Download a PDF of the Open Polytechnic 2013 Annual Report

ANNUAL REPORT FOR THE YEAR ENDED 31 DECEMBER 2013

OVERALL STUDENT SATISFACTION

95%

2013 HIGHLIGHTS World leading educational performance results for open and distance learning:

80%

80%

Successful course completions

Qualification completions

Launched new qualifications: Bachelor of Applied Management New Zealand Diploma in Engineering (Mechanical Strands )

Delivered a range of technology related student service initiatives which further improved the student experience

OUR

ACHIEVEMENTS

IN 2013 FINANCIAL SURPLUS

KEY STATISTICS

$2.6 million

85%

95%

89%

Students who say their study is valuable for their current job

Students who say their study will be valuable for a future job

Students who say their study is value for money

96%

100%

95%

Mäori student satisfaction

Pasifika student satisfaction

Students who would recommend the Open Polytechnic

CONTENTS A YEAR IN ACTION AND INNOVATION

CHAIRPERSON’S OVERVIEW

2

ENVIRONMENT

49

CHIEF EXECUTIVE’S OVERVIEW

8

FINANCIAL REVIEW

52

NATIONAL PROVIDER OF FLEXIBLE VOCATIONAL LEARNING

16

CORPORATE GOVERNANCE

56

OUR PEOPLE

24

FINANCIAL STATEMENTS

59

CELEBRATING STUDENT SUCCESS

30

REPORT OF THE AUDITOR GENERAL

96

RESEARCH AND DEVELOPMENT

32

APPENDIX 1 – OPEN POLYTECHNIC COUNCIL

98

SUPPORTING MÄORI LEARNERS

36

APPENDIX 2 – EXECUTIVE PROFILES AND ORGANISATION CHART

100

SUPPORTING PASIFIKA LEARNERS

42

APPENDIX 3 – PORTFOLIO DEVELOPMENT APPENDIX 4 – PROGRAMME PORTFOLIO

104

EQUAL EDUCATIONAL OPPORTUNITIES

46

APPENDIX 5 – RESEARCH AND ACADEMIC OUTPUTS 2013

105

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OPEN POLYTECHNIC ANNUAL REPORT 2013

CHAIRMAN’S OVERVIEW We have had another successful year at the Open Polytechnic of New Zealand. Significant progress has been made on a range of strategies important in delivering a 21st Century learning experience for students. The organisation continues to achieve excellent educational performance results.

Environmental Context The purpose of this report is to provide the context for the Polytechnic’s 2013 performance, account to the community for the organisation’s performance relative to our 2013 business plan, and provide a sense of the Open Polytechnic’s future direction. Our direction is guided by the government’s Tertiary Education Strategy. The draft of the 2014–2019 Tertiary Education Strategy was opened for consultation in late 2013. It reiterated the previous areas of focus: relevance of qualifications to industry, youth demographic and priority groups, improving adult literacy and numeracy, and focusing tertiary education institutions on growing their international linkages. This part of the strategy is seen as a way of improving international connections and revenues, and increasing research across the sector and beyond.

GRAEME HALL COUNCIL CHAIR

Education credentials are a passport to success in employment. Tertiary education is critical for New Zealand’s economic development and social well-being. All learning groups need to prosper. Additional investment is being made in specific demographic groups not achieving at the desired level. Under 25s, Mäori and Pasifika need additional focus within tertiary education institutes if educational achievement for these groups are to increase.

CHAIRPERSON’S OVERVIEW

The Open Polytechnic’s Role The Open Polytechnic’s mandate and role is to service a national (distance) community in respect of vocational education and training needs. In 2013, over 32,000 learners entrusted their vocational education with us, and implicitly their career success. This responsibility for learner outcomes remains at the foremost of our minds, and underpins the focus of our direction and service strategies. Our aim is to improve the products and services we provide, cement opportunities for learner success, and ensure that the qualifications and learning opportunities we provide are best suited to our learner constituency. In seeking to provide value to the government, community, and our learner constituency, our role requires us to: Understand the current and projected future labour market demands. Develop and maintain an appropriate portfolio of relevant qualifications, with currency, that best meet these labour market needs. Communicate with and support students as they determine their preferred vocational pathway and provider. Provide quality learning and teaching to all learners, and support them with web and digital and other support mechanisms. Provide a high quality assessment of their progress and award them a recognised qualification (certificate, diploma, degree, or graduate qualification).

OUR VISION

A NEW ZEALAND THAT’S CONTINUALLY LEARNING TO SUCCEED.

OUR PURPOSE TO INSPIRE SUCCESS THROUGH THE MOST FLEXIBLE, ACCESSIBLE AND MOTIVATIONAL LEARNING EXPERIENCE IN THE WORLD.

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Tertiary education is in a fast transitioning environment. Just as we individually have found our personal engagement with our bank has been transformed in recent years, so too has our learners engagement with the Open Polytechnic changed dramatically because of technology. This has impacted on the style, form, and basis of the learner– education provider relationship. Over the last few years, the Open Polytechnic has increased its focus on ensuring it provides modern day solutions to learner needs. This has required us to ensure we: Provide a media rich curriculum. Port our curriculum to a number of modes and mediums. Provide substantial enabling digital infrastructure such as online enrolment. Provide courseware through Online Campus which can be viewed on multiple devices (mobile phones, tablets, desktop computers, etc.). Perform online assessments and provide student account information available through the My Open Polytechnic portal. Provide a range of tools and instruments that facilitate high level engagement between learners and other students, tutors, and assessors. This could be via text messaging, Skype, Facebook, online tools, and cloud computing through Skydrive access.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

WITHIN A SHORT TIME OF GRADUATING OUR STUDENTS ARE ACHIEVING CAREER GROWTH AND FINANCIAL REWARD FOR THEIR EFFORTS.

Achievements As in previous years, the Open Polytechnic had a number of strategic goals for 2013 that we worked hard to achieve. Council was pleased to see the organisation’s progress in maintaining and enhancing our Educational Performance Indicator (EPI) results. In 2012, the Open Polytechnic’s results placed the organisation in the top quartile for the polytechnic section in respect of the two indicators we consider to be the most critical: course and qualification completions. The graph below shows we continued to see strong results in 2013.

During 2013 Council also tasked Open Polytechnic management with: Delivering a new Council endorsed student service strategy (see the Chief Executive’s overview for more detail on this). Extending and rationalising the qualification portfolio while maintaining its currency. Improving our internal service provision capability. Building our relationships with our key stakeholders. Enhancing the service provision to our learners, including increasing our capability to build and deliver digital infrastructure and courseware.

2013 PERFORMANCE TARGET* Investment Plan Target

Actual 2013

Course completion

74%

80%

Qualification completion

61%

80%

Retention

42%

50%

*SAC eligible EFTS

Identifying and generating material diversified income. We experienced material success in all of these elements with the exception of diversified income. We are currently working on revised strategies in that area. In 2012 we secured a substantial national contract with the Department of Corrections for prisoner education. We see this as a forerunner of other (national) contracts. This current Crown–education funded initiative demonstrates the substantial capability of the Open Polytechnic to generate national social outcomes. We have assessed and trialled third party models involving education provision and courseware development.

This is an impressive result, and cements the organisation’s position as an international leader in the provision of open and distance learning, which traditionally does not have the same completion levels as face-to-face institutions. Face-to-face institutions typically have a large percentage of full-time students who are not balancing the same family and work commitments as the mainly adult and part-time student population of distance learning organisations.

It is apparent to Council, as it will be to others, that the static, and in places declining, equivalent full time student (EFTS) capped funding, combined with increased operating costs and substantial new courseware development costs, will adversely impact viability in the Polytechnic sector. We consider 2014 and 2015 are likely to see arrangements where individual Polytechnics seek to share or draw on supply alternatives, and effect, make, or buy decisions to better manage costs, build expertise, and deliver the requisite quality.

The Open Polytechnic has worked hard to advance its performance results for progression rates — the other EPI we are measured by — while maintaining appropriate quality standards. This measure is also on track and shows the organisation is continuing to progress year- on-year. The Statement of Service Performance measures can be viewed on pages 60 – 67 of this report.

We are cognisant that the current 18 Institute of Technology and Polytechnics (ITPs) will tend to provide more common standard qualifications as a result of NZQA’s mandatory review of qualifications, i.e. ITPs may be able to deliver their distinctive regional contributions without needing to build or deliver everything locally. In retrospect, 2013 was concurrently a year of advance and a year of consolidation.

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CHAIRPERSON’S OVERVIEW

Employment Outcomes

INCOME GROWTH UP TO 12 MONTHS AFTER GRADUATION 20%

18%

16%

14%

12%

10%

8%

6%

4%

2%

0%

Each year the Open Polytechnic runs an independently conducted student satisfaction survey. New questions added to the survey in 2013 centre on employment outcomes for students, which is a growing focus of the government. Results for students who have graduated from the Open Polytechnic in the last 12 months demonstrate that we are building higher workforce capability as evidenced by their income growth – a 6% increase in mean salary after they have achieved a qualification.

$0 $1 - $10,000 $10,001 - $20,000 $20,001 - $30,000 $30,001 - $40,000 $40,001, - $50,000 $50,001 - $70,000

The survey also asked graduates about their employment experiences post-study. Key results are below.

$70,001 - $90,000 $90,001 - $110,000

These results show that within a short time of graduating our students are achieving career growth and financial reward for their efforts. Council will continue to focus on vocational sector outcomes and look forward to seeing the results of future analysis.

$110,001 - $130,000 $130,001 - $150,000 $150,000+

Before started studying current qualification

Current

15% Changed career

Im p

11% Got a better job

ed performan v o c r

*These results are based on graduate responses up to 12 months after completing a qualification.

27% 8% Now earning more money Got a promotion

rk

44%

t wo ea

GRADUATE EXPERIENCE SINCE FINISHING QUALIFICATION*

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OPEN POLYTECHNIC ANNUAL REPORT 2013

Strategy 2013 was primarily a year of strategy implementation. Towards the end of 2013 the Open Polytechnic Executive undertook strategic analysis and the initial thinking relative to revised diversified income strategies. We have found our strategy needs to be regularly reviewed, given the fast moving environment. As reported last year, our key areas of strategic focus are: Generating service leadership in education provision. Generating improvements in our educational performance. Active representation and strong stakeholder engagement. Rationalising and strengthening our academic portfolio. Responding to our changing student demographic. Focusing on prudent financial performance and strengthening our value for money provision. Inspiring our staff to provide top rate services to students. We made good progress across this wide band of endeavours, and 2014 will see further advances.

Council Membership Council experienced pressures during 2013. Two ministerial appointed members resigned because of primary job conflicts. Their vacancies were unfilled for most of the year. This resulted in a significant additional workload for individual Council members and may have impacted our strategic progress. In August 2013 we were delighted to have these governance gaps filled. Murray Bain (former CE of FORST) was appointed Deputy Chair, and Helen Robinson (former CE of Microsoft New Zealand) was appointed to Council. With strong governance and technology backgrounds, they have made positive contributions to Council thinking and decision making on a number of fronts. During 2013, Bill Armour’s term on Council expired and he indicated a desire not to continue. Bill has served the Open Polytechnic diligently for nine years, sitting on the Audit, Finance and Risk Committee, and overseeing the property portfolio. Bill’s financial and corporate skills have been a helpful reference point for many of our discussions.

The Future We are bullish relative to the future because of our strong belief that Open Polytechnic capabilities are ideal for developing and enhancing a skilled New Zealand workforce. The technology opportunities are exciting. This is evidenced by the new concept for staff to ‘bring your own device’ (BYOD) which illustrates a new level of digital connection between staff, and between staff and learner. This provides greater flexibility and increased leverage. We have the capability to create digital courseware, for ourselves and for a range of other tertiary education organisations be they ITPs, private training establishments, or industry training organisations. We can do this in a pedagogically strong and media rich manner. Digital courseware provides so much more than the traditional chalk and talk environment. Importantly, digital technologies allow remote learners to participate on equal terms with metropolitan learners in terms of virtual participation in educational material and learning, teaching, assessment, and achievement. Our learning materials are a mixture of digital and hard copy. They are the product of the input of a number of courseware specialists (instructional designers, web developers, and instructional learning specialists). As we listen to industry and its desire for more standardised and common qualifications, we confirm our belief there is a strong opportunity for the Open Polytechnic, either on its own or in partnership, to create products to meet industry specific needs.

WE HAVE THE CAPABILITY TO CREATE DIGITAL COURSEWARE, FOR OURSELVES AND FOR A RANGE OF OTHER TERTIARY EDUCATION ORGANISATIONS BE THEY ITPS, PRIVATE TRAINING ESTABLISHMENTS, OR INDUSTRY TRAINING ORGANISATIONS.

CHAIRPERSON’S OVERVIEW

Acknowledgements On behalf of the Council, I would like to express our collective appreciation for the work undertaken by executive, management, and all staff during 2013. Executive continue to enthusiastically lead and participate in changes which contribute to improved learner and economic outcomes. The engagement of staff and the organisational tenor continues to rise despite the many pressures, challenges, and changes. The personal connection between remote tutor and learner is most visibly demonstrated at the time of graduation. The organisation has progressed well under our Chief Executive Dr Caroline Seelig, whose contract came up for renewal at the end of 2013. Council was keen to reappoint Dr Seelig to ensure continued benefit from her proven leadership expertise, and her considerable tertiary education experience. The State Services Commission appointment process is robust. It required Council to develop a new five year strategic plan and identify the particular set of skills and competencies required to deliver the strategy. Council is pleased that Dr Seelig has accepted a new Chief Executive contract. We look forward to working closely with her in the years ahead. In the latter half of 2013, Council undertook new strategic analysis, examining a range of potential new delivery options. We are confident the executive team at the Open Polytechnic is well placed to lead this and other changes and ensure the Open Polytechnic stays highly relevant in this rapidly transforming world of online tertiary education. We reflect on 2013 as establishing a new reference point with excellent EPIs, sound progress in terms of learner services and a provision of enhanced infrastructure, and providing clearer and more consistently held perspectives in respect of organisational direction and approach.

Graeme Hall, Council Chair

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OPEN POLYTECHNIC ANNUAL REPORT 2013

CHIEF EXECUTIVE’S OVERVIEW Student satisfaction with the Open Polytechnic remained high across a number of measures this year, and a range of new qualifications and collaborations offer longterm opportunities for the organisation.

Financial Overview After continuing the sound management of our resources, we report a surplus of $2.6 million for 2013. While still within Tertiary Education Commission (TEC) guidelines of between 3-5% of turnover, this is a significantly lower surplus than previous years. As signalled in our 2012 Annual Report, the impact of a reduction in funding of $3.6 million for the Open Polytechnic has contributed to a reduced surplus for this year. The reduced funding is a result of losing Level 1 and 2 equivalent full-time student (EFTS) allocations in the 2012 contestable funding round, and constrained funding at Level 3 and above. However, our success in delivering NCEA Level 1 and 2 programmes in 2013 in collaboration with the Department of Corrections, with the goal of reducing reoffending rates amongst offenders upon their release, shows the significant impact the Open Polytechnic can make in helping the government achieve their Better Public Service goals.

CAROLINE SEELIG CHIEF EXECUTIVE

With this in mind, we are hopeful that we will secure additional Level 1 and 2 funding in the 2014 contestable funding round. For more information on our collaboration with the Department of Corrections, see page 10 of this report.

CHIEF EXECUTIVE’S OVERVIEW

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OVERALL, STUDENT SATISFACTION WITH THE OPEN POLYTECHNIC GREW IN 2013, INCREASING TO 95%.

Our Performance We enrolled 682 EFTS at Levels 1 and 2 in 2013 (104.2% of our funding cap) and 4,422 EFTS at Levels 3+ (100.8% of cap). Total individual students enrolled with the Open Polytechnic reached 32,118. This is a reduced number of individual students over last year’s results, and is a result of the reduction in our funding as previously mentioned. The educational performance of our students remained strong in 2013. As referred to by our Chair, we already have some of the highest educational performance results in the world for open and distance learning, and our results for 2013 show that we are also matching those of many face-to-face polytechnics in New Zealand. The results opposite track our performance over the last three years. The educational performance results of government priority groups also continue to rise, with the Open Polytechnic achieving all but one of its targets for Mäori, Pasifika and under-25s this year. This is a very significant achievement for us at Levels 1–3. We developed a new pipeline of foundation level students through our Corrections initiative which had a large percentage of Mäori, Pasifika and under-25 students. These students had traditionally under achieved at education, and being able to help them successfully complete their courses and qualifications has been a big focus for the Open Polytechnic. While we missed our Level 1–3 Pasifika course completion target by 4%, we are confident we will achieve our target in this area in 2014. Our completions rates for Mäori, Pasifika and under-25 learners at levels 4+ exceeded our targets. Our challenge is ensuring our provision reflects the level of Mäori, Pasifika and under-25 learners participation within the workforce. Our biggest focus is the participation of Pasifika learners in L4+ study. In 2013 we started the redevelopment of our tertiary studies programme, a key course which prepares students for higher levels of tertiary study. As part of this process we are developing culturally responsive learning materials and utilising cultural learning support frameworks which complement our Teaching and Learning Ako Strategy foci of whakamana, whakapiri and whakamärama (empowerment, engagement and enlightenment). Overall, student satisfaction with the Open Polytechnic grew in 2013, increasing to 95%. Each year we conduct an independently run student satisfaction survey, and we have had consistently high

ratings over many years. Being able to increase that overall rating by a further one per cent this year is exciting, and shows that the increasing range of services we are offering students is making an impact on already high satisfaction.

THREE-YEAR COMPARISON OF EDUCATIONAL PERFORMANCE INDICATORS FOR THE OPEN POLYTECHNIC* 2011

2012

2013

Successful courses completion

73%

80%

80%

Qualification completion

59%

78%

80%

*Figures are the Open Polytechnic’s calculations using TEC methodology.

2013 EDUCATIONAL PERFORMANCE IN TARGET PRIORITY GROUPS* M¯aori

Pasifika

Under-25s

TARGET

61%

70%

66%

ACTUAL

74%

66%

72%

TARGET

71%

70%

70%

ACTUAL

74%

70%

79%

TARGET

49%

60%

53%

ACTUAL

64%

70%

78%

TARGET

52%

55%

48%

ACTUAL

71%

66%

66%

Successful course completion Levels 1-3

Successful course completion Level 4+

Successful qualification completion Levels 1-3

Successful qualification completion Level 4+

*Figures are the Open Polytechnic’s calculations using TEC methodology.

10

OPEN POLYTECHNIC ANNUAL REPORT 2013

New Qualifications In response to national upskilling needs expressed by employers and government, the Open Polytechnic developed several new qualifications and courses in 2013. The Bachelor of Applied Management, launched in November, is designed to equip graduates to enter middle and upper management roles. Learners enrolled in the qualification may be seeking their first management role, or want a recognised qualification to help them take the next step in their careers. Designed for managers in a wide range of industries, learners enrolled in this qualification gain practical and applied skills which ensure they are able to define business objectives, allocate resources effectively, motivate employees, and gain extensive problem solving abilities. The New Zealand Diploma in Engineering (Mechanical Strands) opened for enrolments in the middle of the year. The qualification was created to help ease the recognised skills shortage for mechanical engineers in New Zealand, and is particularly suited to adult learners who may already hold an advanced trade certificate and now want to progress to the next level in their career as an engineering technician. Graduates of this qualification are also able to staircase into our Bachelor of Engineering Technology, helping them to take their career further. During 2013 we developed a number of new courses at NCEA level to be delivered through our NCEA Top Up and Get Ahead to NCEA fee free programmes. The new courses are mapped to the government’s Vocational Pathways initiative, and include an introductory course for each pathway. The new courses include subjects such as: primary industries; social and community services; manufacturing and technology; construction and infrastructure; horticulture; farm skills; early childhood education; tourism; literacy and numeracy courses. Learners who complete these courses can also enrol in our range of fee free NCEA courses so that they can complete NCEA Level 1 or 2, and then progress into higher level qualifications, or enter the workforce. Employees with information technology skills are becoming increasingly sought after in New Zealand, with a large range of ICT related roles on the long term skill shortage list collated by Immigration New Zealand. With this in mind, the Open Polytechnic will be offering a new degree in 2014, the Bachelor of Information Technology.

2011

93%

2012

94%

YEAR ON YEAR OVERALL STUDENT SATISFACTION WITH OPEN POLYTECHNIC

Collaboration with Department of Corrections In early 2013 we officially launched our collaboration with the Department of Corrections to deliver NCEA Level 1 and 2 qualifications to offenders serving a custodial sentence. Prior to the launch we completed a pilot in three correctional facilities, testing a blended delivery model of paper-based learning materials supported by on-site tutors. This helped learners work through the assessment necessary to complete each course in their selected qualification. Following the success of that pilot, we are now working with 18 correctional facilities around the country. The collaboration between Open Polytechnic and the Department of Corrections seeks to help achieve goals set by the government under the Better Public Services initiative, in particular Result 8: reduce re-offending by 25% by 2017. Research from the Correctional Education Association in the United States has shown that education programmes carried out while offenders are incarcerated can contribute to a 30% reduction in re-offending.

CHIEF EXECUTIVE’S OVERVIEW

11

Student Service Strategy A Council initiated project in 2013 was the development of a Student Service Strategy for the Open Polytechnic. Executive and staff from across the organisation were involved in the development of the strategy, which also involved seeking advice from an external company for a fresh approach to the services we offer.

2013

95% The initiative uses our current Level 1 and 2 Student Achievement Component (SAC) funding and seeks to enrol up to 1,000 offenders a year in NCEA level qualifications. This learning will help offenders gain personal and employment skills so that on release they are better able to find employment and make a positive contribution to society and their community. By the end of 2013 we had enrolled 703 offenders in our NCEA level qualifications; in 2014 we expect to enrol 1,300 new learners. A second phase of development for this collaboration is to create courseware which can be delivered on low cost tablets (that do not connect to the internet) so that different learning styles of offenders can be met through interactive learning materials. This will also allow us to increase their digital literacy skills– a core component of today’s modern workplace. The academic achievements of learners enrolled through this initiative with the Department of Corrections are matching those of our overall student base, with average course completion results sitting at greater than 80% in 2013. We are also pleased with how students are progressing to the next level. The first 150 students enrolled in the initiative were awarded their Level 1 qualification in 2013, and they are now working towards their Level 2 qualification in 2014.

The result has been a comprehensive range of new work streams that will ensure students have a truly 21st century learning experience with our organisation. The strategy takes the best of what we already do and amplifies it using technology mediated tools and new ways of thinking, in terms of how we deliver our services for today’s students and future students. In 2013 the first projects completed under the Student Service Strategy included: Designing a responsive website so that students are able to engage with the Open Polytechnic at a time and place that suits them, regardless of whether they are on a personal computer, smartphone or tablet. The new responsive design of our website ensures students can quickly and easily find the information they are looking for, with the information displayed in a way that suits the screen of the device they are using. Introducing more video content on our website and our YouTube channel so that students have access to visually interesting, informative videos to help them make decisions about whether distance study is right for them, and whether the qualification they choose to enrol in suits their study goals. The success of this project has seen the establishment of a permanent video team at the Open Polytechnic. Creating an online My Study Plan tool which helps students plan their study journey with the Open Polytechnic. Students and potential students can begin with our suggested study plan as a base, and then personalise the plan by switching course loads around until they have a plan that suits their personal circumstances. Students can save the plan to refer to later, email themselves a copy of the plan, or directly enrol into the courses they have selected for the year. Developing a My Open Polytechnic app, available for IOS and Android mobile devices, which enables students to track their study and personal information. Students using the app can see their assessment due dates and grades, request assessment extensions from their tutor, track the delivery of their course materials, and keep up-to-date with Open Polytechnic news. The app will be launched to students in 2014. During 2014 we will begin work on a number of new work streams in our Student Service Strategy, and I look forward to reporting our progress in next year’s annual report.

OPEN POLYTECHNIC ANNUAL REPORT 2013

FOCUS

STAKEHOLDER ENGAGEMENT STAFF ENGAGEMENT TEAMS equipped with TALENT and TECHNOLOGY

EDUCATIONAL PERFORMANCE

A A K GE WHNGA E

2013 OPERATIONAL

- RAMA – A KAM NMENT HA HTE W ENLIG

WHAKAPIRI TAUIRA ENGAGED ACHIEVERS

P IR M I– EN T

H EM A K A PO M A WE NA – RM EN T

12

W

whilst contributing to STAKEHOLDER outcom

e s.

and unique value to LEARNERS …

VALUE-FOR-MONEY AND FINANCIAL PERFORMANCE

Y ILIT INAB USTA to deliver FINANCIAL S

…

STUDENT DEMOGRAPHICS ACADEMIC PORTFOLIO will develop INTERNAL CAPABILITIES …

SERVICE LEADERSHIP

Strategic Focus

Awards

Our focus on strategic goals remained strong this year, with an all of organisation effort required to help us achieve our goals. Above is the computer wallpaper we created for staff so that they have our strategic focus at their fingertips at all times. A breakdown of the individual goals is below.

The Open Polytechnic was proud to receive two awards this year.

