on other higher education institutions. They over-emphasise the private value of both knowledge itself and higher education as a knowledge agent, something which leads to a homogenising, devaluing 'commodification' of higher education. Having made the general case, the thesis then considers the Asia-Pacific region before focusing in depth on China and New Zealand. This structure makes for a macro-meso-micro approach to the development of the inquiry but with emphasis on the macro and the micro. Key questions raised in the thesis concern the establishment of a 'counter-hegemony' to oppose the dominance of neoliberal principles and policies. The study culminates by recommending the emergent concept of interculturalism as both an accurate description of the intersection of cultures on campus and a desirable nonnative policy which should complement internationalisation as part of national and institutional response strategies. The thesis argues for the legitimation and encouragement of neo-Marxist interculturalisation and outlines its relevance to New Zealand higher education institutions, which host many international and new immigrant students, above all from China. / Subscription resource available via Digital Dissertations only.

This thesis traces the development of the New Zealand education reforms which began in the late 1980s from their ideological and theoretical foundations, especially those of human capital theory, through policy development and implementation. Polytechnic business programmes are used as a case study to illustrate the impact of the reforms and of one of the principal mechanisms by which the reforms were expected to be implemented-the National Framework. Evidence is provided that leads to policy questions regarding the implementation of the Framework under the aegis of the New Zealand Qualifications Authority. These concerns include competency based learning and administration and delivery complexities. The links between the reform intentions and the actuality of implementation are also examined. The assumption that the education reforms are expected to have significant impact on the country's economic performance is examined and factors which impact on workplace organisation and productivity and which may constrain the effects of improved worker education and training are discussed. The instrument of ‘the market’ as a means of achieving both efficiencies and effectiveness in tertiary education is also reviewed. There appears to be an absence of a common understanding of the nature, composition and behaviour of education markets. Indicative evidence is also provided regarding the complexity of student investment decisions with regard to tertiary education decisions. This study provides evidence to support human capital theory as a force influencing the decision to undertaken tertiary education, but as part of a much more complex model of the tertiary education decision making process than it would appear that policy makers have considered. Evidence is presented that leads to questions regarding the assumption that industry will take ownership of the reform processes. Evidence is presented of industry indifference and inertia to the reforms. Recommendations for the re-examination of developments to date are made, together with research programmes to provide a sound empirical base for future policy making. Without a structured critical review of the reform intentions versus the emerging actuality, there is a danger that the reforms may, in part at least, prove to be both inefficient and ineffectual. / Subscription resource available via Digital Dissertations only.

This thesis analyses the contemporary phenomena of globalisation, the knowledge economy and internationalisation in terms of their synergistic impacts on higher education and with special reference to China and New Zealand. Globalisation and the knowledge economy are seen to fuel each other as well as driving trends in higher education. Internationalisation is shown to be intimately related to, but conceptually distinguishable from, globalisation, and to occur partly as a consequence of the latter (and of developments in the knowledge economy) but partly also as a response to these forces. All three phenomena are addressed through assessments of their dominant economic imperatives. As a prerequisite to understanding and critiquing these forces and their dominant imperatives, the early chapters expound a further tripartite structure, this time of political-economic theories: neoliberalism, neo-Marxism, and Giddens' 'Third Way'. The lens through which the analysis is made is explicitly neo-Marxist. The thesis critiques the ascendancy of neoliberalism in the discourse of globalisation, and the knowledge economy and the internationalisation of higher education. Neoliberalism's ascendancy is shown to be promoted through global, regional, national and sub-national entities, and this promotion is found to be often covert. The middle section of the thesis traces the effects on higher education of the economic, and specifically neoliberal or global-capitalist imperatives that the foregoing analysis reveals. Policies of deregulation, liberalisation, marketisation, privatisation and commercialisation are shown to exert largely negative influences on universities and, by extension, on other higher education institutions. They over-emphasise the private value of both knowledge itself and higher education as a knowledge agent, something which leads to a homogenising, devaluing 'commodification' of higher education. Having made the general case, the thesis then considers the Asia-Pacific region before focusing in depth on China and New Zealand. This structure makes for a macro-meso-micro approach to the development of the inquiry but with emphasis on the macro and the micro. Key questions raised in the thesis concern the establishment of a 'counter-hegemony' to oppose the dominance of neoliberal principles and policies. The study culminates by recommending the emergent concept of interculturalism as both an accurate description of the intersection of cultures on campus and a desirable nonnative policy which should complement internationalisation as part of national and institutional response strategies. The thesis argues for the legitimation and encouragement of neo-Marxist interculturalisation and outlines its relevance to New Zealand higher education institutions, which host many international and new immigrant students, above all from China. / Subscription resource available via Digital Dissertations only.

Doctor of Philosophy / Department of Counseling and Educational Psychology / Judith K. Hughey / The purpose of this phenomenological research study was to describe and to understand religio-spirituality in the coming-out process for homosexual, bisexual, and transgender college students. The three research questions were as follows: (1) What have religious affiliations taught traditional college-aged lesbian, gay, bisexual, and transgender (LGBT) students about homosexuality?; (2) In what ways does a person's religio-spiritual life hinder/enhance the sexual identity development process and the coming-out process for a traditional college-aged student?; and (3) In what ways does the traditional college-aged LGBT student's religio-spirituality change through the process? Following completion of semi-structured interviews of 15 participants, the researcher acknowledged the emergence of nine categories that explain the essence of the coming-out process and its connection with religio-spirituality: (1) a noticeable societal influence on lesbian, gay, bisexual, or transgender (LGBT) beliefs, (2) an evident family influence on LGBT beliefs, (3) a direct church influence on LGBT beliefs, (4) a difficulty in merging sexuality and religio-spirituality, (5) a feeling of guilt for being an LGBT individual, (6) religio-spirituality affects when and to whom to come-out, (7) many leave the church after coming-out, (8) a feeling of need to protect family still in church after coming-out, and (9) an attempt to maintain a relationship with God or higher being without a relationship in a church or religious institution. These nine conclusions develop the essence of the coming-out process and religio-spirituality. Individuals in the coming-out process find themselves at a divide in their lives and they must decide which path to follow or attempt to make the paths intersect. The coming-out process is often an internal debate of whether they are LGBT, whether to come-out, and whether they should leave a church or change religio-spirituality. In student affairs, administers, counselors, and campus ministers can use data and conclusions from this research to understand the coming-out process and the overlapping nature of religio-spiritual identity and sexual identity. The researcher concludes that these professionals must have an understanding of the stages of growth for LGBT students as they attempt to come-out to friends and family as well as possibly maintain a religio-spiritual identity.