Massey University

Massey University Deputy Vice-Chancellor, Students and Global Engagement talks about data and technology, and how it applies to Pūrehuroatanga and supporting their learners to succeed.

University of Canterbury and Massey University

The University of Canterbury and Massey University share insights on how they are using data and technology in their whole-of-organisation approaches to learner success.

University of Otago

University of Otago discusses how they apply insights from the data they collect to understand learner experiences and needs, then how they use this data to ensure suitable resources are available for disabled learners.

Auckland University of Technology (AUT)

AUT shares insights about their summer programme for school leavers transitioning into university life, UniPrep. They discuss the programme's purpose, underpinning values and outcomes for ākonga.

University of Auckland

The university talks about their three summer programmes to support learners transitioning into university. They unpack the details of what is involved in the programmes, why there are differences between their three offerings, and where the programmes lead ākonga in their tertiary journey.

Yoobee Colleges

The private training establishment shares their nurture map, which takes a holistic approach to identifying the supports ākonga may need along each step of their tertiary journey. In this presentation Yoobee delves into one of the aspects of their approach, “Q time”, which is underpinned by identifying the learner's needs.

Solomon Group and New Zealand Welding Trades

For their learners to be successful in the classroom, private training establishments Solomon Group and New Zealand Welding Trades focus on the supports their learners need outside of the classroom.

University of Waikato

The University of Waikato uses an approach that combines people, data and effective systems to drive support to a learner at the right time.

Te Wānanga o Aotearoa

Te Wānanga o Aotearoa provides an informative session on Te Ata Hāpara, and its approach to student support and pastoral care with a focus on higher-needs students. The presentation covers the data behind how Te Ata Hāpara identifies students at risk of not completing courses, and how they support these students.

Te Herenga Waka – Victoria University of Wellington

Te Herenga Waka - Victoria University of Wellington discuss their new student success support programme, Tītoko, which helps students across the university, including study advice, student administration, support services and student life in general. This presentation takes a deep dive into why the programme was set up, the data supporting change to happen, the approach required for real change and the mechanisms behind how the programme works.

Te Wānanga o Aotearoa and Te Herenga Waka – Victoria University of Wellington

Te Wānanga o Aotearoa and Te Herenga Waka - Victoria University of Wellington answer questions about their approaches, Te Ata Hāpara and Titoko.

Massey University

Massey University shares insights on their Course Incubator project, which is a course redesign and student support intervention model. It is part of their Pūrehuroatanga initiative – collaborating to drive diversity, access, equity and excellence across the university.

University of Auckland

The University of Auckland shares insights on how they are enhancing teaching and learning in their learner success approach.

University of Canterbury

The University of Canterbury provide insights on their Kia Angitu student success programme and how they are using analytics for course engagement to really impact teaching and learning.

Lincoln University, Manurewa High School, Te Whare Wānanga o Awanuiārangi and Waihanga Ara Rau

Te Whare Wānanga o Awanuiārangi, Waihanga Ara Rau, learners from Lincoln University, and Manurewa High School talk about what they have learned through their partnerships with communities to understand and deliver better outcomes for learners.

A narrative approach to courseware design to support ākonga success

The Open Polytechnic talk about their design and development function and how they use a narrative to guide learners through a course, informed by analytics. The presentation focuses on the role of courseware design in ākonga success and highlights their asynchronous model, where tutors and learners have the flexibility to engage with course content at different times.

Distance learning – a student perspective

Two distance learners share their experiences of online learning at an undergraduate and Masters levels. In this informative session the learners talk about things that make a difference in supporting their tertiary education experiences as online learners. They discuss barriers and challenges they face in online learning and share what they would like TEOs to know about catering to online learners.

Experiences of online students: then, now and into the future

Cathy Stone is an independent consultant and researcher, based in Australia. In this presentation, Cathy discusses her research into the online learner experience – exploring the needs and wants of the full range of online learners, from exclusively online to hybrid environments. Cathy provides insights on how learner experiences can improve delivery and talks about the future of online learning.

Learning frameworks for engaging online delivery

Massey University talks about their engagement framework to support rich, connected learning experiences for online learners. The presentation shares the role their Whakapiri framework plays in delivering online learning and teaching. Massey also talks about the challenges and realities of the design process and provide practical tips for TEOs to consider. 

Leading a Future of Possibility – Minnie Baragwanath MNZM, disability advocate and possibility leadership consultant

Minnie Baragwanath discusses the importance of creating spaces for learners with accessibility needs, to improve educational and career outcomes. She zeros in on the reality of a system which is “…not benign, but deeply inaccessible” and discusses the shift away from a deficit mindset to an opportunity mindset, including changing behaviours and attitudes, at all levels of an organisation.

University of Otago

The University of Otago discusses how they apply insights from the data they collect to understand learner experiences and needs, then how they use the data to ensure suitable resources are available for disabled learners.

DREAM Convening

The annual DREAM Convening is Achieving the Dream’s (ATD’s) flagship event. It attracts influential leaders and practitioners from more than 300 US-based community colleges and organisations who exchange ideas about evidence-based reform strategies that transform higher education and impact learner success.

Achieving the Dream

Te Rito Maioha

Nikki Parsons, Te Rito Maioha General Manager Workforce and Learner Engagement, shares her reflections on the 2024 DREAM conference. She talks about how Te Rito Maioha, a private training establishment, is applying the knowledge she has gained to help their learners to be successful in their tertiary study.

Skills Group

Jon Smith, Skills Group General Manager Academic Skills and Quality, shares his three takeaways from the 2024 DREAM conference. He talks about introducing the Achieving the Dream 2.0 Capability Framework model into the Skills Group, and their robust conversations on what they need to do to build a student success model. The Skills Group is a private training establishment.

English Language Partners

A key takeaway from the 2024 DREAM conference for Rachel O’Connor, English Language Partners Chief Executive, is the importance of having and applying an equity mindset throughout your organisation – from how you use data to how you train your people. Rachel talks about how English Language Partners are applying the knowledge she’s gained, and using data to support equity and address learner success.