Service leadership: To achieve and demonstrate service excellence, upskill our staff in service provision, and rely on this service focus to distinguish our open and distance learning (ODL) provision. Stakeholder engagement: Explicitly focusing on active positioning with key stakeholder groups; it calls for two-way dialogue and greater recognition of our role in the sector. Academic portfolio: An increased emphasis on enhancing the vocational relevance of our portfolio so that all our qualifications lead to good jobs and meet the needs of business, industry and learners.

The first, the Commonwealth of Learning’s Award for Excellence for Distance Education Materials, acknowledges the high quality of our foundation level learning course materials, specifically our Get Ahead skills courses. These course materials are designed for adult learners who have no educational qualifications, and who need skills to help them gain employment opportunities. During their studies, learners explore aspects of their personal, social and educational development, with a focus on literacy, effective communication, financial goal setting, and training and employment pathways. Learners also explore personal and community health and wellness, establish realistic plans to enhance employment opportunities and set future goals. This award highlights our place at the forefront of learning material design on an international level, and acknowledges the outstanding skills of our staff in this field.

Student demographics: Focusing on overall EFTS acquisition to meet our cap, while maintaining demand across a diverse student base and leveraging new opportunities to increase provision to target groups such as under-25s. Value for money and financial performance: An increased emphasis on our value proposition and how we might leverage our ODL model. Diversified revenue remains important, and leverages service excellence achieved in the funded business. Educational performance: We continue to ensure our students achieve success at course and qualification level, and place new emphasis on advancement to vocational application and higher levels of study. Staff engagement: Our explicit commitment to creating inspired staff that contribute to the development of the Open Polytechnic.

I was proud to accept the Hutt Valley Innovation Award on behalf of the Open Polytechnic from Rob Johnston, General Manager of Business Development at GNS Science, at this year’s Westpac Hutt Valley Chamber of Commerce Business Awards.

13 Our second award for the year saw the Open Polytechnic receive the Innovation Award at the 2013 Westpac Hutt Valley Chamber of Commerce Business Awards. Integral to this win was the number of new in-house technologies we have introduced to enhance our services to students, as well as the NCEA Top Up initiative we introduced in 2012, which enables school leavers to complete NCEA Level 1 or 2 qualifications with us fee free. As part of our NCEA Top Up initiative we created a fun, interactive online app that keeps applicants engaged while they complete the enrolment application process.

Executive We have an experienced and talented team of Executive Directors at the Open Polytechnic (more information about individual Executive Directors can be found in their bios on page 100 of this report). I appreciate their continuing commitment to the organisation, and the leadership they have shown in their individual areas of expertise to help the Polytechnic achieve its strategic goals. I look forward to working with them in 2014 as we develop further goals as part of our new investment plan which will be submitted to TEC during 2014.

Staff Like any organisation, our key strength is our staff. The Open Polytechnic has had an outstanding year of achievement, and it is due to their commitment, focus, and going the extra mile that has helped us get there. Our Faculty staff reported some research highlights this year (see page 32 of this report) and several academic staff also recorded career highlights. Accounting lecturer Gwyn Narraway was awarded a fellowship by the New Zealand Institute of Chartered Accountants for her outstanding service to the accounting profession. Social work lecturer Karin Brown was appointed to the board of the Aotearoa New Zealand Association of Social Workers. Management lecturer Vanessa Scholes was awarded a post graduate research excellence award from Victoria University of Wellington. Psychology lecturer Aaron Jarden was invited by Treasury to contribute to their workshop on New Zealand’s Living Standards Framework. Dr Jarden will also be co-organising the 2nd Wellbeing and Public Policy conference in New York in 2014. Our Executive team also had their talents recognised by external organisations this year. Alison Harrison, Executive Director Strategy & Analysis, has been appointed to the Commercial Board for the New Zealand Institute of Directors, and Mark Nichols, Executive Director Faculty, was elected to the Executive Committee of the Australasian Society of Computers in Learning in Tertiary Education, and also appointed Acting President for the Distance Education Association of New Zealand following his co-editing service for the Association journal. A personal highlight for me this year was being conferred with an Honorary Fellowship by the Commonwealth of Learning for my service to distance learning, and also being appointed to the Board of the Hutt Valley Chamber of Commerce. This builds on my current community focused work as a member of the Hutt Valley Technology Development Group.

Conclusion The Open Polytechnic has faced a number of challenges this year as a result of a significant loss of funding during the contestable Level 1 and 2 funding round. However, we have been pragmatic in our approach to absorbing the funding loss, and report outstanding results for the organisation in terms of educational performance, new initiatives, high student satisfaction, and staff recognition. On behalf of the leadership team, I extend my thanks to our Council for their commitment, advice and governance skills, which help our organisation continue to make a major contribution to New Zealand’s tertiary education landscape. Thank you too, to all of our Open Polytechnic staff for their commitment to the organisation and our students. Executive acknowledges that the work they do each day is a major contributor to the organisation’s success, and the study success of our students.

Dr Caroline Seelig, Chief Executive

14

OPEN POLYTECHNIC ANNUAL REPORT 2013

TAKING THE LEAP After working in mental health for almost two decades, Lila Vagana decided it was time to pursue her degree in social work. Having never completed a tertiary level qualification, Lila was nervous about taking on a degree, but through the encouragement and support of her family and employer she took the leap and has gained confidence and determination in the process. ‘Apart from completing a couple of courses I had never pursued a qualification in the past, however, with a couple of courses down I have realised that I can do this level of study and I can be successful.’ As a busy mother of three children under 12, and in full-time employment, Lila was attracted to distance learning with the Open Polytechnic as it allowed her to fit study in when it suited her. ‘Having the flexibility is great for me in terms of my demands as a mother and as an employee. It allows me to do my studies at my own pace. It is about being creative with your time.’ Being extremely busy, Lila says having lecturers who are supportive and approachable has been a huge help. ‘My lecturers have been really helpful. It is nice to know that they want you to learn, they don’t just give you the answers, but encourage you to learn by giving you strategies to apply the learning. I feel supported as a student, and when I finish I know I will be a confident social worker with practical knowledge.’ Since 1995, Lila has worked for a residential rehab service that assists people whose lives are affected by complex mental health issues. Over the years she has moved from administrative roles to her current role as service manager. She has been supported to do the Open Polytechnic Bachelor of Social Work by her employer and with two courses completed, Lila has already practically applied her learning.

LILA VAGANA Studying the Bachelor of Social Work

‘My studies have improved my writing, my communication skills, especially dealing with external agencies. It has improved my practical knowledge, in particular, I did a psychology course last trimester in which I learnt a lot that I could apply to my role.’ Lila says the support of her employer and family has kept her motivated. ‘My employer and family have been 200 per cent supportive. They have supported me not only financially but also helping me with whatever I need to complete my assignments. ‘My studies have had a positive influence on my children. I have been seeing a shift in their own academic ability. They see me working really hard and have been applying the same determination in their classrooms. It has been nice to be a role model for them.’ Lila has a goal to finish her degree within five years, a goal she is confident she will achieve through a combination of organisation, determination and balance. ‘I am motivated by my personal goals to actually achieve a qualification and better my employment and career opportunities. It is rewarding to know I can successfully complete this sort of study.’

15

‘I feel supported as a student, and when I finish I know I will be a confident social worker with practical knowledge.’

16

OPEN POLYTECHNIC ANNUAL REPORT 2013

NATIONAL PROVIDER OF FLEXIBLE VOCATIONAL LEARNING It was another strong year for enrolments at the Open Polytechnic as our constituency of mainly adult learners continued to seek nationally recognised qualifications to support their current or future career paths. Funding for tertiary education organisations is now split into two funding caps, one at Levels 1-2, and the other at Levels 3+. In 2013, the Open Polytechnic reached 104.2% of the funding cap at Levels 1-2, and 100.8% of the Level 3+ funding cap.

LARGEST EIGHT QUALIFICATIONS BY EQUIVALENT FULL-TIME STUDENTS QUALIFICATIONS

EFTS

Certificate in Career and Self Development

523

Bachelor of Teaching (Early Childhood Education)

477

Bachelor of Business

397

New degrees in social work and applied management, along with a new engineering diploma, have been added to our portfolio of qualifications to help satisfy the national need for skilled workers in these fields. A new information technology degree was also in development in 2013. Expected to become available in 2014, this qualification will help meet the huge demand the country currently has for skilled IT workers.

National Certificate in Real Estate (Salesperson) Level 4

331

The Open Polytechnic is one of the largest educators of New Zealand’s workforce. Between the delivery of qualifications in our own portfolio, and the collaborations we have developed with a number of other tertiary education organisations, the Open Polytechnic is well placed to help meet the nation’s upskilling needs through our flexible distance learning approach.

New Zealand Diploma in Business Level 6

310

Our students mainly study part-time, with 92% in 2013 compared with 46% for the polytechnic sector overall. The flexibility of distance learning means our students are able to remain in the workforce, contributing to the national economy by paying taxes as they continue on their professional or personal development path. This year, 68 % of our students identified themselves as working while they studied. For those not currently in employment, distance study enables them to remain free to look after their families or take up employment opportunities that arise during their studies. During 2013 the Open Polytechnic enrolled 32,118 students across a wide range of qualifications. Our top eight qualifications (by equivalent full-time students) are shown opposite.

Bachelor of Applied Science

249

National Certificate in Fitness (Exercise Consultant) Level 3

243

Certificate in Fitness (Personal Training) Level 4

200

17

NATIONAL PROVIDER OF FLEXIBLE VOCATIONAL LEARNING

Historically, the Open Polytechnic enrols a mainly adult student constituency. However, the government’s focus on providing more opportunities for under 25s to gain NCEA credits has seen the Open Polytechnic respond by offering new courses at NCEA Levels 1-2 which has seen an increasing number of younger students enrolling with us. In 2010, 22% of our students were under 25 years; in 2013 this figure has grown to 25%. Offering more flexible education opportunities for under 25s is just one way the Open Polytechnic is responding to government priorities. In particular, we are responding through the Better Public Services programme. You can read more about how we have achieved this in the outcomes section of our Statement of Service Performance on pages 60 to 67. The strong vocational focus of our courses and qualifications ensure they provide the real world work skills students and employers require. Our annual independently conducted student satisfaction survey shows the correlation between the high quality of our courses and qualifications, and the value students place on them. Our survey results for this year show that overall student satisfaction with the Open Polytechnic continues to remain high, increasing by a further percentage point in 2013 compared to the previous year. When our results are already so high it is heartening to see that we can still achieve a further increase in student satisfaction. Such outstanding results pay tribute to the dedication of Open Polytechnic staff and an increasing range of services that are responsive to student and national needs. Results from our 2013 student satisfaction survey are listed throughout this section, including the value students believe their studies provide to their personal situation and the value they place on the range of services provided by the Open Polytechnic. Open Polytechnic learners reside all over the country. Many are based in cities, where other study options are available. Broadly mirroring the spread of New Zealand’s population, the largest group of Open Polytechnic learners is based in Auckland (30%), with 15% enrolling from the Wellington region, 11% from Waikato, and 11% from Canterbury.

OVERALL STUDENT SATISFACTION

95%

96%

100%

Overall student satisfaction

Overall Mäori student satisfaction

Overall Pasifika student satisfaction

VALUE OF STUDY

94%

95%

85%

89%

Believe their employers would consider their qualification valuable

Say their study will be valuable for a future job

Say their study is valuable for their current job

Overall value for money for Open Polytechnic courses

SUPPORTING STUDENT SUCCESS

92%

95%

90%

93%

Satisfaction with course materials

Satisfaction with the library service

Rated tutor support excellent to good

Rated staff advice and assistance during enrolment as excellent to good

STUDENT AGE RANGE Under 20 (6%)

50+ (13%)

20-24 (19%) 40-49 (21%)

25-29 (16%)

30-39 (26%)

18

OPEN POLYTECHNIC ANNUAL REPORT 2013

59% female students

Compared with the ITP sector which is 52%*

12

22% have no school qualification

92%

9

68%

Part-time students

in employment

KEY STATISTICS

Compared with the ITP sector which is 46%*

75% 15%

Compared with the ITP sector which is 55%*

Mäori students Compared with the ITP sector which is 19%*

Students aged 25 years or over

*2012 ITP sector statistics are the latest available from the Ministry of Education.

Other learners choose us because they are based in a rural area, they need to remain at home while they study to look after children or other family members, or they have a disability (1,958 of our learners in 2013) and find distance learning the most convenient form of education for their needs. The Open Polytechnic also enrols school students who are studying elective courses of study through the STAR and Gateway programmes.

MAIN REASONS FOR ENROLMENT* Able to study without attending classes - 19% Able to study at times that suited me - 18% My course only available at The Open Polytechnic - 11% I was able to study at my own pace - 10%

Overall, the flexibility of distance study is the primary reason learners choose to enrol with the Open Polytechnic (see graph opposite). The majority of Open Polytechnic learners have previously studied with another tertiary institution – by distance or on campus. When asked to rate their study experiences in relation to their experiences with other institutions, 84% said the Open Polytechnic was the same or better than the other institution(s) they had studied at. Our student survey also shows that our learners remain our biggest advocates, with 95% of survey respondents in 2013 saying they are likely to recommend the Open Polytechnic to others. A number of graphs in this section show satisfaction levels across various other measures, including value for money (89%), course materials (92%), and tutor support in the excellent to good range (90%). The Open Polytechnic’s nationwide library service also continues to achieve high levels of student satisfaction (95%).

Able to study online - 6% The Open Polytechnic was recommended - 5% My employer required it - 4% Looked no further than The Open Polytechnic - 4% The Open Polytechnic’s fees were cheaper - 4% Wanted a recognised qualification - 3% The courses were not available locally - 3% Was able to start learning at a time of year that suits - 3% The Open Polytechnic has a good reputation - 3%

*Note: This graph shows the option students chose as their main reason for enrolment.

3

NATIONAL PROVIDER OF FLEXIBLE VOCATIONAL LEARNING

Working with Business and Industry There has been continuing consolidation in the industry training organisation (ITO) sector during 2013, which has resulted in a further merging of ITOs. The Open Polytechnic continues to maintain close working relationships with a large proportion of ITOs and in 2013 we formed even closer relationships with the remaining organisations. Following the 2012 establishment of the preferred distance learning provider agreement we signed with The Skills Organisation, we have worked with them to provide training in the traditional trades of electrical and drain laying, as well as meeting new non-traditional training needs in fields such as firstline management and real estate. We were also selected as a provider of small business training to the Registered Master Builders Association of New Zealand and the Electrical Contractors Association of New Zealand. This followed the successful submission of a joint tender, where Open Polytechnic provided training material and tutorial support, and The Skills Organisation provided additional pastoral support for students. Other ITO relationships in 2013 included Careerforce for urban pest management training, Primary ITO, Electrical Supply ITO, and Competenz. Since 2012 we have partnered with Beef + Lamb New Zealand and Primary ITO to deliver a ‘Farm Smarter’ pilot programme. The goal of the programme is to upskill owner-operators to achieve productivity gains on their farms. The programme is linked to the Red Meat Sector Strategy created by the Meat Industry Association and Beef + Lamb New Zealand. The first part of this pilot was completed in early 2013, with the next phase continuing into 2014. Following a tender process with Competenz, Open Polytechnic won the contract to develop and deliver a new strand of engineering courses. These courses are in addition to the existing engineering courses we deliver in partnership with the ITO. Work on developing the course materials was well underway during 2013, with the courses due to begin delivery in 2014. The online partnership portal developed in 2012 for our ITO and other business partners has been well received, with around 50 partners now using the tool. The partnership portal enables third parties to manage their enrolments with the Open Polytechnic, and allows them to invite students they sponsor to enrol in

19

courses. The portal also allows our partners to monitor the progress of enrolment applications so that they have robust data for their own reporting needs. The Open Polytechnic is a leading provider of real estate qualifications in New Zealand with the National Certificate in Real Estate (Salesperson) Level 4 being our fourth largest qualification in terms of enrolments in 2013. This year we developed the Real Estate Continuing Education programme and resource materials for the Real Estate Agents Authority for 2013–2014. The Continuing Education programme was implemented through a series of workshops which Open Polytechnic has delivered along with other providers; all workshops use materials developed by the Open Polytechnic. This diversified revenue opportunity is targeted at upskilling and maintaining currency of knowledge for qualified and practicing real estate licence holders. In 2013 we also increased our collaboration with other organisations for the delivery of small business management, quality assurance and first line management programmes through new and ongoing relationships with Skills Organisation, New Zealand Organisation for Quality, and the New Zealand Institute of Management. We also worked with the New Zealand Board for Engineering Diplomas and the Institute of Professional Engineers of New Zealand to introduce the New Zealand Diploma in Engineering (Mechanical). We are the sole distance learning provider in the country for this qualification. We are currently developing agreements with several regional ITPs regarding laboratory work for students of the diploma, starting with Weltec. The Bachelor of Teaching (Early Childhood Education) remains one of our flagship qualifications, recording the second highest enrolments among our suite of qualifications. The Open Polytechnic also offers a number of early childhood education and education certificates for individual student enrolments. We maintain strong relationships with a number of organisations that funnel students into these programmes. For example, we are the preferred provider for Barnardos and the Homebased Early Childhood Education Association for the Certificate in Early Childhood Practice (Level 4). We are the only provider of the Out of School Care and Recreation Certificate (Level 4), and maintain strong networks for this sector around New Zealand. During 2013 we continued our agreement with New Zealand Career College, a private training establishment, which delivered our OSCAR programme through the Youth Guarantee scheme.

20

OPEN POLYTECHNIC ANNUAL REPORT 2013

LEVELS OF STUDY*

19%

45%

44%

Levels 1–2

Levels 3–4

Levels 5–7

*Note: some students will have completed a qualification at one level in 2013 and then progressed to a qualification at the next level, and are therefore counted twice in these statistics.

% OF STUDENTS WHO AGREE THE OPEN POLYTECHNIC IS: Convenient - 98% Accessible - 97% Flexible - 96% Good reputation - 95% Professional - 95% Friendly - 95% Academically focussed - 95% High standards - 93% Supportive - 92% Job focussed - 91% Value for money - 91% For everyone - 85%

We also work with Te Kura (the Correspondence School) to deliver the Certificate in Teacher Aiding (Level 4) to help support Te Kura student supervisors who benefit from a deeper understanding of how to support young students learning by distance with Te Kura. The Open Polytechnic also works with schools of all levels (primary, intermediate and secondary) to ensure students are able to complete the practical components of the teacher aide qualification. We continue to collaborate with fellow ITPs by providing electrical trades distance learning materials, under licensing agreements, to support contact teaching at regional institutions. In 2013 these included the Southern Institute of Technology, Universal College of Learning (UCOL), Western Institute of Technology at Taranaki, Bay of Plenty Polytechnic, Waiariki Institute of Technology, and Eastern Institute of Technology, as well as the electrical industry private training establishment, the Electrical Training Company. We also have an agreement with the Electrical Workers Registration Board to provide training material for students working towards their examination for registered electricians. Further afield, we continue to teach trades electrical courses in the Cook Islands as per an agreement with the Cook Island and New Zealand governments.

A continuing focus for the Open Polytechnic is providing fellow ITPs with pathways for their students studying lower-level qualifications to enrol into our degree and diploma qualifications. We currently work with Aoraki Polytechnic, UCOL, and Nelson Marlborough Institute of Technology to give their students access to our Bachelor of Teaching (Early Childhood Education). New Zealand Diploma in Business students at UCOL, Tai Poutini Polytechnic and Martin Hautus Institute are able to staircase into our Bachelor of Business, while construction students at the Western Institute of Technology at Taranaki are able to articulate into the Open Polytechnic’s construction-related national diplomas. A new agreement signed in 2013 with Yoobee School of Design, a private training establishment, enables Yoobee diploma graduates to gain advanced standing into the Open Polytechnic’s Bachelor of Applied Science. The first group of students commenced their studies with us in Trimester 1, 2013. This initiative led to an internship programme launched at the beginning of 2013 that saw six Yoobee graduates join the Polytechnic’s Emerging Media Team where they are assisting in the development of next generation learning experiences. From early 2014, the advanced standing pathway will be available to international students based at the Yoobee School of Design’s Auckland campus. This arrangement enables international students who have successfully completed two Yoobee diplomas – one in computer graphic design, and the other in interactive design, digital media, or web development – to access learning support sessions and supervision at Yoobee’s Auckland campus. We continue to work with New Zealand Management Academies (NZMA) to offer the Graduate Diploma in Strategic Management to international students at NZMA’s Auckland campus. The first cohort of students graduated during 2013. We also have an agreement with the New Zealand Institute of Sport which sees their diploma students gain advanced standing into the Open Polytechnic’s Bachelor of Applied Science. The Open Polytechnic maintains agreements with a number of organisations which allows us to provide practicum experiences for our students who are completing qualifications in early childhood education, psychology and social work. A video highlighting our work with the Platform Trust in providing practicum placements for our Diploma in Applied Mental Health students can be viewed by scanning the QR code opposite.

NATIONAL PROVIDER OF FLEXIBLE VOCATIONAL LEARNING

21

DISTRIBUTION OF STUDENTS STUDYING WITH THE OPEN POLYTECHNIC BY REGION 2013

1,170 (4%) 4%

Northland

9,391 (30%)

Auckland

33%

3,403 (11%)

Waikato

9% 1,840 (6%)

Bay of Plenty

319 (1%)

6%

1%

Gisborne

1,030 (3%)

Taranaki

2% 979 (3%) 4% 1,825 (6%) 5%

Manawatu/ Whanganui

4,790 (15%) 994 (3%)

Nelson/Marlborough

Hawkes Bay

11%

3%

Wellington/ Wairarapa

306 (1%)

West Coast

1%

3,584 (11%) 13%

Canterbury

INDIVIDUAL STUDENTS 1,380 (4%) 5%

Otago

490 (1%) 2%

32,118

Southland

Open Polytechnic student numbers

New Zealand population

22

OPEN POLYTECHNIC ANNUAL REPORT 2013

BUILDING A CAREER National Diploma in Architectural Technology graduate Amanda Cameron’s passion for architecture began as a child building houses from Lego, an interest which continued to grow with her favourite subject at school – graphics. After finishing school Amanda went on to study at different tertiary institutions, but found campus life didn’t suit her needs. ‘I’m deaf so I found lectures and tutorials extremely difficult for me to follow and I missed out on valuable information especially when students were interacting with each other and I couldn’t follow the conversations.’ That is when Amanda discovered she could study what she wanted, and at her own pace, through distance learning at the Open Polytechnic. ‘Distance learning allowed me to learn everything, just like any other student in the same course. It was perfect for me.’ Amanda says the support she received from her lecturers has greatly benefited her, especially in times of need. ‘My lecturers were all extremely helpful and friendly, I used email often to communicate with them and that was great, especially since I don’t use the phone.’ ‘There have been several periods when I found it extremely difficult and have been unmotivated to carry on or hand in an assignment on time. Fortunately, my lecturers were very helpful and encouraging at these times, and with their support I was able to complete my qualification.’ Amanda started her diploma with the intention of being a full-time student, however due to the flexibility of distance learning, she was able to pick up a part-time job and go on several overseas trips. She even found the time to become a representative on the Open Polytechnic Student Advisory Group.

AMANDA CAMERON Completed the National Diploma in Architectural Technology

Five months before finishing her qualification, Amanda secured a full-time position as an architectural technician; working individually and within a team on tender and construction documentation. This meant she had to juggle work on top of her studies, something that would not have been possible without being able to study by distance. ‘Without study, I would have not been able to get a job in the architecture field so it was important for me to finish the qualification. However the industry is always changing so keeping an open mind for further study is essential – and knowing you can do it via distance learning is really reassuring as it allows much more flexibility.’ Amanda successfully completed her diploma in 2013 and proudly graduated in front of her family in May. She now looks forward to building her career and taking her passion for architecture to the next level. ‘I also completed a qualification in interior design online so I would eventually like to work as both an architectural and interior designer for the residential field, or even start my own business. Right now I’m focussing on getting as much experience as I can and doing some additional training such as barrier free and universal design. I also aim to become a licensed building practitioner.’ With her qualifications completed and great job secured, Amanda has now taken on the next challenge in her life and has begun training as a para-cyclist!

23

‘Distance learning allowed me to learn everything, just like any other student in the same course. It was perfect for me.’

24

OPEN POLYTECHNIC ANNUAL REPORT 2013

OUR PEOPLE In 2013, the Open Polytechnic continued to build on the gains made over the last few years with initiatives in the areas of HR leadership, professional learning and development, strategic advice and support, systems and processes, health and safety and employee well-being. These initiatives aim to ensure that Open Polytechnic achieves its goals and objectives through engaged and motivated staff. The focus of HR activities is to embrace technology and automation in all aspects of Open Polytechnic business, and to enhance our internal capability to achieve high levels of service to students. The ongoing introduction of automated systems and processes will partially replace existing HR functions and increase efficiency. The inclusive and consultative support of all staff is central to the HR strategy and the very ethos of the organisation. This is mainly about building capability, clearly communicating the definition and purpose of change and the future view of the organisation, and having a close association with all stakeholders. The desired end result is an environment that promotes engagement and responsiveness.

STAFF BY ETHNICITY Pasifika (3%) Other (14%)

Recruitment, Selection and Induction Recruitment of high calibre staff remained a priority in 2013. Recruitment practices and systems are continually reviewed to ensure that Open Polytechnic attracts and retains high quality staff. Continual feedback and review of our systems ensure that our processes retain the efficiencies and quality that we strive to achieve. The Open Polytechnic has an inclusive and culturally responsive recruitment process, with strong support for new employees, including powhiri/mihi whakatau, a structured induction, and an orientation programme. The chief executive and the executive team meet all new employees through regular meet and greet sessions. Staff turnover in 2013 (10%) was slightly higher than 2012 (9.8%). Open Polytechnic maintained its accreditation with Immigration New Zealand, retaining its ability to explore international employment markets for the skills the organisation requires.

Learning and Development A key element of our learning and development strategy is the establishment of an annual plan for investing in and developing our staff. The Open Polytechnic prides itself on being an organisation that supports continuous learning and development. Training needs are identified through well-established processes, including discussions between managers and staff. We will base the growth of the organisation’s skill level on this plan. Through 2013, Open Polytechnic delivered professional learning opportunities through the consolidation of our leadership groups. The groups used a ‘dragons den’ exercise to develop three project initiatives. Manapoly – aimed at breaking down work silos and increasing cross-team interaction.

Mäori (4%) New Zealander (74%)

Wizard of Wellbeing – aimed at measuring and increasing overall employee wellbeing across Open Polytechnic. Rejuvenators – aimed at building collaborative workspaces.

Not provided (5%)

Manapoly was launched late in 2013 and was particularly well received by staff. The Open Polytechnic supported personal and professional development during the year through subsidised study at Open Polytechnic and other tertiary education providers. In 2013, most of our professional learning and development (PLD) activities and events aligned closely to our Teaching and

25

OUR PEOPLE

Learning Ako Strategy. The strategy focuses on encouraging ako related expertise and qualifications in our staff, and promoting good teaching and learning practice in a distance education context. The Open Polytechnic Learning Conference, Shar-E-Fest Symposium, and visiting experts were the major professional learning and development events for 2013. Each received very positive feedback from participants across the Open Polytechnic. PLD activities and projects included the Open Polytechnic teaching awards, the development of a competency framework for academic staff, the planning of an organisation wide induction programme, and support for an increasing number of Faculty members gaining teaching qualifications.

Employee Benefits We continued to support staff with free study in Open Polytechnic courses and subsidised study with external providers. Health and wellness benefits include subsidised school holiday programmes, free classes in yoga, circuit training, and tai chi. Staff feedback indicates a high degree of engagement with these benefits with the flow-on effect of increased engagement within the organisation. To promote health and wellness in the workplace, free influenza vaccinations were provided to all employees in March and April 2013. Employee benefits at the Open Polytechnic are carefully considered to ensure accessibility for staff at all levels of the organisation. Strategies and policies include our health and safety policy, recruitment strategy, remuneration and rewards, and employee assistance programmes. The areas where staff tell us we do well are our recruitment processes, training and development, flexible work options, work-life balance, encouragement and support from managers, respect and diversity, parental leave, and confidence in our complaints process.

Staff Satisfaction Survey The staff satisfaction survey is now in its third year. The survey allows staff to express their views in a safe and confidential manner and it helps the organisation identify levels of staff engagement. The 2013 survey was conducted through an external provider and the results were conveyed to staff through team discussions and meetings. New questions related to technology and student service, and were included to measure overall awareness and general staff feelings towards these key areas. Survey results indicate positive growth in multiple areas, including the overall engagement profile. The two new areas being measured also returned high levels of awareness and buy-in. A graphical indication of key results allows comparisons with 2012.

SECTION SUMMARY – OPEN POLYTECHNIC STAFF SATISFACTION SURVEY 2013 68.2

PERFORMANCE INDEX

67.2 66.3

1. CULTURE AND VALUES

64.7 69.5

2. COMMON PURPOSE

70.0 59.3

3. COMMUNICATION AND COOPERATION

58.3 79.8

4. THE PERSON I REPORT TO

79.9 76.1

5. MY TEAM

76.5 70.5

6. MY JOB

68.7 65.4

7. LEARNING AND DEVELOPMENT

64.9 63.1

8. PERFORMANCE AND FEEDBACK

60.4 62.7

9. REWARD AND RECOGNITION

60.1 65.1

10. STUDENT SERVICE STRATEGY

0.0 70.5

11. TECHNOLOGY

0.0 56.7

12. PREVIOUS SURVEY ACTIONS

52.4 70.7

13. OVERALL PERCEPTIONS

69.1

0

20

40

60

80

100

STAFF SATISFACTION LEVELS WEIGHTED MEAN SCORE (%) Total Organisation 2013

Total Organisation 2012

26

OPEN POLYTECHNIC ANNUAL REPORT 2013

Remuneration, Recognition and Conditions Through a competitive remuneration and performance assessment system, we continue to recognise our top performing employees through remuneration increases and personal recognition. In 2013, we worked successfully with the PSA and TEU in applying the conditions of their collective agreements. Regular meetings occurred with both unions. These discussions have led to amicable employment relationships, which are essential to the successful functioning of the Open Polytechnic. Collective bargaining (with the TEU), concluded early in 2013 with the signing of a new collective agreement. Collective bargaining (with the PSA), commenced late in 2013 and concluded in December 2013, with the signing of a new collective agreement. These new agreements formalise Open Polytechnic’s commitment to an amicable working environment. The performance planning and review system, introduced in 2011, continues to be used earnestly across the organisation. The system works on cascading individual objectives driven from the organisational and business unit strategies. The system also encourages discussion between managers and staff and provides opportunities for planning personal and professional development.

Health, Safety and Wellness Open Polytechnic is committed to providing a safe and healthy workplace environment for staff, contractors and visitors. The organisation has a comprehensive programme, supported by strong employee participation, to support this commitment and to ensure compliance with Health and Safety legislation. We participate in the ACC Workplace Safety Management Practices (WSMP) programme that promotes health and safety standards, practices and processes within the workplace. In 2013, Open Polytechnic maintained its tertiary level accreditation. This is the highest accreditation standard that can be achieved against the set criteria and Open Polytechnic is proud to maintain this standard of distinction. The Health and Safety (H&S) awards, introduced in 2012, recognise and reward outstanding H&S leadership and initiatives led by either an individual or a team within Open Polytechnic. The winner of the award in 2013 was Graham Baker, Faculty Administration Manager, who worked intuitively and proactively to champion health and safety in the workplace. In 2013, the Open Polytechnic developed an online H&S system to seamlessly record and report H&S matters. The system will be introduced in early 2014. It is expected that the system will enable staff and managers to more easily access H&S documents and incorporate H&S in decision making processes.

Leadership Accountability and Culture Open Polytechnic has developed and delivered a modular Management Development Programme. Workshops nurture management competencies during an employee’s time with the organisation. These sessions have received excellent reviews from participants, and it is expected that the programme will build core management capability to assist Open Polytechnic in the future.

STAFF BY GENDER 100% 90% 80%

39%

37%

38%

37%

37%

37%

38%

37%

37%

37%

61%

63%

62%

63%

63%

63%

62%

63%

63%

63%

2004

2005

2006

2007

2008

2009

2010

2011

2012

2013

70% 60% 50% 40% 30% 20%

Harassment and Bullying Prevention Open Polytechnic has robust and effective policies and processes to manage extensive diversity within the workplace. We offer an Employee Assistance Programme for staff who need support. We are committed to fostering a working environment in which the cultural practices and values of all groups are acknowledged and respected, and harassment and bullying is not tolerated.

10% 0

INCOME BY GENDER 100%

Open Polytechnic continues to recognise the need for staff to maintain a healthy work-life balance. Staff appreciate the organisation’s flexible working policy and the ability to apply for flexible working arrangements. While flexible work hours may not be feasible for all roles, Open Polytechnic has arrangements that allow staff to balance their work and life, and operate efficiently in a low stress, high value environment.

21%

90%

18%

80% 70%

Flexibility and Work Design

Female

Male

40% 50%

42%

50%

57%

60% 50% 79%

40% 30% 20%

82%

50%

60%

58%

$60,000 – $69,999

$70,000 – $79,999

50%

43%

$80,000 – $89,999

$90,000+

10% 0 $30,000 – $39,999

$40,000 – $49,999 Male

$50,000 – $59,999

Female

OUR PEOPLE

JOB CLASS BY GENDER 100% 80%

23%

44%

49%

60% 40%

77%

56%

20% 0

51%

Academic

General

Male

Management/ Specialist Female

100% 28%

41%

60% 40%

72%

59%

20%

Our Treaty of Waitangi development policy was embedded in 2009, and training and development in the translation of knowledge about the Treaty continues through the organisation with positive results. In 2012, Open Polytechnic developed and delivered an interactive Treaty of Waitangi programme for staff. This programme focuses on the Treaty, its principles, and the application of principles to the way we do business and interact with students. The course is popular and further workshops will be run in 2014. Our human resource policies and practices, including the areas of recruitment and selection, promotion and career development, and conditions of service, reflect EEO principles.

EMPLOYMENT AGREEMENT BY GENDER 80%

27

Other well established and popular workplace initiatives available to Open Polytechnic staff are: a school holiday programme therapeutic massage

0

Individual Agreement Male

Collective Agreement Female

yoga classes network support groups

Emergency Preparedness In response to the 2013 earthquakes felt in the Wellington region, the Health and Safety Committee reviewed our emergency procedures and encouraged employees to maintain personal survival bags. Open Polytechnic provides free survival bags with essential items to all employees. We encourage employees to maintain these with items such as medication and shoes. In addition, Open Polytechnic conducted business continuity and disaster management exercises that were observed by an external consultant. A team of volunteers was set up to deal with civil defence situations and all members of that team received specific training, including search and rescue. This well trained team will be an asset for the Open Polytechnic and the local community should an emergency arise.

Equal Employment Opportunities The Equal Employment Opportunity (EEO) committee’s theme, ‘Everyone’s Different, Everyone’s the Same – Hunga orite, Hunga taurite’, reflects our organisation’s commitment to equality. We nurture a culture where all employees have the same opportunity to express themselves fully and to enjoy a fulfilling work life. The EEO policy has been in place since 1990, and the EEO committee at Open Polytechnic works to ensure that all staff have equal opportunities within all aspects of their work. A number of organisational support networks, such as The Mäori Caucus, the Pacific Nations Network, and the Rainbow Network contribute to the richness of our organisation through supporting staff and valuing all perspectives. We are very proud of our active support networks.

retirement and financial planning seminars Employee Assistance Programme Services sport team funding workplace assessments group fitness classes.

EEO Staff Networks Mäori: The Mäori Caucus is a group of Open Polytechnic staff who value the importance of kaupapa Mäori in an educational context. They demonstrate this through supporting learners, staff, iwi, hapü, and whänau. Pacific Nations Network: The Pacific Nations Network supports Pasifika staff and by extension Pasifika students. The network aims to encourage further training and upskilling of Pasifika staff. Mental Health Support Network: The Mental Health Support Network provides support, understanding and help to employees who are affected by mental health issues in their lives, whether personally, or through a family member or a friend. Gradual Process Injury Support Network: The Gradual Process Injury Support Network offers support for members experiencing gradual process injury symptoms and provides education on managing and preventing these types of injury. Flexible and Part-time Workers Network: The Flexible and Part-time Workers Network provides support, understanding and help for employees who work outside regular office hours. It is acknowledged that these workers form a valuable resource, providing skills and experience that complement full-time workers. Rainbow Network: The Rainbow Network was established to provide support for staff who identify as gay, lesbian, bisexual, intersex, transgender, asexual, takataapui, or fa’afafine.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

GROWING SUCCESS Since graduating early in 2013 with the National Certificate in Horticulture, Bayley Luu Tomes’ gardening career has skyrocketed and he has won multiple awards for his landscaping designs both nationally and internationally. Bayley and his family began life in New Zealand with no English and few personal possessions. Most was lost overboard when their boat sank as they fled their homeland, Vietnam. ‘Although a difficult beginning, coming to New Zealand has given me an amazing opportunity,’ says Bayley. His interest in gardening began at a very early age after a family visit to Wellington’s Botanical Gardens soon after their arrival in New Zealand. Bayley grew up helping his mother in the garden, learning about different plants and flowers and even getting his own patch in the garden to be creative with. This creative side led him to pursue a career in design working in advertising.

BAYLEY LUU TOMES Completed the National Certificate in Horticulture

In October, he went on to represent New Zealand at the prestigious 2013 Gardening World Cup Flower Show in Nagasaki, Japan, where he won silver. His exhibition, Water Bottle Sanctuary, was a distinctive fusion of Asian and New Zealand culture. Bayley says his studies gave him the foundation knowledge that has really aided him to be successful as landscaper. Continuing to build on opportunities, he will return to the Ellerslie International Garden Show in 2014 to exhibit his first garden for a charitable organisation, Kids with Arthritis New Zealand, and has further international projects in the works. ‘My studies helped me understand how important soft landscaping plays in regards to designing a garden. It enabled me to understand how plants work and how best to use plants.’ Bayley encourages others to study and follow their dreams, no matter what their situation or age.

But, after a few years Bayley made the decision to leave advertising to follow his dream of a career in landscaping. He took a job working as a gardener before enrolling in the Open Polytechnic’s National Certificate in Horticulture.

‘There have been plenty of benefits for me since I have studied. I used to be a gardener now I run my own business and travel the world designing gardens and the best part is I get to work outdoors!’

‘I was attracted to distance learning as it allowed me to study as well as continue working.’

‘If you are thinking about going back to studying, the one thing I can say is don’t be afraid, the time spent now will enable you to follow your dreams later.’

Bayley graduated in March 2013, the same month in which he was awarded two gold medals and won Young Designer of the Year at the Ellerslie International Flower Show, marking the start of his success as an award winning landscape designer. Bayley was the only New Zealander selected to show at Hampton Court Palace Flower Show 2013 in London, where he won a silver award for his uniquely Kiwi native design. A month prior, Bayley was also part of a UK team that exhibited at the esteemed Chelsea Flower Show in London.

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‘There have been plenty of benefits for me since I have studied. I used to be a gardener now I run my own business and travel the world designing gardens.’ Scan the QR code to watch the video

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OPEN POLYTECHNIC ANNUAL REPORT 2013

CELEBRATING STUDENT SUCCESS Award Winning Students

Graduation

Six Open Polytechnic business students received awards in 2013 for achievement in their respective accounting and taxation qualifications.

Each year Open Polytechnic celebrates the success of its students through graduation ceremonies held in Auckland, Wellington and Christchurch.

Susan Edwards and Timothy Cunliffe received awards of excellence from the New Zealand Institute of Chartered Accountants for top marks in first-year and second-year accounting papers. Verena Liebler was awarded top graduate of the New Zealand Diploma in Business (Accounting Technician) and Jane Richardson was awarded top graduate of the Bachelor of Business (Accounting major) by the New Zealand Institute of Chartered Accountants.

The 2013 ceremonies saw more than 380 diploma and degree students proudly march across the stage, applauded by family/ whänau and friends to receive their awards.

Hayden Littleford was awarded top student Bachelor of Business in taxation and Susan Ansell was awarded top student New Zealand Diploma of Business in taxation from the Tax Agents Institute of New Zealand.

A significant development for the Open Polytechnic at this year’s graduation events was the introduction of live web streaming. For the first time, graduates were able to share their special moment with friends, family and colleagues who were unable to attend the ceremonies. The streaming of the ceremonies was well received, with around 50,000 views of the ceremonies recorded from all over New Zealand and internationally. Nationwide, over 1100 students received their diplomas and degrees from Open Polytechnic in the 2013 graduating year.

Further student achievement was recognised by the Computing and Information Technology Research and Education New Zealand organisation (CITRENZ) who awarded Annabel Cramp top graduating student of the Bachelor of Applied Science (Information Systems and Technology major). Open Polytechnic also celebrated the success of its students in the 2013 New Zealand Law Society’s (NZLS) Legal Executive Diploma examinations, with students winning four out of six prizes for top marks in their individual exams. Legal Executive Diploma graduate, Megan Stoks, who received the top national mark for the Property Law and Practice exam was also the top graduating student for 2013 and also won the prize for Overall Highest Achiever in the NZLS Legal Executive Diploma at Open Polytechnic.

Adorned in her kähu kiwi (cloak made from kiwi feathers), Tina Herewini graduated with her Bachelor of Teaching (Early Childhood Education).

CELEBRATING STUDENT SUCCESS

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NATIONWIDE, OVER 1100 STUDENTS RECEIVED THEIR DIPLOMAS AND DEGREES FROM OPEN POLYTECHNIC IN THE 2013 GRADUATING YEAR.

Auckland Ceremony graduate speaker, Charlotte Green, delivered an inspiring speech about her educational journey with Open Polytechnic. You can watch her speech by scanning the QR code opposite.

A proud day for this Auckland family, as husband and wife Michael and Dearne, graduated together. Michael graduated with the Bachelor of Business (Management) and Dearne with the Bachelor of Teaching (Early Childhood Education).

Bachelor of Engineering (Mechanical) graduate, Nicole Mace, completed her degree while working full time. ‘It is a relief to finally finish,’ she said. ‘It has been a long journey.’

Getting his degree has been a lifelong dream for David Frame. He shared this special moment with his family who travelled many miles to attend his graduation, including one daughter from Australia. David graduated with a Bachelor of Business (Management).

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OPEN POLYTECHNIC ANNUAL REPORT 2013

RESEARCH AND DEVELOPMENT

6

20

39

Books

Journal articles

Conference presentations

Open Polytechnic staff conducted research in a diverse range of specialist subject areas during the year, with the output of their research contributing to national and international scholarship. Research output for 2013 includes six books and monographs, with the 10th anniversary edition of The Handbook of Public Relations, co-authored by Associate Professor Gary Mersham from the School of Social Sciences, being a best seller for Oxford University Press. Twenty-four Open Polytechnic staff authored six book chapters, twenty refereed journal articles, and five full academic papers published in conference proceedings. Staff also delivered a further thirty-four conference presentations. Four Open Polytechnic staff were externally recognised for their research activities in 2013, including two recognised with best paper awards from international conferences. Amanda Cossham won the best paper award at the 8th International Conference on Conceptions of Library and Information Science, held in Copenhagen; Associate Professor Jonathan Barrett was awarded best conference paper at the Australasian Law Teachers Association Conference. Complementing these awards, Gigi Fenster was a finalist in the NZ Post Book Awards for her first novel, The Intentions Book, and interviewed in The Listener. Vanessa Scholes was awarded a Postgraduate Student Research Excellence Award from Victoria University of Wellington.

A further four staff successfully applied for internal research funding. Dr Belinda Boyd-Wilson of the School of Social Sciences received funding for her project ‘Further evidence of the validity of the enlightenment scale’; Karin Brown, also of the School of Social Sciences, received funding toward a collaborative project investigating the supply of social work placements in Aotearoa New Zealand. Dr Mike Burtenshaw, of the School of Science and Technology, received funding for a project entitled ‘Investigation of yield-for-effort growing the pre-European kumara cultivar ‘Taputini’ at Mäori garden sites using techniques replicating Mäori horticultural practices’. Dr Merilyn Merrett, also of the School of Science and Technology, received funding for a project entitled ‘An assessment of potential inanga (Galaxias maculatus) spawning habitat, Waiwhetu Stream, Lower Hutt’. There were over twenty speakers in the Open Polytechnic Seminar Series of 2013. External speakers who presented their areas of expertise included Dr Art Whistler from the University of Hawai’i who provided two seminars at either end of the year; Vinaya Tripuraneni of the University of La Verne, California; and Professor Steve Wratten of Lincoln University. A fourth visitor, Professor Bob Marshall of Eastern Institute of Technology, Napier, presented on the themes of the Performance-Based Research Fund (PBRF) and developing a research culture. Professor Marshall was a PBRF panel member, and he accepted an invitation to visit Open Polytechnic shortly after the results of the PBRF were announced.

RESEARCH AND DEVELOPMENT

33

The role of Degree Research Facilitator, created towards the end of 2013 and coordinated through our Research Committee, involves appointments across Schools that offer degree qualifications. Facilitators replace the previous, centralised coordination of research provided by Professor Mike MarfellJones, who left Open Polytechnic in July. Professor MarfellJones was instrumental in our PBRF participation, and in the establishment of several research incentive schemes. Open Polytechnic runs a research incentive grant scheme as part of its research support system for staff. Incentive grants are provided in recognition of peer reviewed journal publications, which are central to PBRF portfolios. Research incentive grants were awarded to fourteen staff this year, across sixteen research outputs. One staff member, Associate Professor Jonathan Barrett, is associated with seven of these awards. The purpose of the grants is to direct research funding to researchers with proven performance, and to ensure that PBRF funding recognises activities related to further PBRF success. During 2013, three academic staff members, Dr Polly Kobeleva, Belinda Lawrence, and Vanessa Scholes, were promoted to Senior Lecturer. Promotion to this level includes consideration of the amount of research they are involved in. The outcome of the 2012 PBRF round was announced in April, 2013. Of the twenty-nine portfolios submitted by Open Polytechnic staff, nine were rated ‘C’ and six as ‘C(NE)’ (new and emerging). The ‘C’ rating recognises a platform of research activity based on a sound, justifiable methodology. Significantly, some staff who were not rated had recently finished doctoral study, but doctoral theses are not considered published for PBRF purposes. The number of funded evidence portfolios from Open Polytechnic was the same in 2012 as for 2006. The remainder of 2013 saw a renewed focus on research support services, informed in part by Professor Marshall’s suggestions. One of the emphases for research support at Open Polytechnic is encouragement of new researchers. During May, a Third Sector Research Seminar was facilitated by Associate Professor Jonathan Barrett of Open Polytechnic’s School of Business. The seminar consisted of several chief executives and directors from the third sector sharing research needs and providing context for researchers. Associate Professor Barrett has worked with many School of Business researchers to assist them in their endeavours, and his leadership serves as a model for degree research facilitators across Open Polytechnic.

Open Polytechnic staff continue to contribute to scholarship through journal editorship. Amanda Cossham continues her involvement with Library Review as Associate Editor and Book Review Editor, and with Information Research as Editorial Associate and copy editor; Dr Aaron Jarden remains Co-Editor of the International Journal of Wellbeing; Associate Professor Zlatko Kovacic continues his contributions to the Journal of Information Technology Education: Research and Journal of Information Technology Education: Innovations in Practice as an editor; and Mark Nichols has been re-appointed to the editorial team for the Journal of Open, Flexible and Distance Learning. Overall, 2013 represented a year of transition for research at Open Polytechnic. Looking to 2014 we will see more School-based promotion and coordination of research, and an emphasis on support services for our experienced and emerging researchers. See pages 105 - 112 for full information on our research and academic output this year.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

NEVER TOO LATE After serving over 20 years as an officer for the New Zealand Police, Gavin Leonard felt it was time for a new career path and after some motivation from friends, he decided a career in real estate was the right choice for him. ‘Friends of mine had recently completed qualifications in real estate and recommended I look into studying with Open Polytechnic. I then looked up the real estate options on the Open Polytechnic website, and really liked the look of what was on offer.’ The National Certificate in Real Estate (Salesperson) was just the challenge Gavin was looking for so he enrolled and got straight into his study. Gavin had previously studied accounting and management, as well as some additional on the job training while working in the police. Even though it had been a while since he last studied, he was determined to succeed. ‘A few times it was full on and I felt overwhelmed, but I was determined to get through the workload in as timely a manner as possible, to keep the information fresh in my head.’ The real estate workshops offered by Open Polytechnic and the option to study courses in his own time by distance worked really well for Gavin. ‘The workshops cemented the knowledge for me, and I loved the group interaction and team learning environment. I did eight papers by distance, and it was good to revise the study I did on my own in the workshops too.’ As well as enjoying studying and learning in the workshops, Gavin appreciated the opportunity to brainstorm and network as he interacted with other students.

GAVIN LEONARD Completed the National Certificate in Real Estate (Salesperson)

‘It was really good to establish this new network and get ideas from each other. I would 100% recommend the Open Polytechnic real estate workshops.’ During his study, Gavin was able to get in touch with his tutors to discuss areas he was unsure of. ‘My tutors were easy to get a hold of and always generous with their time to have a bit of a chat with me. When the tutors were busy, they would reply to your question as soon as they could, so I really appreciated that.’ Gavin’s hard work has paid off. Since completing the National Certificate in Real Estate (Salesperson), he has been successful getting a role as a sales consultant with Prestige Realty, based in Auckland. ‘My study has given me a whole new skill set – I wanted a career change and I needed that qualification to do so. It’s changed my expertise level and I have another skill to offer.’ Gavin says to anyone thinking about making a career change, it’s never too late, and there is no time like the present to start. ‘If you’re thinking about changing what you do, have a crack at it, because time doesn’t wait.’

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‘My tutors were easy to get a hold of and always generous with their time.’

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OPEN POLYTECHNIC ANNUAL REPORT 2013

SUPPORTING MÄORI LEARNERS E nga iwi o te motu, te iti, te rahi, koutou e pupuri mai rä I nga nohoanga taumata, nga moana whakahï, ngä maunga iringa kupu o rätou kua okioki, tënä koutou, tënä koutou, tënä koutou katoa. He kura I tangihia, he maimai, äroha kia rätou kua riro ki tua o whakaoti nuku o whakaotirangi, ki Paerau, ëngari kaua ki tua o pae maumahara. Änei rätou te tautehia nei, te hakuhia nei I runga I nga marae maha o te motu. Haere koutou nga käkä wahanui, nga manu tïoriori, nga kai whatiwhati kii, ngakai whakairo I te kupu. Nä te Karaipiture tonu te kii, ko te hoariri mutunga e whakakähore ai te tangata ko te mate, na reira koutou kua hïrere atu ki te pö nui, te pö roa, te pö tangotango, haere, haere, haere. Kaati mo rätou. Tënei mätou o te Kuratini Tuwhera te mihi atu nei ki a koutou nga tauira, nga mätua, nga whänau hoki, e pupuri mai nei I te räkau mätauranga hei oranga tinana, hei oranga wairua, hei oranga hinengaro. Änei te tapae, te whäriki atu nei e te Kaunihera, e te Tumuaki, e nga kaimahi, I te Pürongo a Tau mo te Kuratini Tuwhera mo te tau 2013. E ai ki te korero a Taharakau – He roa a runga, he tata a raro. Ko te ia o tenei korero e kii ana, e timata ana tetahi haere ki te takahi tuatahi. Na reira he nui tonu te hunga hou kua uru mai ki te Kuratini Tuwhera I runga I tenei haere ki te kimi matauranga hei whakatairanga ake I te ahua o to ratou noho ki tenei ao. Pera I te korero a Taharakau, ko te awhero, te manako, te moehewa hoki, ka haere tonu koutou, a, tutuki noa te haere. Whakamaua kia tina. Tina!

Supporting Mäori Open Polytechnic plays an important role in providing flexible vocational learning opportunities to a large, nationwide constituency of Mäori learners. A commitment to working with Mäori in the spirit of partnership embodied in te Tiriti o Waitangi/the Treaty of Waitangi is shown in the enrolment of 4,987 Mäori learners in 2013 (one of New Zealand’s largest enrolment totals), and in seeking opportunities to work in mutually beneficial ways with Mäori groups and organisations. Open Polytechnic is fortunate to be able to draw on the leadership, experience and insights of Council member Glenis Philip-Barbara (Chief Executive, Mäori Language Commission) and Executive Director of Mäori & Pasifika, Erima Henare. You can read more about Glenis and Erima in their bios on pages 99 and 102 of this report Open Polytechnic’s commitment to engaging effectively and responsively with Mäori is further reflected in its processes for course development and learning support. Under our academic policy, Open Polytechnic students can apply to be assessed in te reo. Mäori advisers assist in the development of specific courses and in training programmes for Mäori groups and, when appropriate, input is sought from skilled Mäori in course development.

SUPPORTING MÄORI LEARNERS

37

LARGEST TEN QUALIFICATIONS FOR MÄORI STUDENTS (BY INDIVIDUAL STUDENTS) QUALIFICATIONS

Certificate in Career and Self Development

INDIVIDUAL STUDENTS

588

Te Kura Wänanga Te Kura Wänanga (the Mäori office) works across the Open Polytechnic to help realise the goals of Te Mahere Rautaki Mäori (Mäori Strategy) 2010–2013. Progress made in delivering Te Mahere Rautaki Mäori this year includes:

Certificate in Foundation Communications

341

raising the completion rates of Open Polytechnic Mäori learners to match national averages for all ODL students supporting and developing staff to better assist Mäori learners to achieve success in their studies and help them progress to higher levels of study incorporating Mäori content and te ao Mäori in Open Polytechnic course materials encouraging partnerships and pathways with Mäori stakeholders to develop opportunities that will benefit learners

Certificate in Fitness (Personal Training) Level 4

231

ensuring that Mäori learners are engaged with new technologies introduced at the Open Polytechnic. These objectives will continue to be a focus of the next strategy (to be developed in 2014).

National Certificate in Fitness (Exercise Consultant) Level 3

229

To increase staff awareness of Mäori culture, Te Kura Wänanga ran a number of Tiriti o Waitangi/Treaty of Waitangi workshops in 2013.

Culturally Appropriate Support Activities New Zealand Diploma in Business Level 6

National Certificate in Real Estate (Salesperson) Level 4

226 207

Bachelor of Business

197

National Certificate in Horticulture (Level 3)

175

Certificate in Agriculture (Level 3)

175

National Certificate in Educational Achievement (Level 2)

168

Supported by equity funding from the Tertiary Education Commission, Te Kura Wänanga provides resources and develops strategies in collaboration with teaching staff to support Mäori learners. The initiative Tüakana-tëina e-Belonging uses the principles of peer mentoring to develop culturally relevant support to Mäori students that meets their learning needs and their cultural needs. Additionally, a programme where ex-students are engaged for peer support (Tuakana Ako) was designed specifically for first-year diploma and degree students. Open Polytechnic identifies Mäori learners regionally (see map page 39 for the geographic distribution of Mäori learners). With this in mind, a strategy was developed to support Mäori learners by appointing a regional Tuakana Ako to support a cohort of students so that engagement, retention, completion and progression in a kaupapa Mäori context is achieved. This regional initiative is similar to the tuakana ako mahi above but at a Level 1–3 context. To encourage success in their study and assist in the completion of their qualification, a number of students received Open Polytechnic He Putea Tautoko Mäori study awards in 2013. As well as financial assistance, recipients also receive mentoring support. Open Polytechnic continues to support Mäori students through ongoing staff training to raise awareness of Mäori culture and learning support issues.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

Open Polytechnic Mäori Students More than 4,900 Mäori learners, representing 15% of our student constituency, enrolled with the Open Polytechnic in a variety of programmes in 2013. In 2013 we saw an increase of 4% of male Mäori learners enrolling at the Polytechnic. Graphs throughout this section highlight key information on Mäori learners. Popular areas of study for Mäori learners in 2013 included career and self-development, foundation level communications, fitness, business qualifications (from certificate to degree level), real estate, horticulture and agriculture. We have achieved excellent student satisfaction results from Mäori learners in 2013, with a rating of 96% for overall student satisfaction from those students who completed our independently conducted survey. The survey showed that 99% of Mäori respondents felt their study was valuable for a future job, 91% said their study was valuable for their current job, 94% said they would be likely to recommend the Open Polytechnic to others, and 86% said they believed their Open Polytechnic study was good value for money.

MÄORI STUDENT SATISFACTION

96%

94%

86%

Overall Mäori student satisfaction

likely to recommend Open Polytechnic

Value for money for Open Polytechnic study

MÄORI STUDENT VALUE OF STUDY

96%

100%

91%

99%

Personal enjoyment

Personal growth

Current job

Future job

MÄORI STUDENT BY GENDER

MÄORI STUDENTS MAIN REASONS FOR ENROLMENT* Able to study without attending classes - 24% Able to study at times that suited me - 15% My course only available at The Open Polytechnic - 9% I was able to study at my own pace - 8% The Open Polytechnic has a good reputation - 6% The Open Polytechnic was recommended - 6% My employer required it - 6% Looked no further than The Open Polytechnic - 5% Able to study online - 4% Was able to start learning at a time of year that suits - 3% Wanted a recognised qualification - 3% The courses were not available locally - 1%

*Note: This graph shows the option students chose as their main reason for enrolment.

Male (41%)

Female (59%)

SUPPORTING MÄORI LEARNERS

39

DISTRIBUTION OF MÄORI STUDENTS BY REGION 2013

361 (7%)

Auckland

Northland

1,262 (26%)

Waikato

713 (15%)

Bay of Plenty

Taranaki

427 (9%) 129 (3%)

147 (3%) 211 (4%)

341 (7%)

West Coast

90 (2%)

21 (0.5%)

266 (6%)

122 (2%)

71 (1%)

Otago

Southland

Canterbury

Hawkes Bay

Manawatu/ Whanganui

728 (15%)

Nelson/Marlborough

Gisborne

Wellington/ Wairarapa

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OPEN POLYTECHNIC ANNUAL REPORT 2013

THE PERFECT FIT For Mary-Ann Newhouse, deciding to study was a brave decision and not one without sacrifices. Her motivation to build a better future for her six children meant she was determined to succeed. Now a graduate of the Diploma in Child and Adolescent Psychology (Level 6) through the Open Polytechnic, Mary-Ann is excited about her future and is ready to put her study into practise. ‘I wanted to find a career in something I was passionate about and working with youth is something I have always been interested in. And psychology, I just love the way people think, why they do what they do.’ Mary-Ann started her studies with all her six children at home; being a single parent with no vehicle meant she didn’t have the option of attending lectures. Distance learning through the Open Polytechnic gave her the opportunity of pursuing her dream of getting a qualification while still being able to be at home. This was not an easy task but she found the time to study when she could (mostly late at night), and her children provided the motivation to keep going. ‘Without distance learning I couldn’t have studied and achieved what I have achieved. I would find time to study when my kids were asleep, bearing in my mind my youngest was one when I started studying so that [schedule] could vary. And I would study until 3am in the morning and then I would be up at 6am.’ ‘Being on a work and income benefit we have struggled, but I am a determined person and that struggle is what got me through, and when I have been really tired at 3am in the morning it is the knowledge that I am creating a better future for my children that kept me going. ’ Mary-Ann believes that as her children witnessed her studying that created a positive impact on their attitude towards their own education.

MARY-ANN NEWHOUSE Completed the Diploma in Child and Adolescent Psychology (Level 6)

‘It has been a two way process, with my eldest being in college we would study together. Seeing me study has helped them accept and acknowledge how important education is. Since I have been studying my two eldest have gone off to university, which I am very proud of.’ The introduction to tertiary study was initially daunting for Mary-Ann, who left school when she was 14 and has not had any formal education since. ‘I have really struggled with learning the formal writing. In my first paper, my dictionary was my best friend, and that was not for every second sentence, that was for every second word! So my first goal was to just get through my first paper.’ Mary-Ann quickly became passionate about her studies and started to really enjoy being a student. ‘I have found the whole lot really amazing. One paper will take you on a certain course and the next paper will take you on a completely different journey. Being a mother gave me the opportunity to apply my study into practise, for example in the Behaviour Modification course I did a practical plan on something that needed addressing with my son, and it worked! This was a great learning for me.’ Mary-Ann set herself a goal to finish her diploma in three years, which she achieved, and she now looks forward to attending her graduation ceremony and receiving her qualification in front of her family. ‘Since receiving my results, I haven’t stopped smiling, it has been the best feeling I have ever had!’

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‘It is the knowledge that I am creating a better future for my children that has kept me going.’

Scan the QR code to watch the video

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OPEN POLYTECHNIC ANNUAL REPORT 2013

SUPPORTING PASIFIKA LEARNERS The number of Pasifika learners enrolled with the Open Polytechnic remained steady at 9% of our student population in 2013, equating to 2,983 individual learners. There was a slight shift in the numbers of male Pasifika students studying with us, up 1% on the previous year. Under 25s are the largest group of Pasifika students, making up 30% of the Pasifika students enrolled with us in 2013. For the second year in a row, Pasifika students who answered our annual student survey gave us an outstanding 100% satisfaction rating. 100% also said they would be likely to recommend the Open Polytechnic to others, and 97% said their studies would be valuable for a future job. Top reasons for enrolling with the Open Polytechnic included being able to study without attending classes, being able to study at times that suited, and being able to study online. See the graph below for more information on the main reasons Pasifika students enrol with us.

Supporting Pasifika Learners Along with Pasifika scholarships, support initiatives for Pasifika learners using equity funding from the TEC included: the support and mentoring of Pasifika students on an individual basis a programme of telephone peer support for first-year Pasifika students in degree and diploma courses.

The top programmes for Pasifika students in 2013 included career and self-development, employment skills, foundation communications, NCEA Level 2, work and life skills, fitness, business and real estate.

PASIFIKA STUDENTS MAIN REASONS FOR ENROLMENT*

The Open Polytechnic currently has a large number of Pasifika students studying at Levels 1–3, and to align with the Tertiary Education Strategy, part of our strategic focus over the next few years is to increase the number of Pasifika students at Levels 4+. In results from our student satisfaction survey, 82% said they were likely to re-enrol with us in a higher level qualification.

Able to study online - 9%

The Open Polytechnic continues to work with Pasifika organisations such as the Martin Hautus Institute and the Lavea’i Trust to deliver qualifications to Pasifika students. A highlight for 2013 was the graduation of around 50 Pasifika students from our Get Ahead Skills certificate offered in conjunction with the Lavea’i Trust. Students in this qualification received distance learning materials from the Open Polytechnic and were supported in a face-to-face setting by Lavea’i Trust. Our largest groups of Pasifika learners are based in the Auckland, Wellington and Canterbury regions, mirroring the national spread of Pasifika peoples living in New Zealand.

Able to study without attending classes - 28% Able to study at times that suited me - 25%

The Open Polytechnic was recommended - 8% Fees were cheaper - 7% My course only available at the Open Polytechnic - 5% Wanted a recognised qualification - 5% The Open Polytechnic has a good reputation - 4%

*Note: This graph shows the option students chose as their main reason for enrolment.

SUPPORTING PASIFIKA LEARNERS

TOP TEN QUALIFICATIONS FOR PASIFIKA (BY INDIVIDUAL STUDENTS) QUALIFICATIONS

Certificate in Career and Self Development

National Certificate in Employment Skills

Certificate in Foundation Communications

INDIVIDUAL STUDENTS

1054

PASIFIKA STUDENT SATISFACTION

100%

100%

90%

Overall student satisfaction

Would recommend Open Polytechnic

Say their study is value for money

478 281

86%

97%

Value of study for current job

Value of study for future job

PASIFIKA STUDENT AGE RANGE Under 20 (8%)

National Certificate in Educational Achievement (Level 2)

180

Certificate in Work and Life Skills

178

National Certificate in Fitness (Exercise)

153

Certificate in Fitness (Personal Training) (Level 4)

149

Bachelor of Business

80

National Certificate in Real Estate (Sales person) New Zealand Diploma in Business

71 67

50+ (11%)

20-24 (22%)

40-49 (17%)

25-29 (16%)

30-39 (27%)

*Note: some students may have changed age range during the year, and could be represented twice in these statistics.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

A FRESH OUTLOOK Keen to develop science leadership in the school, Tala Malaki’s principal suggested the Graduate Certificate in Primary Science Teaching (Curriculum) Level 7 to her. Tala took up the challenge and hasn’t looked back. ‘In the beginning I thought how is this going to work with everything being online? But I have found it really enjoyable and am glad I took the leap,’ she says. The Graduate Certificate in Primary Science Teaching (Curriculum) takes the perspective that science can be fun. Through the programme practising teachers should become more confident in their science knowledge, and their ability to design and deliver learning experiences that support and inspire students to investigate and understand science knowledge and concepts. Tala enjoys the practical elements of the qualification. ‘I have appreciated for each reading there is sometimes a video or an interactive activity that allows you to practice that skill.’ In particular, Tala has found the units on ‘teacher knowledge’ helpful.

TALA MALAKI Studying the Graduate Certificate in Primary Science Teaching (Curriculum)

‘Although we don’t physically study together, we like to regularly sit and have a laugh about how stressed we are or how absorbed in our science experiments we are. It is also good to have someone else who understands what you’re going through and can help you if you’re in trouble or stuck on an assignment.’ The two were also able put their studies to practical use as they led their school in the running and preparation of their annual science fair. Tala says the support she gets from her lecturer has been very valuable to her, especially when things get tough. ‘The lecturer is really supportive, when it gets full on its great knowing that if I do have a problem I can just email or call him. ‘At one point in my studies I had a difficult time keeping on top of it all when a close family member became ill, I wanted to just throw in the towel because I was tired and I didn’t know how I was going to manage everything I needed to. My lecturer was really helpful, he offered me any assistance I needed and gave me an extension which got me through.’ Overall, Tala says her studies have given her a fresh outlook on science.

This content ‘helps to break down the New Zealand curriculum and tells you what to expect in each age group and what you are trying to develop in the student.’

‘I am a lot more confident in how to lead science as a subject and what it would look like in a school setting.’

Distance learning has also suited Tala as she has been able to fit her studies around her role as a busy primary teacher.

She also says her studies have helped increase her confidence both personally and professionally.

‘I usually try to spend the first couple of hours after the school day finishes on my studies. This suits me, as I would not have been able to cope with having to travel into town for lectures as well as working full time.’

‘I feel like I can do anything now, my studies have given me a sense of accomplishment and pride and I would encourage anyone considering upskilling to give it a go.’

Tala has a colleague also studying the certificate, which she has found ‘hugely beneficial’ as they have been able to keep each other motivated.

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‘I feel like I can do anything now, my studies have given me a sense of accomplishment and pride.’

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OPEN POLYTECHNIC ANNUAL REPORT 2013

EQUAL EDUCATIONAL OPPORTUNITIES The purpose of open and distance learning (ODL) is to remove barriers and increase access to education. As a specialist provider of ODL, the Open Polytechnic is uniquely placed to reach out nationally and internationally to provide flexible learning opportunities for a diverse range of people seeking an alternative to campus-based study.

Student participation and retention levels are monitored, and strategies are developed to address problems where they are identified. Where required, specific groups of students are supported in their studies through flexible arrangements with other organisations. Course and qualification completion levels, progression and retention levels for all students, and for Mäori, Pasifika and under 25s are reported in the Statement of Service Performance. The Open Polytechnic also maintains a student assistance fund for financially disadvantaged students.

Women Nationally, the Open Polytechnic plays a unique role in widening access within New Zealand’s tertiary education system. Nearly all of our students (92%) study part time, fitting vocational education around other commitments in their lives. The Open Polytechnic’s students are mainly adult learners, with the majority combining work and study to upskill or broaden their knowledge base. Most live in the main urban areas, where other study options are available – the graph on page 21 shows the geographical distribution of students broadly mirroring that of the general population. These students actively choose the Open Polytechnic as their first study option because they seek the benefits of flexible study, free of time and location constraints. As well as those students who combine work and study, the Open Polytechnic’s flexible learning service supports a wide range of people who seek an alternative form of access to education. These include people in rural areas, home-based learners, those whose desired study option is not available locally, students with an impairment, those who are travelling or moving for employment, and secondary school pupils studying through the STAR/Gateway schemes. The Open Polytechnic also provides a supportive environment for those learners making their first steps into tertiary study. There is a wide range of open enrolment courses at the Open Polytechnic, improving access by enabling learners to enrol in monthly blocks, with 32 weeks to complete their study.

Female students made up 59% of total enrolment figures this year, compared with 52% for the tertiary sector overall. (This is the most recent data – 2012 – from the Ministry of Education.)

Mäori and Pasifika Mäori students formed 15% and Pasifika students 9% of total student numbers. Under our Academic Statute, Open Polytechnic students can apply to be assessed in te reo. Mäori advisors are used in the development of specific courses and in training programmes for Mäori groups, and, where appropriate, input is sought from appropriately skilled Mäori in course development. COMPARATIVE OVERALL SATISFACTION RATINGS

100%

96%

95%

overall Pasifika student satisfaction

overall Mäori student satisfaction

overall student satisfaction

EQUAL EDUCATIONAL OPPORTUNITIES

Students with Disabilities Course participation for students with disabilities was 6% of the total roll for 2013. Services provided to these students were supported by equity funding from the Tertiary Education Commission. Rather than predetermining specific services to offer, the Open Polytechnic works with individual students to establish their needs and tailor services accordingly. Our Learning Centre’s Learning Advisor (Disability) promotes and coordinates services for students with disabilities, and works collaboratively with other providers and agencies to support students. As part of our support for students with a disability, the learning advisor provides advice and mentoring to students, develops resource materials, and works with teaching and other staff to ensure that students’ learning and study needs are met. The advisor also makes contact with all first-year students who identify as having a disability, and offers them personalised, individual learning support. The Learning Centre’s online pages contain a wide range of information about studying with a disability, including profiles of successful students and links to external disability support services. The Open Polytechnic also provides support services for students by liaising with the appropriate professional contacts, such as medical practitioners, psychologists and caregivers.

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Open and Distance Learning at the Open Polytechnic The Open Polytechnic pursues a learnercentred approach that is tailored for a national constituency of mainly part-time learners. By learner-centred, we mean that all aspects of our organisation are focused on the learner and their needs at each point of their interaction with us. Open and distance learning at the Open Polytechnic has a range of constituent elements. The exact mix varies; it depends on different learner groups and desired outcomes, including the use of contact classes where required. Our model of delivery enables learners to: study at their own pace within agreed time constraints

The Open Polytechnic offers an annual scholarship for students with disabilities, named in honour of former Open Polytechnic chief executive Shona Butterfield. The total scholarship funds available each year are $5,000 towards course fees and textbooks, and funds may be awarded to one or more students.

study at times that are suitable to them

In addition, study awards up to the value of at $1,000 each are available to students with a disability who have successfully completed their previous year’s Open Polytechnic study. Ten study awards were distributed in 2013.

access learning support when they need it.

Services provided to students with disabilities in 2013 Course materials in alternative formats:

enlarged font for printed materials materials printed on coloured paper digital files audio files reader-writer services.

Examination papers in alternative formats, including: enlarged format on CD in portable document format. Examination services, including: readers and writers for students with specific needs supervision of students who undertake examinations in alternative venues, including their own homes computer equipment for students unable to undertake examinations by hand special equipment, such as desk raisers and ergonomic chairs an extension of examination time to allow for the specific requirements of students with disabilities. Procedures and guidelines for the examination supervision of students with disabilities are in place.

study where they wish be assessed at accessible locations

Our core mode of distance delivery involves providing resources and making support available to the learner in their own place and location. Our approach to open learning focuses on providing a degree of open access to courses, the ability for students to study in their own time and place, providing choices about points of exit from or entry into study, and offering a wide range of learning options. The Open Polytechnic aims to support students in the proactive management of their own study. This is a process that enables them to assess their own readiness for particular learning, manage their own time, and plan their way through their programme of study. This approach develops the skills and knowledge of independent lifelong learning.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

Supporting Learners

Electronic submission of assignments.

All students receive the following core services.

Fair and timely assessment of their progress and performance.

Educationally designed learning materials that guide students to solve problems, explore, analyse and critique. All new courses and programmes pass through a rigorous approval process, involving the relevant external stakeholders and peers from other institutions. Freephone (New Zealand only) and email access to personal support from lecturers. The role of lecturers is to facilitate and enhance the learning process that is built into learning resources. Online Campus which provides access to course resources, forums where students can chat, and other learning and support resources. My Open Polytechnic, an online service which allows students to track the status of the delivery of their study materials, update their personal details, and access their assessment marks and final grades for each course. My Open Polytechnic is also the gateway for students to access 7GB of free storage through a SkyDrive account that is automatically assigned on enrolment, an online version of Microsoft Office 365 which provides access to online versions of Word, Excel, PowerPoint and OneNote, as well as their Open Polytechnic student email account. Access to library services via Online Campus, freephone, email or fax. Examination venues set up in local centres.

The Learning Centre, Te Wähanga Wakapakari Ako Our dedicated Learning Centre provides proactive support for students and staff to further enhance the Open Polytechnic’s services. Part of Academic Services, the Learning Centre contributes to the organisation’s student engagement and retention strategies to boost student success. Its work ranges over general learning advice, support and resource materials, and specialist advice in the areas of literacy, learning, studying with disabilities and ESOL. The Learning Centre offers individual consultations to students and provides a range of online study support resources as well. These resources include practical tips on getting started and succeeding in study, developing essential study skills, researching and writing assignments, referencing, and preparing for exams.

A dedicated learning support service that provides additional study support and develops specific learning support programmes and services. A contact centre service that operates 24 hours a day, 365 days a year. Accelerated assessment, to allow recognition of students’ competence based on previous experience, and assessment of prior learning. In its provision of learning support, the Open Polytechnic is committed to: adopting teaching strategies and technologies that build on international educational best practice, to support students’ engagement with their study and successful course completion providing information to students that enables them to make informed choices providing students with quality educational options and services that are consistent with our values ensuring equity of access for all students working with relevant government agencies to provide better information for students. Our effectiveness in meeting learner needs is measured in a range of ways, but primarily through a major student satisfaction survey, conducted on an annual basis. Key findings from this survey can be found on page 17 of this Annual Report.

Students can access study skills workshops and make contact with learning advisors for more information and support. Other Learning Centre activities in 2013 included: the delivery of online study and exam skills workshops the provision of a telephone peer-mentoring programme to all first-year students an academic writing support service for first-year students.

ENVIRONMENT

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ENVIRONMENT The year saw many initiatives undertaken across the Open Polytechnic to support our local environment and community.

Organisational Commitment The Open Polytechnic is committed to lowering its impact on the environment. In 2011 we introduced a campus-wide approach to recycling, with all staff using paper recycling trays and desktop waste cubes rather than traditional desk rubbish bins. Since the introduction of this initiative, standard waste has been reduced by 20%. Our commitment to sustainability is incorporated in supplier contracts. Our cleaners, catering and printing contractors must meet our requirements to use biodegradable and sustainable products where appropriate. The Open Polytechnic’s cross-functional environmental sustainability committee, PolyGreen, continued to coordinate organisational activities to lower our impact on the environment and support the local community in 2013. As part of Open Polytechnic’s efforts to improve our environmental sustainability a campaign was launched by the PolyGreen committee at the beginning of the year to reduce internal printing on campus. Scan the QR code to watch the video on our environment qualifications

Aside from aiming to reduce printing, the campaign also sought to raise awareness of environmental issues associated with printing, encourage staff to decrease unnecessary printing and photocopying, and generate goodwill among staff about their efforts to be more environmentally friendly. A campaign page was set up on Open Polytechnic’s intranet to host helpful tips and actions to reduce printing. An infographic that demonstrated the environmental impact of printing was developed and presented to all staff and in 2013 we were pleased to see a substantial reduction in internal printing.

In the Community Once again, a group of staff volunteers rolled up their sleeves to participate in a clean-up of Waiwhetu Stream and the streets surrounding the Open Polytechnic as part of the nationwide Keep New Zealand Beautiful campaign. The PolyGreen organic vegetable garden has continued to thrive in 2013. Since its inception in 2010, the garden has now produced over 420 shopping bags of fresh organic vegetables which have been donated to the Lower Hutt Foodbank. The garden is maintained by a team of staff volunteers who are helped by additional volunteers from all areas of the Polytechnic when extra hands are needed.

Our Qualifications Open Polytechnic offers a range of environment qualifications which have been developed in conjunction with environmental specialists. These are tailored to give students theoretical and practical understanding in recognising how and why environmental problems arise and to identify ways these problems can be addressed. In 2013 we created a video to target potential students with an interest in the environment and environmental management, showcasing our range of environment related qualifications from certificate to degree level.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

A CLEAR FOCUS

CHRISTINA KOTUHI Studying the New Zealand Diploma in Business

While most people dread peak hour traffic, for Christina Kotuhi it presents the perfect opportunity to catch up on her course readings (in the passenger seat of course) on her daily commute with her partner.

base that enhances my learning capabilities. The library service is just wonderful, I love having everything available at my fingertips, and all with a click of a button it’s delivered to my door with a free return envelope!’

Christina uses time wisely, and that’s why she is half way through her New Zealand Diploma in Business with Open Polytechnic, despite the demands of full-time work and raising a family.

‘The study package is well presented and I find the study material is written in a way that makes it easier to understand and apply, it contains realistic examples and appropriate exercises right through.’

‘It was something I’d wanted to do for years and in 2012 after reviewing my corporate training record I realised that all the training courses, seminars, conferences etc. which I was attending were not always formally recognised, so I decided if I was going to spend time and energy in further developing myself I would prefer to do it on a nationally recognised platform.’ ‘I was attracted to distance learning because I could study at my own pace and in my own time. Almost all of my study is done in the evening and the weekends. For the family this means that although I might be pre-occupied with study, I am there when they need me.’ Christina works in local government as a Senior Support Officer. Her responsibilities include administration, staff supervision, team leadership, customer servicing, multiple diary management and strategic involvement. She says learning to fit her studies around work has given her some valuable tools. ‘The fact that I am studying means I have had to quickly become a lot more organised than I perhaps would have been which equates to better productivity at work.’ Christina says having resources readily available, such as materials in Online Campus and the library, helps her feel more confident in approaching her studies. ‘I visit the Online Campus consistently; it is a fantastic resource, with brilliant additional learning opportunities and a network

Christina remains motivated because she recognises the positive impact her studies are having on herself and her family. ‘Seeing the evidence that I can achieve, and achieve well, is so gratifying, it adds much more value to a positive selfperception, which of course leads to greater self-confidence. That sort of thing tends to rub off on other people around me – my studying has proven to be a great example for the children and young adults in my family, showing them that goals can be achieved with a bit of endurance and clear focus.’ And Christina’s final words to anyone thinking about taking on study? ‘Instead of looking at all the reasons why you think you can’t do it, focus on that one reason why you should!’

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‘Seeing the evidence that I can achieve, and achieve well, is so gratifying.’

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OPEN POLYTECHNIC ANNUAL REPORT 2013

FINANCIAL REVIEW 2013 Financial Result

Financial Position

The Open Polytechnic of New Zealand achieved a surplus of $2.6 million against a budget of $2.4 million in 2013. The consolidated surplus over revenue was 4.6%; the Tertiary Education Commission (TEC) guideline is between 3% and 5%. At the same time, the Open Polytechnic has maintained its high level of educational performance as measured by TEC. Our educational performance is shown in the Statement of Service performance on pages 60 to 67 of this annual report.

The Open Polytechnic is unlike other institutes of technology and polytechnics (ITPs) in that most of our capital investments are in the intangible assets of software and courseware. The Open Polytechnic does have relatively large internal development teams for the sector and uses project management methodology to mitigate the risks around these developments. Courseware assets increased from 2012, however software development decreased after the major push to implement our online marking system finished at the end of 2012.

The TEC financial risk assessment for the Open Polytechnic remains low. Since the assessment was introduced, the Open Polytechnic has consistently been assessed by TEC as low risk. The TEC assessment reflects the Open Polytechnic’s ability to use the advantages of the open and distance educational model to react quickly to market and funding changes. In 2013, the Open Polytechnic had to manage a significant reduction in government funding as a result of an unsuccessful bid in the contestable funding round, introduced for the first time that year. The process saw the Open Polytechnic relinquish 37% of our Level 1 and 2 funding to the contestable pool, and we contributed a further $2.1m from Levels 3+ funding. The full effect of these funding changes saw revenue in 2013 reduced by $4.0m. To mitigate the funding cut, the Open Polytechnic subsequently reduced expenditure in 2013 by $2.6m, but the surplus was also reduced by $1.7m. A continuing focus in 2013 was on achieving TEC’s educational performance standards and thus continuing to demonstrate a high level of educational and financial performance. From our calculations we will not receive any educational performance penalties based on the 2013 results. However, it is important to note that some of the penalties are not known until after the end of the financial year.

The most significant event affecting the intangibles net book value was the student management system (SMS) coming to the end of its accounting life in 2012. The SMS distorts the intangibles balance as 57% of the historical cost relates to this one asset. There is a project underway to replace the current product in 2014. The cash and short term investment total increased from 2012. The increase in this balance slowed from 2012. The SMS implementation may result in a reduced or negative cash flow over the next two years. The cash and investment balance comprises the following. 2–3 months operating expenditure after recognising current liabilities. TEC recommends that ITPs maintain a provision for 2–3 months operating expenditure after recognising current liabilities. The Open Polytechnic needs to maintain a higher cash balance than most tertiary institutions in New Zealand because proportionally more of our students study across the financial year-end and they study for longer. This means a much higher level of prepaid fees. The Polytechnic represents this on the balance sheet as income in advance of around $9.8 million. After allowing for this distinctive feature the Polytechnic is above the TEC 2–3 month guideline, a requirement of around $8–$12 million.

$2.6 MILLION 4.6% SURPLUS AGAINST A BUDGET OF $2.4 MILLION.

CONSOLIDATED SURPLUS OVER REVENUE

FINANCIAL REVIEW

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THE OPEN POLYTECHNIC IS UNLIKE OTHER INSTITUTES OF TECHNOLOGY AND POLYTECHNICS (ITPS) IN THAT MOST OF OUR CAPITAL INVESTMENTS ARE IN THE INTANGIBLE ASSETS OF SOFTWARE AND COURSEWARE.

The tertiary sector is expected to fund capital expenditure from its reserves. In a normal year these investments in software and courseware are relatively modest, as mentioned previously. However, we do have some large capital investments that occur infrequently and we are now looking to replace our Student Management System (SMS) which has had a seven year life. We are also upgrading some of our office accommodation. About a quarter of our campus was built in the 1950s as a secondary school and it is reaching the end of its useful life. Another quarter of our complex was built in the 1970s and it has another 10–20 years. The remainder was built in the 1990s and we expect these buildings to be replaced or have major renovations in 30–40 years. We project that we require around $30m to replace the oldest buildings. Overall, the Open Polytechnic cash balance of $41m is reduced by the income in advance and 2–3 months cash requirement. This means we currently have an asset replacement reserve of around $12 to $17m.

The Future 2014 is the final year of the Open Polytechnic’s two year funding plan with TEC. TEC reduced funding to the ITP sector as a result of the contestable Level 1 and 2 funding round. In 2014 TEC will instigate the new investment planning cycle for 2015–2017. It has signalled that more Level 1 and 2 funding will be contestable. The Open Polytechnic must therefore factor in greater uncertainty in mid to long term planning, until the outcomes of the next contestable funding round are known. With this in mind, in 2014 the Open Polytechnic will continue to: manage the effects of the current funding uncertainties by using greater variable costs in its delivery models, thus reducing our expenditure risks maintain a portfolio that contains diversity to minimise demand risks in our Crown Supported Programmes place greater emphasis on diversified revenue to reduce our risk around decreasing Crown funding.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

THE PERFECT FIT

RICHARD HART Studying Bachelor of Engineering Technology (Electrical and Electronic Engineering)

Richard Hart is a hands-on person who likes to keep busy. Between fishing, running and car restoration projects, distance learning through the Open Polytechnic was the perfect fit for achieving his goal of becoming an engineer.

With just one course left to complete his degree, Richard has secured a position at Amp Control, an electrical manufacturing plant in Rotorua, specialising in power factor improvement equipment.

Having previously completed a Certificate in Applied Technology, Richard wanted to further his knowledge of electronics and gain a deeper understanding of automotive electrical systems. This is something he has always been really interested in so he enrolled in the Open Polytechnic Bachelor of Engineering Technology (Electrical and Electronic Engineering).

‘My job involves research and development. The first project is to redesign an electrical cabinet.’

‘Doing a course that you really enjoy or have an interest in, I believe, makes the whole experience a lot easier,’ he says. Distance learning also allowed Richard the option of studying full-time and supporting himself by working part-time. ‘The good part about distance learning is that I could work through the course material at my own pace. I would assign study sessions throughout the day, with regular breaks. The weekends were usually kept free unless an assignment or exam preparation was required. When I was working I could simply move my study into the evening. Also distance learning allowed me to keep my costs down as I could stay living at home close to my work at the time.’ Richard says he chose to study full-time so he could achieve his degree more quickly, however he says this would not have been possible if it weren’t for the support he received from his family and his employer. ‘My employer at the time was supportive of my studies and provided flexible working hours and time off during assignments and exams. My family have been very helpful, providing the resources I needed to be a full-time student.’ Support which has clearly paid off, with Richard awarded one of the coveted engineering student spots at the inaugural Engineering Leaders Today for Engineering Leaders of Tomorrow event. He had the opportunity to network with senior engineers, in a meeting hosted by the Institution of Professional Engineers New Zealand.

Richard says the courses completed in his degree have helped him with both the technical and strategic aspects of his new role. ‘I can refer to the detailed course materials the Open Polytechnic supplies me with in my own time. Materials I have built up over the course of study can be referenced in the years to come, providing an ongoing support base as I build my career.’ Richard admits there were times it was difficult to keep on top of his full-time study, but by adopting some simple strategies, he found a way to get through. ‘There were times, especially mid-semester, where it was difficult to keep going with my studies. Generally I would take some time out to clear my mind, finish any unrelated matters, and then resume study. However, as I progressed through the course staying on track got easier.’ After graduating, Richard would like to take a break from studying and focus on gaining valuable experience in his new role. He says his studies have made a positive impact on his life both professionally and personally. ‘Personally the confidence I have gained from my studies has been invaluable. My time management skills have also greatly been improved, helping my professional life.’

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‘The confidence I have gained from my studies has been invaluable.’

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OPEN POLYTECHNIC ANNUAL REPORT 2013

CORPORATE GOVERNANCE

2013 Council from left to right: Glenis Philip-Barbara, Dave Moskovitz, Sue Sutherland, Graeme Hall, David Hutton, Sue Duncan, Murray Bain and Helen Robinson.

The Open Polytechnic Council is established pursuant to the Education Act 1989, and its role, functions and responsibilities are defined in that Act. The Open Polytechnic makes a positive contribution to the achievement of the government’s Tertiary Education Strategy. It plays a distinctive role in the tertiary education system as a national provider of open and distance learning services to a constituency of part-time mainly adult learners, the majority of whom are in the workforce. The organisation’s investment plan reflects a commitment to enhance its open and distance learning capability to support business, industry and lifelong learners. It provides a firm base to develop the Open Polytechnic’s significant contribution to tertiary education.

The Council’s functions are defined by legislation. These include: To appoint a chief executive in accordance with the State Sector Act 1988, and to monitor and evaluate the CE’s performance. To prepare and submit a proposed plan, if the institution seeks funding under a mechanism that provides for funding via plans. If the institution has a plan: (a) to ensure that the institution is managed in accordance with this plan (b) to determine policies to implement that plan. To determine, subject to the State Sector Act 1988, the policies of the institution in relation to the management of its affairs. To undertake planning relating to the institution’s long-term strategic direction.

CORPORATE GOVERNANCE

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THE OPEN POLYTECHNIC MAKES A POSITIVE CONTRIBUTION TO THE ACHIEVEMENT OF THE GOVERNMENT’S TERTIARY EDUCATION STRATEGY.

The Council’s duties are also defined by legislation. These include: To strive to ensure that the institution attains the highest standards of excellence in education, training, and research. To acknowledge the principles of te Tiriti o Waitangi/the Treaty of Waitangi. To encourage the greatest possible participation from the communities served by the institution, maximising the educational potential of all the members of these communities, with particular emphasis on those groups in communities that are underrepresented among the students of the institution. To ensure that the institution does not discriminate against any person. To ensure that the institution operates in a financially responsible manner, ensuring the efficient use of resources and maintaining the institution’s long-term viability. To ensure that proper standards of integrity, conduct, and concern for the public interest and well-being of students attending the institution are maintained. The Council acknowledges the distinction between governance and management. Within its governance policy statements (statutes), which are reviewed and updated annually, it has delegated to the chief executive specific functions and powers to manage the academic and administrative affairs of the Open Polytechnic. The Open Polytechnic’s executive authority is through the chief executive. The Council requires the chief executive to implement systems for monitoring and reporting on the Open Polytechnic’s programmes, products and services, together with standards of policy and practice that meet customer needs, and do not compromise the standing or financial viability of the Open Polytechnic. The Council focuses on its primary roles of determining overall strategy for the organisation, establishing policy and values, and maintaining oversight of the organisation’s performance and position, with particular emphasis on ensuring academic integrity, financial sustainability, and efficiency and effectiveness. Formal processes of review and regular reporting are applied, covering aspects such as the operation of the academic board, financial budgets and reports, internal audit and assessment of academic and financial aspects, risk management, and legislative compliance.

The Council had eight members as at 31 December 2013. The Council chairperson, Graeme Hall, was appointed to the position by the tertiary education minister, as was the deputy chairperson, Murray Bain. For more information on the members of the Open Polytechnic Council, please see Appendix 1. Council fees in 2013 were: Chairperson of Council – $32,000 per annum Deputy Chairperson of Council – $20,000 per annum All other Council members – $16,000 annum. Members of the Council are also reimbursed for travel expenses. The Council considers strategic matters and makes governance decisions as required, to meet its statutory obligations. Council meetings are held at least once every two months. The Council met six times in 2013. Attendance of Council members at scheduled meetings over 2013 averaged 90%. Each year, the Council carries out a review of its performance to identify which areas it has done well in, and any areas where improvement is required. The Council has adopted a code of conduct and ethics, which covers: compliance with statutory obligations stewardship over public resources, and remaining a healthy and viable concern acting in good faith and in the best interests of the Open Polytechnic working as an effective member of the Council, which is accountable to its ‘communities of interest’ recognising the difference between governance and management roles.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

Risk Management Framework

Council Committees

In order to systematically identify and address risks, the Open Polytechnic has adopted an organisation-wide risk management framework. This involves:

Academic Board

specifying the organisation’s direction and core business processes identifying risks and their consequences determining the organisation’s risk tolerance in relation to each risk identified specifying accountability to ensure appropriate management and to avoid overlaps in control identifying and applying appropriate management practices and internal controls testing and monitoring those controls. In addition, the Academic Board monitors educational activities to ensure that any risks to the Open Polytechnic’s academic credibility are appropriately managed. The Council has established a specific financial policy, stating its risk philosophy and the objectives of its corporate treasury.

The Council has established an Academic Board to recommend regulations and statutes directly to the Council, and to develop and approve operational academic policies and procedures. The Academic Board met 10 times in 2013.

Audit, Finance and Risk Committee The Council has established an Audit, Finance and Risk Committee to assist it with the discharge of its responsibilities under legislation, including the Public Finance Act 1989 and the Crown Entities Act 2004, and in accordance with prudent governance practice. This committee operates under a charter approved by the Council, and met six times in 2013. The members of this committee in 2013 were David Hutton (chairperson), Graeme Hall and Bill Armour.

Performance Subcommittee The Performance Subcommittee helps the Council to monitor and assess the performance of the chief executive. It comprises the Council chairperson, the chairperson of the Audit, Finance and Risk Committee and a member of the Council. The chief executive’s performance is reviewed twice yearly.

FINANCIAL STATEMENTS

FINANCIAL STATEMENTS The Council is pleased to present the financial statements of The Open Polytechnic of New Zealand for the year ended 31 December 2013. In terms of the Crown Entities Act 2004, we hereby declare that: 1. We have been responsible for the preparation of these financial statements and statement of service performance and the judgments used therein; and 2. We have been responsible for establishing and maintaining a system of internal controls, designed to provide reasonable assurance as to the integrity and reliability of financial reporting; and 3. We are of the opinion that these financial statements and statement of service performance fairly reflect the financial position and operations of this institution for the year ended 31 December 2013.

Graeme Hall, Council Chair

16 April 2014

David Hutton, Chair Audit, Finance and Risk Committee

Dr Caroline Seelig, Chief Executive

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OPEN POLYTECHNIC ANNUAL REPORT 2013

STATEMENT OF SERVICE PERFORMANCE 2013 The charts and tables below show the Open Polytechnic’s performance against its targets for participation and educational performance. In addition to the mandatory commitments set by TEC, Open Polytechnic has set additional targets which align to our overall organisational strategy and the intermediate outcomes Open Polytechnic is seeking to achieve.

ACHIEVEMENT 

STUDENT DEMOGRAPHICS:

Our goal is to generate viable demand across a diverse student base; attracting and retaining priority learners in proportion to national demographics. We are balancing demand to SAC funded allocations and maximising demand across all our target markets.  COMMITMENT/MEASURE  

ACTUAL

   

INTERNAL MEASURE

PERFORMANCE COMMITMENT      

2009

2010

2011

2012

2013

2013

2014

2015

15%

16%

14%

14%

17%

15%

15%

15%  

 

Levels 1 to 3

5%

6%

5%

5%

8%

5%

5%

5%  

 

Level 4 and above

10%

10%

9%

9%

9%

10%

10%

10%  

7%

8%

10%

11%

10%

12%

12%

12%  

   

 

The proportion of SAC-eligible EFTS enrolled at the TEO who are Ma¯ori

TARGET

The proportion of SAC-eligible EFTS enrolled at the TEO who are Pacific peoples

 

Levels 1 to 3

3%

5%

7%

7%

7%

5%

5%

5%  

 

Level 4 and above

4%

3%

3%

3%

3%

7%

7%

7%  

20%

22%

21%

22%

23%

21%

21%

21%  

  

The proportion of SAC-eligible EFTS enrolled at the TEO who are aged under 25

 

Levels 1 to 3

6%

8%

7%

8%

9%

5%

5%

5%  

 

Level 4 and above

14%

14%

14%

14%

15%

16%

16%

16%  

  EFTS L1-2 as a proportion of funding cap

104%

99-101%

99-101%

99-101%  

  EFTS L3+ as a proportion of funding cap

101%

99-101%

99-101%

99-101%  

Total SAC EFTS level 1-3

1,028

1,448

1,494

1,472

1,405

1,138

1,067

1,103  

Total SAC EFTS level 4+

4,249

4,313

3,983

4,093

3,759

4,012

4,062

4,029  

Total SAC EFTS

5,277

5,760

5,477

5,565

5,163

5,150

5,129

5,132

Greater than or equal to target

Greater than 90% of the target and less than the target

less than or equal to 90% of the target

Participation rates and graphs encompass delivery across our entire portfolio base for SAC funded students.

STATEMENT OF SERVICE PERFORMANCE 2013

61

The Tertiary Education Strategy (2010-2015) sets out the Government vision for tertiary education provision to ensure delivery by each provider meets the needs of students, the labour market and the economy. Within the Government priority section of the Statement of Service Performance we show how we contribute to the outcomes sought by the Government for tertiary education using the Better for Public Services Targets.

¯ORI PARTICIPATION 2009–2013 MA

Government priority: Better public service: Reducing longterm welfare dependence – Result 1; Reducing crime by reducing reoffending – Result 8

18% 16%

STUDENT PARTICIPATION

14% 12% 10% 8% 6% 4% 2% 0%

2009

2010

2011 ACTUAL

2012

2013

Level 1-3

2013

2014 2015 TARGET

Level 4+

PASIFIKA PARTICIPATION 2009–2013

85% (c. 1,200) youth prisoners per year engaged in programmes to contribute to NCEA Level 2 qualifications by July 2017.

14%

STUDENT PARTICIPATION

12% 10%

3,000+ prisoners a year will receive literacy and numeracy programmes by July 2014.

8%

At least 2,000 prisoners a year will be supported to complete self-directed secondary and tertiary studies by July 2015.

6% 4%

55% (c.3,200) 25–34 year olds per year, will receive support towards NZQF qualifications at Level 4 or above by July 2017.

2% 0%

2009

2010

2011 ACTUAL

2012

2013

Level 1-3

2013

2014 2015 TARGET

Level 4+

UNDER 25 YEARS PARTICIPATION 2009–2013 25%

STUDENT PARTICIPATION

20%

The Open Polytechnic is working in partnership with Corrections, to assist them in meeting their education and training related targets. Through this initiative, 703 prisoners received a total of 42,358 credits towards NCEA qualifications in 2013. Some key statistics associated with our first full year of delivery in our collaboration with the Department of Corrections are: 61% of students are Mäori (vs 50% in prison population); and 14% of students are Pasifika (vs 11% in prison population).

15%

19% of students are female (vs 6% in prison population); and 81% of students are male (vs 94% in prison population).

10%

23% of students are under 25 years old.

5%

0

75,000 individuals pass through the care of the Department of Corrections each year. At any time, Corrections are managing 43,000 offenders: 35,000 in the community and 8,000 in prisons. Around 80% have no secondary or tertiary education. Upon their release, many offenders without any educational qualifications have difficulty finding employment, which can mean they return to criminal activity, or to long-term welfare dependence. This affects their ability to create a better life for themselves and their families. Hence, education is central to the Department of Correction’s programme to reduce re-offending. Corrections have set the following targets for foundation and trades training.

2009

2010 Level 1-3

2011 ACTUAL

2012

2013

2013 Level 4+

2014 2015 TARGET

As 2013 was the first year of direct delivery into prison, it is too early to report qualification completion rates, retentions or progression for the collaboration.

62

OPEN POLYTECHNIC ANNUAL REPORT 2013

ACHIEVEMENT 

EDUCATIONAL PERFORMANCE:

We seek to: ensure our learners succeed and advance to vocational application or higher learning; increase the cultural relevance of interactions with priority learners; improve literacy and numeracy progressions at Levels 1-3; improve information to enable students to make the right study decisions and maximise our chance of success in future TEC funding rounds.  COMMITMENT/MEASURE

ACTUAL

 

 

 

 

 

 

 

 

 

PERFORMANCE COMMITMENT   INTERNAL MEASURE        

 

 

 

 

 

 

 

 

 

 

 

 

2009 Successful course completion for Ma¯ori students (SACeligible EFTS) – Levels 1 to 3 – Level 4 and above Qualification completion for Ma¯ori students (SACeligible EFTS) – Levels 1 to 3 – Level 4 and above Successful course completion for Pasifika students (SACeligible EFTS) – Levels 1 to 3 – Level 4 and above Qualification completion for Pasifika students (SACeligible EFTS) – Levels 1 to 3 – Level 4 and above The proportion of EFTS assessed as requiring additional literacy and numeracy who are enrolled in Level 1 - 3 provision and make literacy and numeracy progress as measured by the Literacy and Numeracy for Adults Assessment Tool Successful course completion rate for all students (SACeligible EFTS) – Levels 1 to 3 – Level 4 and above Qualification completion rate for all students (SACeligible EFTS) – Levels 1 to 3 – Level 4 and above Student retention rate for all students (SAC-eligible EFTS) Student progression for students (SAC-eligible EFTS) at Levels 1 to 3 Successful course completion for students (SAC-eligible EFTS) aged under 25 – Levels 1 to 3 – Level 4 and above Qualification completion for students (SAC-eligible EFTS) aged under 25 – Levels 1 to 3 – Level 4 and above

Greater than or equal to target

2010

2011

TARGET 2012

2013

2013

2014

2015

18% 42%

38% 50%

53% 63%

68% 70%

74% 74%

61% 71%

64% 75%

68% 79%

     

6% 21%

19% 23%

42% 38%

77% 67%

64% 71%

49% 52%

53% 59%

56% 65%

     

14% 32%

53% 48%

72% 61%

74% 72%

66% 70%

70% 70%

70% 75%

70% 79%

     

8% 5%

34% 18%

61% 43%

88% 60%

70% 66%

60% 55%

60% 60%

60% 65%

     

60%

60%

70%

75%  

62%

63%

73%

80%

80%

74%

76%

78%

51% 63%

51% 67%

65% 76%

77% 81%

74% 82%

70% 78%

72% 80%

74% 82%

21%

33%

59%

78%

80%

61%

63%

65%

10% 23% 24%

22% 36% 30%

53% 61% 29%

81% 77% 42%

85% 79% 50%

58% 64% 40%

59% 66% 50%

61% 68% 62%

20%

16%

18%

31%

38%

30%

33%

37%

37% 56%

45% 61%

63% 71%

77% 79%

72% 79%

66% 70%

67% 70%

68% 70%

     

5% 10%

19% 17%

51% 36%

75% 62%

78% 66%

53% 48%

54% 56%

56% 65%

     

Greater than 90% of the target and less than the target

less than or equal to 90% of the target

Strong increases in course and qualification completion rates are the result of organisation wide strategic initiatives to increase student engagement and success through: introducing assessment due dates for open courses; reducing open course block length; development and use of a student engagement tool that provides early identification of students requiring additional support; and reconfiguring of our portfolio.

               

STATEMENT OF SERVICE PERFORMANCE 2013

63

OVERALL COURSE COMPLETION SAC-ELIGIBLE EFTS 2009–2013

Government priority: Better public services: Reducing longterm welfare dependence – Result 1 - Reduce the number of people who have been on a working-age benefit (now called Jobseeker Support) for more than 12 months.

90% 80% 70% 60% 50% 40% 30% 20% 10% 0

2009

2010

2011 ACTUAL

Level 1-3

2012

2013

2013

2014 2015 TARGET

Course Completion (SAC-eligible EFTS)

Level 4+

OVERALL QUALIFICATION COMPLETION SAC-ELIGIBLE EFTS 2009–2013 90% 80%

Building on the work we have done to support the NCEA topup and Corrections initiatives, we extended our foundation delivery into working with the Ministry of Social Development to pilot community based programmes. These target youth are not in education, training or employment (NEET), or are young mothers. People who receive a benefit often miss out on the opportunity to better their lives, and those of their families, through work and gain the self-esteem and income that employment provides. This initiative seeks to introduce people on a benefit to lifelong learning and tertiary study, lift their literacy and numeracy capability, impart skills for sustainable employment, and motivate learners to higher levels of study or more productive employment in one of the five vocational pathways.

70% 60% 50% 40% 30% 20% 10% 0

Outcome: A key government objective is to reduce the number of people continuously receiving Jobseeker Support for more than 12 months, from 78,000 in April 2012 to 55,000 by June 2017. The Open Polytechnic is contributing to this objective through our innovative NCEA top-up. These initiatives enable learners to complete NCEA qualifications fee free, helping remove some of the financial barriers that vulnerable groups face when completing post-secondary education.

2009

2010

Level 1-3

2011 ACTUAL

2012

Level 4+

2013

2013

2014 2015 TARGET

Qualification Completion (SAC-eligible EFTS)

Increases in qualification completion rates for all students also reflect process improvements to capture and report external and national qualification completions. Historically, we have under reported National Certificates and National Diplomas as well as externally assessed qualifications i.e. Legal Executive Studies. Actual reported educational performance and participation results exclude students who have been withdrawn from courses as a result of being inactive in accordance with the Open Polytechnic’s withdrawal policy. Funding for the inactive students is returned to TEC in accordance with their funding policy and reused to fund additional engaging students.

To reach these individuals we have established connections with community groups committed to providing strong pastoral care for youth in their communities, often in areas that lack industry and employment. Two groups were established in Tararua and North Auckland in 2013, with a third group in Auckland starting early 2014. Feedback has been very positive from community groups and learners enrolled in the pilots.

CONSUMABLE EFTS

2013 ACTUAL

2013 BUDGET

2012 ACTUAL

TEC

5,247

5,294

5,666

ITO

423

639

445

STAR

7

13

14

Other

55

78

47

485

730

506

5,732

6,024

6,172

Total Non Funded Total

64

OPEN POLYTECHNIC ANNUAL REPORT 2013

Government priority: Better public services: Boosting skills and employment – Results 5 & 6. Increase the proportion of 18 year olds with NCEA Level 2 or equivalent qualification; and increase the proportion of 25–34 year olds with advanced trade qualifications, diplomas and degrees (at Level 4 or above). The government’s target is that 85% of 18 year olds will achieve NCEA Level 2 by 2017. This is an ambitious target, and there is recognition that it will only be achieved through policies and activities that:

Integrated pathways and natural transitions between programmes are integral strategies for achieving increases in student retention and progression rates. Student retention rates for all students increased from 42% in 2012 to 50% in 2013. While we achieved our 2014 target of 50% in 2013, we are striving for step changes in performance to achieve a 62% retention rate in 2015 or earlier. Our student progression rate at Levels 1–3 was ahead of target in 2013, with 38% achieved, against a target of 30%, and 37% in 2015.

engage all young people with their education

STUDENT RETENTION AND PROGRESSION 2009–2013

address the disconnect that many young people face between what they are studying and their future career options

70%

help young people navigate the transition between secondary school, further education and employment. Key to achievement of this government target is vocational pathways developed by the Ministry of Education, where students are encouraged to think about careers and study courses and programmes in terms of pathways that equip them with transferable skills and make them work ready. The pathways show young people what NCEA credits they need to pursue the career they want. They also show the directions young people can take, given the credits they have to date.

60% 50% 40% 30% 20% 10% 0

2009

2010

2011 ACTUAL

2012

2013

Student Retention

In 2013, the Open Polytechnic realigned its foundation Level 1, 2 and 3 provision to vocational pathways. This provides an integrated and seamless pathway for students into apprenticeships and higher study. The pathways we offer are dependent on student capabilities and prior record of educational achievement. When learners first enrol with us at Levels 1–3, they are required to have their literacy and numeracy skills and capability assessed. The TEC has developed a Literacy and Numeracy Adult Assessment Tool (LNAAT) for this purpose. Depending on the student’s assessed literacy and numeracy (L&N) capability, they may start at different points in the pathway as shown in the diagrams on page 65. In 2013, as part of strategic project development activity, the organisation built an automated communication and workflow tool, to help staff manage student invitations to be assessible by the tool and any follow-up assessment. Through the development and use of this internal L&N tool we report a key performance measure: ‘the proportion of EFTS assessed as requiring additional literacy and numeracy who are enrolled in Level 1–3 provision and make literacy and numeracy progress as measured by the LNAAT tool’. Actual achievement was 60% against a target of 60%.

2013

2014 2015 TARGET

Student Progression

STUDENT LOYALTY AND GRADUATE SATISFACTION 2009–2013 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0

2009

2010

2011 ACTUAL

2012

Recommend Open Polytechnic

2013

2013

2014 2015 TARGET

Graduate Satisfaction

STATEMENT OF SERVICE PERFORMANCE 2013

GET AHEAD WITH NCEA



For students with little or no credits towards NCEA

65

Coach-supported Pace determined by cohort Compulsory courses Set sequence of study, with one entry point Core life, work and study skills One vocational option

LNAAT Step 4+ 50 credits of NCEA

Manufacturing & technology Literacy

Career planning

Farm skills Social & community Primary industries

Numeracy

LITERACY & NUMERACY

Future planning

EMPLOYMENT SKILLS

Horticulture skills

Construction & infrastructure

Agriculture skills Engineering core skills

NCEA L1

Building & construction Parenting skills

Service industries

Hospitality

INTRODUCTION TO VOCATIONAL PATHWAYS

INDUSTRY-SPECIFICS (EXAMPLES ONLY)

NCEA L2

66

OPEN POLYTECHNIC ANNUAL REPORT 2013

Actively position through listening and communicating our contribution to vocational education and training, so that we may better understand learner destination outcomes through engagement activities with employers and alumni; and increase our effectiveness of relationship management with employers, industry and funders.  COMMITMENT/MEASURE   INTERNAL MEASURE

PERFORMANCE COMMITMENT

 

ACTUAL 2009

2010

Proportion of graduate students who are   satisfied that their programme has provided useful skills and knowledge for the workplace

Greater than or equal to target

TARGET

ACHIEVEMENT 

STAKEHOLDER ENGAGEMENT:

2011

2012

2013

2013

2014

2015

66%

91%

94%

>70%

>73%

>75%  

Greater than 90% of the target and less than the target

less than or equal to 90% of the target

ACHIEVEMENT 

SERVICE LEADERSHIP:

Distinguish our provision through demonstrated capability in service-focused distance education. Through: enhanced delivery models to reflect changing demographics and be inclusive of all learners; enhanced service models to better cater for changing learner expectations; and increase our knowledge and understanding of markets and learners.  COMMITMENT/MEASURE  

 

 

 

2009

2010

2011

TARGET 2012

  Proportion of courses with all materials available online

INTERNAL MEASURE

PERFORMANCE COMMITMENT

 

 

ACTUAL 2013

2013

2014

2015

77%(1)*

90%

95%

100%  

   

Proportion of academic staff having or undertaking a teaching qualification

60%

60%

65%

70%  

   

Proportion of academic staff having or undertaking an e-learning qualification

31%

40%

45%

50%  

   

The proportion of students that are extremely or very likely to recommend Open Polytechnic to others

76%

>72%

>75%

>78%  

 

Proportion of learners that receive a lecturer welcome (including video on course page)

100%

Define Baseline

100%

100%  

Greater than or equal to target

73%

74%

71%

Greater than 90% of the target and less than the target

75%

less than or equal to 90% of the target

As the organisation transitions to having all courses online or e-enabled, having academic staff proficient in the development and delivery of online courses and programmes is critical. The Open Polytechnic is committed to increasing its diversified revenue activities and to achieve this goal our Council has agreed in principle that the Open Polytechnic will develop a new commercial division to undertake both domestic and off shore commercial activities. This enterprise will have responsibility for increasing our opportunities in the international education field, and helping to grow our on-shore diversified revenue income. The Commercial division is tentatively planned to be open for business from February 2015.

*Note 1 – Calculated on basis of courses at Level 3+ that are online assisted or fully online.

STATEMENT OF SERVICE PERFORMANCE 2013

67 ACHIEVEMENT 

VALUE-FOR-MONEY & FINANCIAL PERFORMANCE:

Accelerate international education and diversified revenue growth through: increased number and value of collaborations with industry and other tertiary providers; prioritised investments in strategic assets that deliver most benefit; and minimised financial risk through effective cost management.  COMMITMENT/MEASURE  

 

 

INTERNAL MEASURE

PERFORMANCE COMMITMENT

   

ACTUAL

 

 

Number of international EFTS

   

Year on year growth in diversified revenue (NZ-based customers)

   

Risk rating against Financial Monitoring Framework

    Surplus as a proportion of revenue

Greater than or equal to target

TARGET

2009

2010

2011

2012

2013

2013

2014

28

21

19

27

39

50

75

100  

-7%

5%

5%

5%  

4.4%

8%

2015

Low

Low

Low

Low

Low

Low  

6%

7%

5%

>3%

>3%

>3%  

Greater than 90% of the target and less than the target

less than or equal to 90% of the target

ACHIEVEMENT 

ACADEMIC PORTFOLIO:

Enhance the vocational relevance of our portfolio so that qualifications lead to good jobs and meet stakeholder needs. Through: enhanced transitions, bridges and pathways to higher level study and employment; focus on research initiatives that underpin degree accreditation; and better alignment of offerings to new funding allocations, labour market and economic trends.

   

INTERNAL MEASURE

PERFORMANCE COMMITMENT

 

ACTUAL

 

2009  

   

2010

2011

TARGET 2012

Proportion of SAC-funded programmes that occur within a pathway to higher study or employment New SAC-funded programmes launched that align to labour market needs

    Number of refereed publications

Greater than or equal to target

41

26

Greater than 90% of the target and less than the target

2013

2013

2014

2015

100%

100%

100%

100%  

6

6

6

TBC  

38 (2)*

>40

>40

>40  

less than or equal to 90% of the target

STAFF ENGAGEMENT:

Inspire our staff so that they contribute to the development of the Open Polytechnic. We seek to develop a culture of safety; empower staff through technology and sound information systems; and build meaningful employee relationships.  COMMITMENT/MEASURE

ACTUAL

  INTERNAL MEASURE

PERFORMANCE COMMITMENT

 

2009 Proportion of staff that register as enthusiastic,   proactive and focused in their staff engagement survey

Greater than or equal to target

2010

TARGET

2011

2012

2013

2013

2014

14.9%

21%

25%

>20%

>22.5%

Greater than 90% of the target and less than the target

ACHIEVEMENT 

 COMMITMENT/MEASURE  

2015

>25%  

less than or equal to 90% of the target

*Note 2 – Includes: books and monographs - 6; chapters - 7; refereed journal articles - 20; commissioned reports for external bodies - 1; and full academic conference papers published in proceedings - 5.

68

OPEN POLYTECHNIC ANNUAL REPORT 2013

5-YEAR SUMMARY INFORMATION For the year ended 31 December 2013

2013 ACTUAL $000

2012 ACTUAL $000

2011 ACTUAL $000

2010 ACTUAL $000

2009 ACTUAL $000

Government grants

37,816

41,785

38,780

45,315

37,994

Other revenue

19,843

20,132

19,722

19,841

17,842

Total revenue

57,659

61,917

58,502

65,156

55,836

Operating expenses

55,013

57,579

54,765

59,983

53,370

NET SURPLUS

2,646

4,338

3,737

5,173

2,466

Current assets

48,388

44,442

38,368

33,163

30,226

Non-current assets

34,023

34,727

36,417

39,090

35,594

TOTAL ASSETS

82,411

79,169

74,785

72,253

65,820

16,898

16,702

16,656

17,056

16,177

–

–

–

–

–

Total liabilities

16,898

16,702

16,656

17,056

16,177

Equity

65,513

62,467

58,129

55,197

49,643

TOTAL EQUITY AND LIABILITIES

82,411

79,169

74,785

72,253

65,820

58,866

63,937

66,393

90,892

72,346

5,732

6,172

6,082

6,803

5,853

10,059

10,032

9,619

9,578

9,540

Operating expenses to EFTS

9,598

9,329

9,004

8,817

9,118

Net surplus to equity

4.0%

6.9%

6.4%

9.4%

5.0%

Income statement

Assets

Equity and liabilities Current liabilities Non-current liabilities

Enrolment information Number of course enrolments Number of EFTS Ratios (amounts are in whole dollars) Revenue to EFTS

FINANCIAL STATEMENTS

69

INCOME STATEMENT For the year ended 31 December 2013

2013 ACTUAL $000

2013 BUDGET $000

2012 ACTUAL $000

37,816

38,775

41,785

16,334

17,133

16,480

Educational services income

1,720

2,004

2,010

Interest income

1,789

1,300

1,642

57,659

59,212

61,917

28,622

26,976

27,909

11,506

12,541

13,970

Depreciation and amortisation

5,521

5,814

5,361

Other operating expenses

9,364

11,442

10,339

55,013

56,773

57,579

2,646

2,439

4,338

Notes Revenue Government grants

4

Student tuition fees

Total revenue Operating expenses Salaries and other personnel expenses Course and delivery costs

Total operating expenses NET SURPLUS

5

STATEMENT OF COMPREHENSIVE INCOME For the year ended 31 December 2013

Net surplus Other comprehensive income: Revaluation TOTAL COMPREHENSIVE INCOME The accompanying notes form part of these financial statements.

2013 ACTUAL $000

2013 BUDGET $000

2012 ACTUAL $000

2,646

2,439

4,338

400

–

–

3,046

2,439

4,338

70

OPEN POLYTECHNIC ANNUAL REPORT 2013

BALANCE SHEET As at 31 December 2013

Notes

2013 ACTUAL $000

2013 BUDGET $000

2012 ACTUAL $000

ASSETS Current assets Cash and bank balance

6

275

37,562

166

Short-term investments

6

41,481

–

39,070

Receivables

7

6,060

4,534

4,600

Inventories

8

572

548

606

48,388

42,644

44,442

Total current assets Non-current assets Investments

9

13

–

13

Property, plant and equipment

10

25,478

24,785

25,652

Intangible assets

11

8,532

12,409

9,062

Total non-current assets

34,023

37,194

34,727

TOTAL ASSETS

82,411

79,838

79,169

LIABILITIES Current liabilities Income in advance

12

9,796

9,701

10,173

Trade and other payables

13

7,102

6,450

6,529

Total current liabilities

16,898

16,151

16,702

TOTAL LIABILITIES

16,898

16,151

16,702

NET ASSETS

65,513

63,687

62,467

2,245

2,245

2,245

Accumulated funds

40,360

38,935

37,714

Revaluation reserve

22,908

22,507

22,508

TOTAL EQUITY

65,513

63,687

62,467

EQUITY Open Polytechnic equity

The accompanying notes form part of these financial statements.

FINANCIAL STATEMENTS

71

STATEMENT OF CHANGES IN EQUITY For the year ended 31 December 2013

2013 ACTUAL $000

2013 BUDGET $000

2012 ACTUAL $000

62,467

61,248

58,129

2,646

2,439

4,338

Other comprehensive income

400

–

–

Total comprehensive income

3,046

2,439

4,338

–

–

–

TOTAL EQUITY AS AT 31 DECEMBER

65,513

63,687

62,467

Polytechnic equity as at 1 January

2,245

2,245

2,245

–

–

–

Polytechnic equity as at 31 December

2,245

2,245

2,245

Accumulated funds as at 1 January

37,714

36,496

33,376

Net surplus

2,646

2,439

4,338

Accumulated funds as at 31 December

40,360

38,935

37,714

Revaluation reserve as at 1 January

22,508

22,507

22,508

400

–

–

22,908

22,507

22,508

65,513

63,687

62,467

Total equity as at 1 January Net surplus

Equity transactions: Crown capital contributions

Crown capital contributions

Revaluation of land and buildings Revaluation reserve as at 31 December TOTAL EQUITY AS AT 31 DECEMBER The accompanying notes form part of these financial statements.

72

OPEN POLYTECHNIC ANNUAL REPORT 2013

CASH FLOW STATEMENT For the year ended 31 December 2013

2013 ACTUAL $000

2013 BUDGET $000

2012 ACTUAL $000

Receipts of government grants

36,864

37,434

41,032

Receipts of student tuition fees

15,646

17,098

16,960

Receipts of other income

1,720

1,720

1,997

Interest received

1,673

1,300

1,549

Receipts/(payments) of GST

(153)

–

28

Payments to employees

(28,319)

(26,854)

(27,814)

Payments to suppliers

(20,167)

(22,859)

(22,641)

7,264

7,839

11,111

–

–

13

Purchases of property, plant and equipment

(1,378)

(2,659)

(1,099)

Payments for course development

(2,526)

(2,376)

(2,304)

Purchases of software

(840)

(3,095)

(1,485)

Investment in term deposit

(2,411)

–

(7,240)

–

–

(13)

(7,155)

(8,130)

(12,128)

Crown capital contributions

–

–

–

Net cash flows from/(used in) financing activities

–

–

–

NET INCREASE/(DECREASE) IN CASH AND CASH EQUIVALENTS

109

(291)

(1,017)

Cash and cash equivalents as at 1 January

166

37,853

1,183

CASH AND CASH EQUIVALENTS AS AT 31 DECEMBER

275

37,562

166

Cash flows from/(used in) operating activities

Net cash flows from/(used in) operating activities Cash flows from/(used in) investing activities Proceeds from sales of property, plant and equipment

Investments Net cash flows from/(used in) investing activities Cash flows from/(used in) financing activities

FINANCIAL STATEMENTS

73

Reconciliation from net surplus to net case flows fom operations 2013 ACTUAL $000

2013 BUDGET $000

2012 ACTUAL $000

2,646

2,439

4,338

5,521

5,814

5,361

327

301

1,217

5,848

6,115

6,578

(Increase)/decrease in receivables

(1,460)

(916)

45

(Increase)/decrease in inventories

34

29

104

(377)

619

(404)

168

356

918

–

–

–

405

(803)

(468)

(1,230)

(715)

195

7,264

7,839

11,111

Net surplus Adjustments for non-cash and non-operating items Depreciation and amortisation Disposal and impairment of assets Total adjustments for non-cash and non-operating items Movements in working capital

Increase/(decrease) in income in advance Increase/(decrease) in payables Increase/(decrease) in assistance funds Increase/(decrease) in provisions Total movements in assets and liabilities NET CASH FLOWS FROM/(USED IN) OPERATING ACTIVITIES The accompanying notes form part of these financial statements.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

NOTES TO THE FINANCIAL STATEMENTS For the year ended 31 December 2013

1 Reporting entity

2.3 Translation of foreign currency transactions

The financial statements of The Open Polytechnic of New Zealand for the year ended 31 December 2013 were authorised for issue in accordance with Council resolution on 16 April 2014.

Both the functional and presentation currencies of the Open Polytechnic are the New Zealand dollar.

The Open Polytechnic of New Zealand is a Crown Entity and is established under the Education Act 1989 as a public tertiary institution. It is New Zealand’s only public tertiary institution that specialises in open, flexible learning. During the reporting year, the Open Polytechnic owned no subsidiaries; the financial statements therefore comprise only those of the Open Polytechnic itself.

2 Summary of significant accounting policies 2.1

Basis of preparation

The financial statements have been prepared in accordance with generally accepted accounting practice in New Zealand and the requirements of the Crown Entities Act 2004 and the Education Act 1989. The Open Polytechnic of New Zealand is a public benefit entity for the purpose of complying with generally accepted accounting practice in New Zealand. The financial statements have been prepared on an historical cost basis, except for land and buildings and some financial assets and liabilities, which have been measured at fair value (as disclosed below). The financial statements are presented in New Zealand dollars and all monetary values are rounded to the nearest thousand dollars ($000), unless mentioned otherwise.

2.2 Statement of compliance The financial statements comply with applicable Financial Reporting Standards, which include New Zealand equivalents to International Financial Reporting Standards, with exemptions for Public Benefit Entities.

Transactions in foreign currencies are initially recorded in the functional currency at the exchange rates ruling at the date of transaction. Subsequent measurement is as follows: Monetary assets and liabilities that result from transactions in foreign currencies and still exist at the balance sheet date are retranslated at the exchange rates ruling at the balance sheet date. Non-monetary items that are measured on a historical cost basis are not retranslated, but continue to be measured using the exchange rates ruling at the date of transaction. Non-monetary items that are measured on a fair-value basis are retranslated using the exchange rates ruling at the date when the fair value was determined. Resulting exchange differences are recognised in the income statement.

2.4 Impairment of assets Assets are reviewed regularly for impairment, both at the level of the cash-generating unit and of the individual assets. The Open Polytechnic has identified the entire campus and other off-campus departments as a single cash-generating unit. Impairment factors may include: obsolescence, changes in useful life estimates, optimisation, and other factors. Where a revaluation surplus exists for the asset class to which the impaired asset(s) belong, impairment losses are recognised against this surplus. All other impairment losses are recognised in the income statement. Where indications exist that a previously recognised impairment loss may have decreased, the recoverable amount of the related asset or cash generating unit will be re-estimated. A reversal of an impairment loss is recognised against the related revaluation surplus if this exists, and otherwise against the income statement. A reversal shall not exceed the initial impairment loss.

FINANCIAL STATEMENTS

2.5 Cash and cash equivalents

2.8 Property, plant and equipment

Cash and short-term deposits comprise mainly cash at bank and short-term deposits. Surplus cash is usually placed on short-term deposits, the terms of which are based on projected future cash flow requirements.

2.8.1 Measurement bases and depreciation

Cash and cash equivalents are designated as financial instruments. Measurement is initially at fair value and subsequently at amortised cost using the effective interest method. For the purposes of the cash flow statement, cash and cash equivalents are defined and measured in the same manner, but net of bank overdrafts (if any). Deposits conform to the Council policy on investments.

2.6 Receivables Receivables include the following classes of debtors: Amounts owing from the TEC arising from course-related funding and from other grants. Student tuition fees. Amounts owing from other organisations through which students enrol at the Open Polytechnic, such as industry training organisations. Receivables are designated as financial instruments. They are initially measured at fair value, and – where material – subsequently at amortised cost using the effective interest method. Consequently, short-term receivables are generally measured at the original amount less a provision for uncollectible amounts. Such a provision is made when collection of the full amount is no longer probable. Bad debts are written off when identified.

2.7 Inventories Virtually all inventories are course materials or related materials, held for distribution upon enrolment or upon a student’s enquiry. Inventories are valued at the lower of cost and current replacement cost. Costs incurred in bringing inventory items to its present location and condition are measured using average costs. The estimated useful lives of the courses to which the materials relate are a potential indicator of impairment.

75

Land and buildings are measured at fair value less accumulated depreciation and subsequent accumulated impairment losses (if any). Other assets are stated at cost less accumulated depreciation and accumulated impairment losses (if any). Depreciation is calculated on a straight-line basis over the estimated useful life, except for the library collections, which are depreciated on a diminishing value basis. The estimated useful lives and resulting depreciation rates of currently held assets can be summarised as follows. Land

indefinite

none

40–80 years

1.25–2.5%

15 years

7%

30–34 years

3%

Furniture, fittings and other equipment

4–10 years

10–25%

Data-processing equipment

3–10 years

10–33%

Library collections

5–10 years

20–35%

5 years

20%

Buildings: Structure/envelope Fitout Services

Motor vehicles

(These estimated useful lives and resulting depreciation rates result from application of the Open Polytechnic’s accounting policies, but are themselves not part of these accounting policies.) 2.8.2 Revaluations Following initial recognition at cost, land and buildings are measured at fair value less any subsequent accumulated depreciation and impairment losses. Revaluations are performed at least once every three years, but often enough to ensure that the carrying amount of each asset class does not differ materially from the fair value of the asset class at the balance sheet date. The Open Polytechnic’s buildings have been developed for use of a specialised nature. Therefore, their fair value is based on optimised depreciated replacement cost rather than market value. Land is revalued inclusive of site improvements. Buildings are valued per main component in order to reflect different estimated useful lives. Together, all buildings on the Open Polytechnic’s campus are treated as one asset class.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

At revaluation date, any accumulated depreciation is eliminated against the gross carrying amount of each asset. The resulting carrying amount is then restated to the revalued amount.

Monographs – pre-2006 collection

5 years

35%

The Open Polytechnic makes use of the public benefit entity exemption that allows for recording the revaluation surplus by asset class, rather than by individual asset.

Monographs – post-2005 additions

10 years

20%

Serials – post-2005 additions

10 years

20%

Any net revaluation surplus is credited to the revaluation reserve, unless it reverses a net revaluation decrease of the same asset class previously recognised in the income statement. Any net revaluation decrease is deducted from the revaluation reserve if the revaluation reserve for the asset class is sufficient. To the extent that the revaluation reserve for the asset class is not sufficient, the revaluation decrease is recognised in the income statement. An asset is derecognised upon disposal or when no future economic benefits are expected to arise from the continued use of the asset. Any revaluation reserve relating to the asset is transferred to retained earnings. Any gain or loss arising from derecognition of the asset is included in the income statement. 2.8.3 Library collections Acquisitions for the library collections are accumulated annually into pools of comparable collection items (generally monographs and serials). Each annual pool is treated as a separate asset. However, collections acquired prior to 1 January 2006 have been combined into two combined pools (monographs and serials). During subsequent years, these assets are carried at cost less accumulated depreciation and accumulated impairment losses (if any). Depreciation is calculated on a diminishing value basis over the estimated useful life of the larger part of the accumulative acquisitions of each year. An estimated residual value takes into account that part of these acquisitions that are kept and used for a considerably longer period. The derived depreciation rates also include a small provision for intermediate losses of collection items. The estimated useful lives are based on the assumption of a residual value of 10%. The estimated useful lives and resulting depreciation rates of the library collections are as follows.

Serials – pre-2006 collection

5 years

35%

(These estimated useful lives and resulting depreciation rates result from application of the Open Polytechnic’s accounting policies, but are themselves not part of these accounting policies.)

2.9 Intangible assets 2.9.1 Computer software Computer software includes: Software that is acquired separately, and that is capitalised at its cost as at the date of acquisition. Annual license and maintenance costs are not included in the carrying value. The cost of software that is embedded in hardware (including the cost of original equipment manufacturer licenses) cannot be identified separately and measured reliably, and is therefore not carried under computer software, but is included in the carrying amounts of the hardware under property, plant and equipment. The directly attributable cost of developing and implementing comprehensive computer-based information systems. This cost includes: costs of staff seconded to such projects, costs to design, build, configure, test and document such systems, support fees payable before such systems are ready for use, etc. This cost does not include: costs of feasibility studies and system selection costs, costs of training end users, indirect overheads, costs incurred after such systems are ready for use, etc. Also, annual license and maintenance costs payable after such systems are ready for use are not included in the carrying value. Cost of hardware is carried under property, plant and equipment. After initial recognition, computer software is carried at cost less accumulated amortisation and accumulated impairment losses (if any). Amortisation is calculated on a straight-line basis over the estimated useful life, which is usually 3 to 7 years (resulting in an amortisation rate of 14 to 33%). Gains and losses arising from derecognition of software assets are recognised in the income statement.

FINANCIAL STATEMENTS

2.9.2 Course development costs Course development costs are incurred to develop new courses or to revise existing courses to such an extent that the estimated useful lives or other future benefits of such courses are increased significantly. Costs are only capitalised when it is probable that future economic benefits arising from the courses will flow to the Open Polytechnic. After initial recognition, development costs are accumulated per course or course version, and carried at cost less accumulated amortisation and accumulated impairment losses (if any). Amortisation is calculated on a straight-line basis over the estimated useful life of the underlying courses or course versions (usually 3 to 5 years, resulting in amortisation rates of 20 to 33%). Towards each financial year end, the carrying amounts of course development costs per underlying course or course version are reviewed for indicators of impairment, and the amortisation periods of these costs are reviewed. Gains and losses arising from derecognition of course development costs are recognised in the income statement.

2.10 Employee entitlements Where benefits are earned by employees, but have not yet been paid at the balance sheet date, a liability is recognised on the balance sheet if it is considered material. Liabilities that have been earned and are due within one year from the balance sheet date, are recognised under shortterm liabilities. These liabilities include accrued salaries, accrued annual leave, the portion of accrued sick leave that is expected to be utilised, and the current and vested portion of long-service leave and retiring leave. They are measured based on the accrued value on each balance sheet date.

77

From time to time, the Government may provide additional funding to support changes to processes, development of or changes to systems, and other improvements to the Open Polytechnic’s capability. Where this funding has the nature of a capital injection, it is credited directly to equity. Other funding for such changes is recognised as revenue over the period in which the change projects are being carried out. Revenue from student tuition fees is recognised over the period in which the related courses are being delivered, by reference to the stage of completion of the course on the balance sheet date. Refunds and discounts are recognised over the same period. Revenue from sales of materials is recognised when ownership has passed. Revenue from other services is recognised over the period in which the related services are being delivered. Revenue from interest is recognised as the interest accrues.

2.12 Goods and Services Tax Accounts receivable and accounts payable are measured inclusive of GST (where applicable). Other transactions and resulting balances are measured net of GST to the extent that the GST is payable (for revenue) or recoverable (for purchases). The net amount of GST payable to or recoverable from Inland Revenue is recognised under trade and other payables or receivables. Cash flows are included in the cash flow statement exclusive of GST. The GST component of cash flows is recognised under operating cash flows (to the extent that the GST is payable (for revenue) or recoverable (for purchases)). Commitments and contingencies are disclosed net of GST.

2.11 Revenue

2.13 Budgeted amounts

Revenue is recognised to the extent that it is probable that the economic benefits will be received and can be reliably measured. The following additional recognition criteria apply:

The budget figures have been prepared at a detailed level, and then, for inclusion in the financial statements, aggregated in accordance with generally accepted accounting practice and in a manner that is consistent with the accounting policies adopted by the Council for the preparation of these financial statements. The aggregated amounts may therefore differ from budget amounts that have been aggregated for other purposes.

Revenue from government grants is recognised over the period that the related services are being delivered, by reference to the stage of completion on the balance sheet date. Most government grants relate to course-related funding, and the revenue is recognised over the period in which the related courses are being delivered.

Budget information is not audited. An analysis of major budget variances is disclosed in note 3.4.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

2.14 Changes in accounting policies Changes in accounting policies that are required by newly implemented standards are accounted for as required by those standards. If new Standards or Interpretations have been issued but are not yet effective, and these Standards or Interpretations have not been applied, this will be disclosed in note 3.1. Other changes in accounting policies may be made because existing accounting policies may be considered inappropriate or because a different accounting policy is considered to provide reliable and more relevant information. Such changes are applied retrospectively, and comparatives are restated. All changes in accounting policies are disclosed in the summary of significant accounting policies. The effect of these changes, if any, is disclosed in note 3.1. New accounting policies may be adopted for types of transactions that have become material to the financial statements for the first time. These are not considered changes in accounting policies.

2.15 Changes in accounting estimates Material effects of changes in accounting estimates are recognised in the current period to the extent that they have an effect on the current period or previous periods. The effect of these changes is recognised in the income statement. The effect on future periods is not recognised. The effect of material changes in accounting estimates (if any) is disclosed in note 3.2.

2.16 Material prior period errors If errors are detected that have a material impact on prior periods, these are applied retrospectively, and comparatives are restated. The effect of such errors, if any, is disclosed in note 3.3.

2.17 Critical accounting judgements In order to prepare the financial statements, accounting judgements have been made. Critical accounting judgements include the following: In determining whether course development costs are recognised as an asset, the Open Polytechnic bases its decisions on factors such as: whether the costs can be allocated to specific courses or programmes; whether these courses or programmes are likely to result in future benefits; and whether these costs can be measured reliably.

Course development costs are reviewed regularly for impairment. Lack of budgeted future revenue for individual programmes and/or courses is a possible indication of impairment. The useful life of non-current assets is estimated, based on judgements such as mechanical life (e.g. vehicles), economical life (e.g. software and data-processing equipment), and the life of underlying courses (course development costs). The revaluation of land and buildings is based on optimised depreciated replacement cost. This revaluation is performed by independent valuers, who make judgements about the replacement costs of buildings and the remaining useful life of the buildings. Library collections are depreciated on a diminishing value basis. For this purpose, acquisitions are accumulated annually into pools of comparable collection items. In determining the useful life per pool, judgements are made about the average useful life of the individual works, and about intermediate losses of collection items. Revenue from government grants and student tuition fees is recognised over the period in which the related courses are being delivered. By default, the duration of these courses is known. Revenue is recognised early to the extent that students complete their courses prematurely.

2.18 Key sources of estimation uncertainties The preparation of the financial statements is subject to estimation uncertainties. Key sources of estimation uncertainties include the following: Provisions may include a number of uncertainties regarding measurement and due dates. If a potential liability is expected to become due after more than one year, then - if the effect is material - this liability is discounted, using a discount rate that takes into account expected price movements and also the probability that trigger events may occur. Receivables are reviewed regularly for impairment. A debt being overdue by more than a month is a possible indicator for impairment. However, other factors may have resulted in a debt remaining outstanding. Therefore, an overdue debt may not necessarily be an impaired debt. The Open Polytechnic reviews such overdue debts on a case-by-case basis. The judgements upon which the estimates of the useful lives of non-current assets are based have inherent uncertainties relating to the future usability of these assets. The main

FINANCIAL STATEMENTS

uncertainties concern physical ageing, future decisions that affect the need for these assets, regulatory changes, and changing demand for the Open Polytechnic’s portfolio.

3 Events and decisions with significant accounting impacts 3.1

Changes in accounting policies

There have been no changes in accounting policies in 2013. In May 2013, the External Reporting Board, issued a package of new accounting standards, for Public Benefit Entities, (PBE’s). The Polytechnic will be a Tier 1 entity and will apply the standards with the period beginning 1 January 2015. The PBE standards consist of the following: The XRB A1 accounting standards framework, which is the overarching standard that sets out the accounting standards framework. A suite of 39 PBE standards. The Public Entities conceptual framework. The majority of the PBE standards are based on International Public Sector Accounting Standards,(IPSAS), developed by the International Public Sector Accounting Standards Board (IPSASB). The Polytechnic will peform a transition review in 2014 and believes the following items may have an impact. PBE IPSAS 1 Presentation of Financial Statements may cause presentation differences. PBE IPSAS 20 Related Party Disclosures may require fewer disclosures. PBE IPSAS 23 Revenue from Non-Exchange Transactions may cause a change in revenue recognition.

3.2 Changes in accounting estimates There have been no changes in estimates that have a material impact on the financial statements.

3.3 Prior period errors There were no material prior period errors in 2013.

3.4 Discussion of significant budget variances The Open Polytechnic achieved a surplus of $2.6 million, compared with a budget surplus of $2.4 million.

79

The Open Polytechnic achieved 99.8% of the total funding cap. However, this year the cap was split into different components which individually had to be achieved to earn all the funding. At Student Achievement Component (SAC) Levels 1 & 2 the Polytechnic achieved 104.2% of the cap and at SAC level 3+ 100.8% of the cap. However, for the extra funding avaliable for SAC Level 3+ Engineering EFTS, the Polytechnic only achieved 10.6% of the cap. TEC ammended the Polytechnics funding agreement late in the year, reducing the funding allocated for the extra Engineering EFTS. Against the ammended funding agreement the Polytechnic achieved 101.1% of the total funding cap. Revenue was lower than budget, with lower than planned enrolments resulting in lower TEC funding and tertiary fees. Diversified revenue was also lower than budget with lower enrolments than planned in non-funded courses. Investment income exceeded budget due to higher earning cash deposits resulting from a higher opening cash position and lower spending on capital items. Overall expenditure was also lower than budget and able to offset the lower revenue. Direct expenditure was lower than budget due to lower enrolments and outsourced educational provider costs. Small savings were also made in indirect expenditure in particular in training and development, marketing costs, and depreciation and amortisation due to the lower investment spend than planned. The cash position at the end of the year exceeded budget with the higher than planned opening deposits and lower spend on capital expenditure during the year. The capital expenditure on the new Student Management System planned to commence this year has been delayed and is expected to proceed next year.

3.5 Major events The Open Polytechnic’s investment plan for 2013–2015 was approved by the Tertiary Education Commission. Except for the investment plan approval and budget variances commented on in note 3.4, no major events occurred in 2013 that had a major impact on the financial position and performance of the Open Polytechnic.

3.6 Subsequent events No events have occurred since balance date that would materially affect the Open Polytechnic’s financial statements for the year.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

4 Government grants 2013 ACTUAL $000

2012 ACTUAL $000

37,420

41,183

Supplementary grants

247

279

Other grants

149

323

37,816

41,785

2013 ACTUAL $000

2012 ACTUAL $000

26,335

25,885

2,248

1,578

39

446

28,622

27,909

Student support

8,746

10,904

Course materials

1,649

1,870

Couriers and telecommunication

695

772

Other course and delivery costs

416

424

Total course and delivery costs

11,506

13,970

Depreciation

1,953

2,196

Amortisation

3,568

3,165

Total depreciation and amortisation

5,521

5,361

Bulk funding (student achievement component)

TOTAL GOVERNMENT GRANTS

5 Operating expenses

Salaries and other personnel expenses Salaries Related personnel expenses Restructuring expenses Total salaries and other personnel expenses Course and delivery costs

Depreciation and amortisation

FINANCIAL STATEMENTS

81

2013 ACTUAL $000

2012 ACTUAL $000

Building repairs and maintenance

261

313

Rent

44

55

738

756

7

(56)

322

1,227

2,201

1,917

Royalties and license fees

510

195

Library expenses

377

392

Professional fees and subscriptions

706

1,179

63

22

(22)

46

Audit remuneration (financial audit)

101

97

Council fees

129

124

2,417

2,508

Travel expenses

536

584

Bank fees

105

107

Other operating expenses

869

873

Total other operating expenses

9,364

10,339

TOTAL OPERATING EXPENSES

55,013

57,579

2013 ACTUAL $000

2012 ACTUAL $000

275

166

Short-term deposits

41,481

39,070

TOTAL CASH AND CASH EQUIVALENTS

41,756

39,236

Other operating expenses

Other property related expenses Losses/(gains) on disposals of fixed assets Impairment losses/(gains) Data processing and telecommunication expenses

Bad debts written off/(reversed) Additions to provision for doubtful debts

Marketing

Council fees and other related party expenditure are further detailed in note 16.

6 Cash and cash equivalents

Cash and bank balances

Bank balances earn interest at floating rates. Surplus funds are placed with banks on call or for fixed terms. The terms of these deposits are based on projected cash flow requirements.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

7 Receivables 2013 ACTUAL $000

2012 ACTUAL $000

Receivable from the TEC

2,139

1,687

Receivable from students

289

326

Receivable from corporate clients

1,868

1,205

Prepayments and other receivables

1,973

1,610

Carrying amount of accounts receivable

6,269

4,828

Deduct: Provision for doubtful debts

(209)

(228)

6,060

4,600

FAIR VALUE OF ACCOUNTS RECEIVABLE

Amounts receivable from the TEC are recognised upon valid enrolments. The corresponding commitments to students are initially recognised as a liability (income in advance) and subsequently recognised as income over the period in which the courses are delivered. The Open Polytechnic routinely enters into contracts with Industry Training Organisations, employers and other organisations, which pay part or all of the tertiary fees. These corporate clients usually have short credit terms. Debts do not incur interest. All receivables are monitored on an ongoing basis. Debts that are overdue by more than a month are assessed for impairment. The estimated impaired amount is included in the provision for doubtful debts. Historical information about collection rates is used to reduce the impaired amount where this information is available and deemed reliable. From time to time small debts may be written off immediately. Overdue debts can be summarised as follows. 2013 ACTUAL $000

2012 ACTUAL $000

Debts past due, but not impaired

423

171

Impaired debts

208

228

OVERDUE DEBTS

631

399

2013 ACTUAL $000

2012 ACTUAL $000

228

182

Impairments

2

85

Surrendered

(22)

(39)

BALANCE AT 31 DECEMBER

208

228

Movements in the provision for doubtful debts can be summarised as follows.

Balance at 1 January

8 Inventories Inventories consist mostly of learning materials for students. Obsolete items are disposed of when obsolescence occurs. A provision for obsolescence was not necessary at balance date.

FINANCIAL STATEMENTS

83

9 Investments The Open Polytechnic has purchased 275 shares in Polytechnics International NZ limited.

10 Property, plant and equipment 10.1 Movements in property, plant and equipment 2013 ACTUAL $000

2012 ACTUAL $000

32,970

31,898

Additions

1,378

1,099

Disposals

(1)

(27)

(1,943)

–

401

–

32,805

32,970

Accumulated depreciation at 1 January

7,318

5,210

Depreciation charge for the year

1,953

2,196

(1)

(88)

Revaluations – offset against cost

(1,943)

–

Accumulated depreciation at 31 December

(7,327)

7,318

NET BOOK VALUE – PROPERTY, PLANT AND EQUIPMENT

25,478

25,652

2013 ACTUAL $000

2012 ACTUAL $000

Crown-owned land

4,000

3,750

Crown-owned buildings

6,075

5,966

Non-Crown-owned buildings

13,831

13,855

464

888

Other equipment

81

78

Vehicles

68

93

959

1,022

25,478

25,652

Gross carrying amount at 1 January

Revaluations – offset against accumulated depreciation Revaluations Gross carrying amount at 31 December

Disposals

10.2 Asset classes

Computer and communication hardware

Library collections NET BOOK VALUE – PROPERTY, PLANT AND EQUIPMENT

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OPEN POLYTECHNIC ANNUAL REPORT 2013

10.3 Movements per asset class 2013 ACTUAL $000

2012 ACTUAL $000

3,750

3,700

Crown-owned land Gross carrying amount at 1 January Revaluations Net book value – Crown-owned land

250

50

4,000

3,750

6,463

6,231

313

232

(891)

–

Crown-owned buildings Gross carrying amount at 1 January Additions Revaluations – offset against accumulated depreciation

230

–

Gross carrying amount at 31 December

Revaluations

6,115

6,463

Accumulated depreciation at 1 January

497

31

Depreciation charge for the year

434

466

Revaluations – offset against cost

(891)

–

Accumulated depreciation at 31 December Net book value – Crown-owned buildings

40

497

6,075

5,966

14,416

14,208

Non Crown-owned buildings Gross carrying amount at 1 January Additions Revaluations – offset against accumulated depreciation Revaluations Gross carrying amount at 31 December Accumulated depreciation at 1 January Depreciation charge for the year Revaluations – offset against cost Accumulated depreciation at 31 December Net book value – Non-Crown-owned buildings

584

208

(1,052)

–

(79)

–

13,869

14,416

561

39

529

522

(1,052)

–

38

561

13,831

13,855

4,502

4,213

256

257

Computer and communication hardware Gross carrying amount at 1 January Additions Disposals Gross carrying amount at 31 December

(1)

32

4,757

4,502

FINANCIAL STATEMENTS

Accumulated depreciation at 1 January Depreciation charge for the year Disposals Accumulated depreciation at 31 December Net book value – Computer and communication hardware

85

2013 ACTUAL $000

2012 ACTUAL $000

3,614

2,741

680

902

(1)

(29)

4,293

3,614

464

888

276

250

36

27

Other equipment Gross carrying amount at 1 January Additions Disposals

–

(1)

Gross carrying amount at 31 December

312

276

Accumulated depreciation at 1 January

198

170

33

29

Depreciation charge for the year Disposals Accumulated depreciation at 31 December Net book value – Other equipment

–

(1)

231

198

81

78

123

100

Vehicles Gross carrying amount at 1 January Additions

–

81

Disposals

–

(58)

Gross carrying amount at 31 December

123

123

Accumulated depreciation at 1 January

30

67

Depreciation charge for the year

25

21

–

(58)

Accumulated depreciation at 31 December

Disposals

55

30

Net book value – Vehicles

68

93

3,442

3,148

189

294

Gross carrying amount at 31 December

3,631

3,442

Accumulated depreciation at 1 January

2,420

2,164

252

256

2,672

2,420

959

1,022

25,478

25,652

Library collections Gross carrying amount at 1 January Additions

Depreciation charge for the year Accumulated depreciation at 31 December Net book value – Library collections NET BOOK VALUE – PROPERTY, PLANT AND EQUIPMENT

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OPEN POLYTECHNIC ANNUAL REPORT 2013

10.4 Revaluations All properties (Crown owned land, Crown owned buildings, and non-Crown-owned buildings) were revalued as at 31 October 2013 (and before that as at 31 October 2011 by registered independent valuers. The valuation per 31 October 2013 was performed by Darroch Limited (K Blucher DipVal, SPINZ ). Revaluation involves determining the fair value of these properties, based on optimised depreciated replacement cost, in accordance with the Open Polytechnic’s accounting policies (see note 2.8.2, above). The total fair value of the revalued property was $23,794,000 per 31 December 2013 (2012 $23,570,146).

10.5 Impairment losses There were no impairment losses during the year relating to land and buildings.

10.6 Restrictions in title Crown-owned land and buildings that are used by the Open Polytechnic are included as part of the Polytechnic’s assets. These were first recognised on 31 December 1995. Although legal title has not been transferred, the Open Polytechnic has assumed all the normal risks and rewards of occupancy. If the Open Polytechnic decides to dispose of all or some of these properties, the Crown would be entitled to the net proceeds. Cabinet has announced an intention to relax these rules. The Open Polytechnic has unrestricted title over all other property, plant and equipment included in the carrying value.

10.7 Work in progress Included in the cost of property, plant and equipment are the following amounts for assets under construction as at balance date.

Crown-owned buildings Computer and communication hardware WORK IN PROGRESS

2013 ACTUAL $000

2012 ACTUAL $000

191

30

–

170

191

200

87

FINANCIAL STATEMENTS

11 Intangible assets 11.1 Movements in intangible assets 2013 ACTUAL $000

2012 ACTUAL $000

26,664

24,440

Additions

3,366

3,789

Disposals

(11)

(31)

(471)

(1,534)

Gross carrying amount at 31 December

29,548

26,664

Accumulated amortisation at 1 January

17,602

14,711

Amortisation charge for the year

3,568

3,165

(4)

(30)

(150)

(244)

Accumulated amortisation at 31 December

21,016

17,602

NET BOOK VALUE – INTANGIBLE ASSETS

8,532

9,062

2013 ACTUAL $000

2012 ACTUAL $000

Course development costs

5,860

5,416

Software

2,672

3,646

NET BOOK VALUE – INTANGIBLE ASSETS

8,532

9,062

Gross carrying amount at 1 January

Impairment losses

Disposals Impairment losses

11.2 Asset classes

Course development costs are the costs associated with the development of programmes and courses. Most of this expenditure is incurred internally. Software includes both externally purchased software and internally incurred costs of implementing such software. The cost of website development is included if the site is used for specific services to students and the ability to generate revenue is a significant part of this development. Software includes the Open Polytechnic’s student management system. At 31 December 2013 the net book value amounted to zero dollars, as the asset was fully depreciated (2012: $876,000).

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OPEN POLYTECHNIC ANNUAL REPORT 2013

11.3 Movements per asset class 2013 ACTUAL $000

2012 ACTUAL $000

14,540

12,682

Additions

2,526

2,304

Disposals

(1)

(16)

(471)

(430)

16,594

14,540

Accumulated amortisation at 1 January

9,124

7,826

Amortisation charge for the year

1,760

1,558

–

(16)

(150)

(244)

Accumulated amortisation at 31 December

10,734

9,124

Net book value – Course development costs

5,860

5,416

12,124

11,758

Additions

840

1,485

Disposals

(10)

(15)

–

(1,104)

Gross carrying amount at 31 December

12,954

12,124

Accumulated amortisation at 1 January

8,478

6,885

Amortisation charge for the year

1,808

1,607

(4)

(14)

10,282

8,478

Net book value – Software

2,672

3,646

NET BOOK VALUE – INTANGIBLE ASSETS

8,532

9,062

Course development costs Gross carrying amount at 1 January

Impairment losses Gross carrying amount at 31 December

Disposals Impairment losses

Software Gross carrying amount at 1 January

Impairment losses

Disposals Accumulated amortisation at 31 December

FINANCIAL STATEMENTS

89

11.4 Work in progress Included in the cost of intangible assets are the following amounts for assets under construction as at balance date.

Course development costs Software WORK IN PROGRESS

2013 ACTUAL $000

2012 ACTUAL $000

1,642

1,270

542

81

2,184

1,351

11.5 Impairment losses Course development assets were tested for impairment during 2013. The impairment test included a line-by-line review of assets, and a comparison to revenue at a programme level. The impairment test revealed a number of assets for which the programmes had been closed, replaced, or revised to such an extent that no significant value is expected to come from the content embodied by these assets. These assets were derecognised, resulting in an impairment loss of $51,781 (2012: $165,048). In addition, the course development assets for 25 courses (2012: 41 courses) were considered impaired, because of significant revenue reductions in 2013 or reduced revenue projections in future years. These assets were partially written down, resulting in an impairment loss of $269,882 (2012: $81,632). Total impairment losses for course development were $321,663 (2012: $246,680). Impairment losses recognised in 2012 were reviewed in 2013. These impairment losses are now considered to be of a permanent nature. (N.B. The amounts above are in whole dollars.)

12 Income in advance 2013 ACTUAL $000

2012 ACTUAL $000

Government grants

6,399

6,899

Student tuition fees

3,397

3,274

TOTAL INCOME IN ADVANCE

9,796

10,173

Income in advance relates to amounts that have been received or are due from government agencies and students, but for which the related services have not yet been provided.

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13 Trade and other payables 13.1 Trade and other payables 2013 ACTUAL $000

2012 ACTUAL $000

Trade and other creditors

2,905

2,636

Employee entitlements

3,129

2,826

Tax liabilities

842

869

Student accreditation

226

198

7,102

6,529

TOTAL TRADE AND OTHER PAYABLES

The liabilities for employee entitlements include annual leave that is due on the balance date, the portion of accrued sick leave that is expected to be utilised, and entitlements for long service leave and retirement leave. Liabilities for student accreditation relate to payments to the New Zealand Qualifications Authority and other organisations that the Open Polytechnic makes on behalf of students for various registrations. Most liabilities are due immediately or almost immediately. Employee entitlements are generally expected to be utilised within a year of being vested, and only the portion of accrued sick leave that is expected to be utilised is recognised. Some amounts that relate to student accreditation become due upon a certain event – for example course completion. None of these liabilities are interest bearing.

13.2 Restructuring provision 2013 ACTUAL $000

2012 ACTUAL $000

Carrying Amount 1 January

–

545

Used

–

(446)

Reversed

–

(99)

BALANCE AT 31 DECEMBER

–

–

14 Financial instruments and financial risk management 14.1 Financial instruments – overview The Open Polytechnic’s principal financial instruments are cash and short-term deposits. These funds are used in the furtherance of the Open Polytechnic’s operations. Surplus funds are placed with banks for a short term. This term is based on projected future cash requirements. The Open Polytechnic does not actively trade or invest in financial instruments. The Open Polytechnic has other financial instruments, such as debtors and creditors, that arise directly from its operations. The main risks associated with the Open Polytechnic’s financial instruments are interest rate risk and credit risk.

91

FINANCIAL STATEMENTS

14.2 Classification and treatment of financial instruments The Open Polytechnic designates and classifies its financial instruments in order to determine their correct measurement bases, as follows: Cash and cash equivalents are classified as loans and receivables. After initial measurement at fair value, they are subsequently measured at amortised cost using the effective interest method. However, due to the short-term nature of the Open Polytechnic’s cash and bank balances, this generally equates to the original carrying value. Receivables are classified as loans and receivables. After initial measurement at fair value, they are subsequently measured at amortised cost using the effective interest method. However, due to the short-term nature of the Open Polytechnic’s receivables, this generally equates to the original carrying value (less any provision for doubtful debts). Trade and other creditors are classified as financial liabilities at amortised cost using the effective interest method. However, due to the short-term nature of these liabilities, this generally equates to the original carrying value. The resulting accounting policies are summarised in the summary of significant accounting policies (note 2, above). The carrying values (and fair values, if not equal to the carrying values) of the designated financial instruments can be summarised per category of financial instruments, as follows. 2013 ACTUAL $000

2012 ACTUAL $000

275

166

41,481

39,070

Receivable from the TEC

2,139

1,687

Receivable from students

289

326

1,868

1,205

46,052

42,454

(209)

(228)

Total loans and receivables – at fair value

45,843

42,226

TOTAL FINANCIAL ASSETS

45,843

42,226

Trade and other creditors

2,905

2,636

Total financial liabilities at amortised cost

2,905

2,636

TOTAL FINANCIAL LIABILITIES

2,905

2,636

Loans and Receivables Cash and cash equivalents Term investments

Receivable from corporate clients Initial carrying value Deduct: Provision for doubtful debts

Financial liabilities at amortised cost

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14.3 Interest rate risk Interest rate risk is the risk that the fair value of a financial instrument will fluctuate as a result of changes in market interest rates. Such a risk is potentially significant for longer-term financial instruments. Interest rate risk is managed by placing surplus funds with banks for a short term. As a result, there is a lower interest rate risk to the Open Polytechnic’s financial instruments. However, the possible impact of interest rate fluctuations on the Polytechnic’s surplus is indicated by calculating the annualised interest revenue of short-term deposits, based on the weighted average interest rate of deposits outstanding at the end of the year. 2013 ACTUAL $000

2012 ACTUAL $000

Short-term Deposits

41,481

39,070

Weighted average interest rate

3.86%

4.12%

1,601

1,610

ANNUALISED INTEREST REVENUE

14.4 Credit risk Credit risk is the risk that a debtor defaults on its obligations to the Open Polytechnic. The Open Polytechnic’s main debtors are government agencies (mainly related to the Ministry of Education), students, and corporate clients. The main corporate clients are industry training organisations, which receive their funding from government agencies. Thus, the main credit risk derives directly or indirectly from government policies. The remaining credit risk is spread over a relatively small number of students and corporate clients, and is therefore insignificant. Where possible the Open Polytechnic provides services on credit terms only to clients that are deemed creditworthy. Most students pay in advance of tuition. Debts due from students arise from particular contracts, such as study loan arrangements and contracts with industry training organisations. All receivables are monitored on an ongoing basis. Overdue debts are passed on to a debt collection agency for collection. Impairment of receivables is recorded through a provision for doubtful debts (refer to notes 7 and 14.2, above). Credit risk may also affect cash and cash equivalents. The Open Polytechnic manages this risk by placing surplus funds only with registered banks with at least an ‘A’ Standard & Poors rating or equivalent Moody’s rating for long-term financial instruments (if applicable), and with an ‘A2’ rating for short-term financial instruments. Furthermore, surplus funds are spread over a number of these banks.

15 Commitments and contingencies 15.1 Operating commitments 2013 ACTUAL $000

2012 ACTUAL $000

Due within 1 year

28

24

Due within 1 to 2 years

25

–

Total office rental contracts

53

24

TOTAL OPERATING COMMITMENTS

53

24

Office rental contracts

FINANCIAL STATEMENTS

93

15.2 Capital commitments There are no capital commitments as at 31 December 2013 (nil at 31 December 2012).

15.3 Contingencies No material contingent liabilities existed as at 31 December 2013 (nil at 31 December 2012).

16 Related parties 16.1 Transactions with related entities The Open Polytechnic is an entity wholly owned by the Crown. The government, through the Ministry of Education, influences the roles of the Open Polytechnic, and is its major source of revenue. The Open Polytechnic enters into transactions with Government agencies and enterprises that are (wholly or in part) controlled and/or owned by the Crown. These transactions are subject to normal commercial terms and conditions.

16.2 Council fees Cabinet Office Circular CO (09) 5 ‘Fees Framework for Members of Statutory and Other Bodies Appointed by the Crown’ requires the disclosure of fees and other benefits paid to each member or former member of the Council. The following amounts were paid or due to Council members in the reporting period (N.B. amounts are in whole dollars). 2013 ACTUAL $

2012 ACTUAL $

W. Armour

13,333

14,400

M.Bain

7,333

–

–

18,000

S. Duncan

16,000

14,400

G. Hall

32,000

28,800

D. Hutton

16,000

14,400

–

4,800

2,667

–

16,000

14,400

H. Robinson

9,333

–

S. Sutherland

16,000

14,400

128,666

123,600

A. Barker

R. Meldrum D. Moskovitz G. Philip-Barbara

TOTAL COUNCIL FEES

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OPEN POLYTECHNIC ANNUAL REPORT 2013

16.3 Key management personnel Key management personnel are those people who control the acitivities of the Open Polytechnic, either directly or indirectly. As such, any dependants of these persons who have engaged with the Open Polytechnic during the year are also included. Key management personnel includes all members of Council, nine Executive Directors, and all of their direct dependants. The following amounts were paid to key management personnel (including the Council fees disclosed in note 16.2). 2013 ACTUAL $000

2012 ACTUAL $000

129

124

1,553

1,527

7

22

1,689

1,673

2013 ACTUAL $000

2012 ACTUAL $000

25

13

Services provided to key management personnel

6

12

Amounts owed by key management personnel

–

–

Amounts owed to key management personnel

182

146

Council fees Salaries Related employee expenses TOTAL PAYMENTS TO KEY MANAGEMENT PERSONNEL Other transactions with key management personnel can be summarised as follows.

Other services provided by key management personnel

Typical transactions are consulting services provided by key management personnel (e.g. Council members), or courses provided by the Open Polytechnic. Such transactions are subject to normal arm’s-length terms and conditions. Amounts owed to key management personnel include employee benefits such as annual leave entitlements.

95

FINANCIAL STATEMENTS

17 Management of capital As a Crown entity, the Open Polytechnic uses its capital to achieve its strategic and other goals. Details of this can be found in the statement of service performance. The Open Polytechnic’s capital in financial terms is reflected in the balance sheet, mainly in equity and in cash and cash equivalents. The Open Polytechnic is largely independent in deciding how to best use its capital for achieving its goals. However, as a Crown entity the Open Polytechnic is subject to many statutory and other requirements. These requirements include the following: The provisions of the Education Act 1989. An important requirement is the limitation that funds may only be used for educational purposes. The TEC sets minimum surplus and cash flow guidelines for tertiary institutions. Additional requirements that relate to incidental funding of projects. Some of these projects may be of a capital nature. The focus of capital management therefore includes the following aspects: Ensuring that the Open Polytechnic’s activities are for educational purposes only. The statement of service performance discloses how the Open Polytechnic’s educational goals are being met. Ensuring the Open Polytechnic’s financial viability, in terms of maintaining sufficient cash reserves and meeting minimum surplus and cash flow requirements. Indicators of the Open Polytechnic’s capital and its management thereof can be summarised as follows. 2013 ACTUAL $000

2013 BUDGET $000

2012 ACTUAL $000

65,513

63,687

62,467

275

37,562

166

41,481

–

39,070

275

37,562

166

41,481

0

39,070

48,486

49,713

50,455

10.3

9.1

9.3

3%

3%

3%

111%

111%

111%

4.6%

4.1%

7.0%

115.3%

115.8%

122.0%

Size of capital Equity Cash and cash equivalents Term investments Sufficiency of cash reserves Cash and cash equivalents Term investments Payments arising from operating activities Sufficiency of cash reserves (in months) TEC indicators – minimum guidelines Net surplus as percentage of total revenue Operating cash receipts over operating cash payments TEC indicators – achieved Net surplus as percentage of total revenue Operating cash receipts over operating cash payments

The achievement indicators, as shown above, are based on the balances as included in these financial statements. The TEC regularly reviews financial performance and currently reports the institution as ‘low risk’.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

REPORT OF THE AUDITOR GENERAL To the readers of The Open Polytechnic of New Zealand’s financial statements and non-financial performance information for the year ended 31 December 2013.

The Auditor-General is the auditor of The Open Polytechnic of New Zealand (the Polytechnic). The Auditor-General has appointed me, Stuart Mutch, using the staff and resources of Ernst & Young, to carry out the audit of the financial statements and non-financial performance information of the Polytechnic on her behalf. We have audited: the financial statements of the Polytechnic on pages 69 to 95, that comprise the Statement of Financial Position as at 31 December 2013, the Statement of Comprehensive Income, Statement of Changes in Equity and Statement of Cash Flows for the year ended on that date and the notes to the financial statements that include accounting policies and other explanatory information; and the non-financial performance information of the Polytechnic in the statement of service performance on pages 60 to 67.

Opinion In our opinion: the financial statements of the Polytechnic on pages 69 to 95: comply with generally accepted accounting practice in New Zealand; and fairly reflect the Polytechnic’s: - financial position as at 31 December 2013; and - financial performance and cash flows for the year ended on that date;

the non-financial performance information of the Polytechnic on pages 60 to 67 fairly reflects the Polytechnic’s service performance achievements measured against the performance targets adopted in the investment plan for the year ended 31 December 2013. Our audit was completed on 16 April 2014. This is the date at which our opinion is expressed. The basis of our opinion is explained below. In addition, we outline the responsibilities of the Council and our responsibilities, and we explain our independence.

Basis of Opinion We carried out our audit in accordance with the AuditorGeneral’s Auditing Standards, which incorporate the International Standards on Auditing (New Zealand). Those standards require that we comply with ethical requirements and plan and carry out our audit to obtain reasonable assurance about whether the financial statements and non-financial performance information are free from material misstatement. Material misstatements are differences or omissions of amounts and disclosures that, in our judgement, are likely to influence readers’ overall understanding of the financial statements and non-financial performance information. If we had found material misstatements that were not corrected, we would have referred to them in our opinion. An audit involves carrying out procedures to obtain audit evidence about the amounts and disclosures in the financial statements and non-financial performance information. The procedures selected depend on our judgement, including our assessment of risks of material misstatement of the financial statements and non-financial performance information, whether due to fraud or error. In making those risk assessments, we consider internal control relevant to the Polytechnic’s preparation of the financial statements and non-financial performance information that fairly reflect the matters to which they relate. We consider internal control in order to design audit procedures that are appropriate in the circumstances but not for the purpose of expressing an opinion on the effectiveness of the Polytechnic’s internal control.

REPORT OF THE ADUDITOR GENERAL

An audit also involves evaluating: the appropriateness of accounting policies used and whether they have been consistently applied; the reasonableness of the significant accounting estimates and judgements made by the Council; the appropriateness of the reported service performance within the Polytechnic’s framework for reporting performance; the adequacy of all disclosures in the financial statements and non-financial performance information; and the overall presentation of the financial statements and nonfinancial performance information. We did not examine every transaction, nor do we guarantee complete accuracy of the financial statements and nonfinancial performance information. We have obtained all the information and explanations we have required and we believe we have obtained sufficient and appropriate audit evidence to provide a basis for our audit opinion.

Responsibilities of the Council The Council is responsible for preparing financial statements that: comply with generally accepted accounting practice in New Zealand; and fairly reflect the Polytechnics’ financial position, financial performance and cash flows. The Council is also responsible for preparing non-financial performance information that fairly reflects the Polytechnic’s service performance achievements measured against the performance targets adopted in the investment plan. The Council is responsible for such internal control as it determines is necessary to enable the preparation of financial statements and non-financial performance information that are free from material misstatement, whether due to fraud or error. The Council is also responsible for the publication of the financial statements and non-financial performance information, whether in printed or electronic form. The Council’s responsibilities arise from the Education Act 1989 and the Crown Entities Act 2004.

97

Responsibilities of the Auditor We are responsible for expressing an independent opinion on the financial statements and non-financial performance information and reporting that opinion to you based on our audit. Our responsibility arises from section 15 of the Public Audit Act 2001 and the Crown Entities Act 2004.

Independence When carrying out the audit, we followed the independence requirements of the Auditor-General, which incorporate the independence requirements of the External Reporting Board. Other than the audit, we have no relationship with or interests in the Polytechnic.

Stuart Mutch, Ernst & Young On behalf of the Auditor-General Wellington, New Zealand

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OPEN POLYTECHNIC ANNUAL REPORT 2013

APPENDIX 1

OPEN POLYTECHNIC COUNCIL CHAIRPERSON GRAEME HALL – MINISTERIAL APPOINTMENT Graeme is the Principal of Rutherford Sloan Limited, Management Consultants, Wellington. He previously led the Performance Improvement Practice at Coopers & Lybrand Consulting. He has 20 years’ experience in leading a wide range of primarily public sector strategic projects, advising executive management, and providing governance. He has held senior executive positions in national and multinational companies, and has worked in New Zealand, Australia and the United Kingdom. His governance experience includes Deputy Chair of the Corrections Assurance Board, Chair of the Audit and Risk Committee of the Families Commission (as a company director), and President of his Rotary Club. His term of office commenced on 1 May 2010 and finishes on 1 May 2014.

DEPUTY CHAIRPERSON MURRAY BAIN – MINISTERIAL APPOINTMENT Murray is a company director and consultant. Recently he has filled roles as Chief Executive of the Ministry of Science and Innovation and CE of the Foundation for Research, Science and Technology. Previously he was Assistant Governor in the Reserve Bank and Chief Operating Officer with ACC. In Trust Bank NZ he has held the positions of Senior General Manager – Banking, Chief Financial Officer, and Group Treasurer. He is a Director with Powerco NZ, TSB Bank, and the Central DHB’s Technical Advisory Services Board. His term of office commenced on 1 May 2013 and finishes on 30 April 2017.

HELEN ROBINSON – MINISTERIAL APPOINTMENT DAVID HUTTON – COUNCIL APPOINTMENT David is an independent consultant specialising in financial services and public sector management improvement. He has extensive management experience in New Zealand and overseas. He commenced his career in the Audit Office, moving to senior positions at Government Life (now Tower), the International Monetary Fund in Washington, and ACC. He then had eight and a half years as Chief Executive of the Public Trust. He was also the Chief Executive of the Institute of Financial Advisors for three years. David is a Fellow Chartered Accountant. David was on Council as a ministerial appointee from 2003 until 2010 when he became a Council appointee. His current term of office finishes on 1 May 2014.

Helen is a professional director and entrepreneur with interests mostly in ICT, SaaS and mobile software based companies. Helen is the Chair of The Network for Learning Ltd (N4L), and a Director for ATEED (Auckland Tourism Events & Economic Development), Auckland Sport, NIWA (National Institute of Water & Atmospheric Research), the NZ Business Excellence Foundation, Mondiale Technologies and CLOUD M (a mobile network platform and application development company). Helen has led many technology companies over the past 25 years, including as Managing Director for Microsoft NZ, and as Vice President Asia Pacific for Pivotal Corporation, a North American software company. Helen was the CE of the TZ1 Registry until its acquisition by Markit Group; she continued as managing director until 2011. Her term of office commenced on 30 April 2013 and finishes on 30 April 2017.

APPENDIX 1 OPEN POLYTECHNIC COUNCIL

GLENIS PHILIP-BARBARA – COUNCIL APPOINTMENT Glenis is currently the Chief Executive of the Mäori Language Commission. Previous to this she was the Director of Business Development at Tairäwhiti Polytechnic in Gisborne. Glenis has held teaching, research, student support and leadership roles in the tertiary sector since 1998, spanning university and polytechnic organisations. She has served Köhanga Reo, Kura Kaupapa Mäori and community organisations as board chair and board member in Palmerston North, Auckland and Gisborne. Her second term of office finishes on 1 May 2015.

DAVE MOSKOVITZ – COUNCIL APPOINTMENT Dave is a professional director and early-stage investor, and takes an active role in a number of Wellington internet-centric startups. He is a partner in a seed fund, a global facilitator for Startup Weekend, and lead mentor at Lightning Lab. He provides consultancy and software development services for a variety of clients. He also serves on the InternetNZ Council, and is active in helping non-profits. Dave’s term commenced on 1 November 2013 and finishes on 31 October 2016.

99

SUE DUNCAN – MINISTERIAL APPOINTMENT Sue has 20 years’ experience in the tertiary education sector, including one year as the acting Chief Executive of the Western Institute of Technology at Taranaki. She has previously been a member of several boards of trustees, including New Plymouth Boys High School. Her second term of office finishes on 1 May 2016.

SUE SUTHERLAND – COUNCIL APPOINTMENT Sue is a consultant working in strategy, policy and change management areas. Prior to this, she had roles as the acting Chief Executive and National Librarian for the National Library of New Zealand, and as Deputy Chief Executive and Director of the National Digital Library. She was also the Libraries Manager for Christchurch City Council, and was an elected Council member at CPIT from 2003-2008. An Associate Fellow of the New Zealand Institute of Management, Sue is also an honorary life member of LIANZA and a former trustee of the 2020 Communications Trust. Her current term of office finishes on 1 May 2014.

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OPEN POLYTECHNIC ANNUAL REPORT 2013

APPENDIX 2

EXECUTIVE PROFILES CHIEF EXECUTIVE DR CAROLINE SEELIG Caroline joined the Open Polytechnic in January 2009. Formerly Deputy Chief Executive of Nelson Marlborough Institute of Technology from 2000–2009, Caroline has over 20 years’ experience as a senior manager in New Zealand’s Institutes of Technology and Polytechnics (ITP) sector. Caroline has extensive knowledge of the ITP sector, having previously held senior positions in Tai Poutini Polytechnic, Eastern Institute of Technology Hawke’s Bay and Nelson Marlborough Institute of Technology. She has led institutional strategic and investment planning, along with oversight of flexible learning, teaching and delivery units, academic portfolio development, quality management and student support. She has also been involved in a wide range of successful collaborative initiatives and projects to drive change and innovation. She is currently a member of New Zealand Institutes of Technology and Polytechnics and a board member of the Hutt Valley Chamber of Commerce. In 2013 she was made an Honorary Fellow of the Commonwealth of Learning for services to the advancement of open, distance learning in the Commonwealth. A Woolf Fisher Scholar, Caroline holds a Bachelor of Science (Hons), a post graduate Certificate in Education, a Master of Educational Administration, and a PhD.

EXECUTIVE DIRECTOR ACADEMIC SERVICES AND DEPUTY CHIEF EXECUTIVE NEIL CARROLL Prior to joining the Open Polytechnic in February 2010, Neil was Deputy CEO Academic Services and Policy at WelTec. He has held senior roles at the Central Institute of Technology, the New Zealand Qualifications Authority, Agriculture ITO, and the Association of Polytechnics in New Zealand. Neil has a comprehensive understanding of the financial, human resource management and academic quality needs of a large polytechnic, having held senior management roles throughout the changes in the tertiary sector over the past 20 years. He holds a BSc (Hons, First Class) and an MSc in biochemistry.

EXECUTIVE DIRECTOR FINANCIAL SERVICES MURRAY HILL Murray joined the Open Polytechnic in March 2003, having worked in Wellington and Lower Hutt for a number of years. He has experience in several different industries, including the health sector (Health Benefits Limited), geospatial information (Terralink NZ Limited), and financial services (Tower NZ and FIMBRA UK). He is a member of the New Zealand Institute of Chartered Accountants and a graduate of Victoria University of Wellington.

APPENDIX 2 EXECUTIVE PROFILES AND ORGANISATION CAHRT

101

EXECUTIVE DIRECTOR STRATEGY AND ANALYSIS DR ALISON HARRISON Alison joined the Open Polytechnic in 2005, and was appointed Executive Director Strategy and Analysis in October 2009. Prior to this appointment, Alison held the position of principal analyst, playing a key role in providing analytical support for strategic and operational decisions and advocacy of the preferred courses of organisational action. Under her leadership, the Strategy and Analysis team has delivered a number of very successful strategic projects, and has been instrumental in the organisation’s achievement of its strategic objectives and funding-related performance targets. Prior to joining the organisation, Alison worked as a management consultant in Europe for 10 years, leading change management, strategic and business improvement projects across a wide range of public and private sector organisations. Alison has 20 years’ experience in tertiary education, including roles in applied research and the commercialisation of research technologies in a university spin-off company. She is the author of 11 books and has over 60 academic publications to her name. Alison holds a PhD in chemical engineering from the University of Natal in South Africa and an MBA (with distinction) from Oxford University in the United Kingdom. She is a member of the Commercial Board of the New Zealand Institute of Directors, and Rathkeale College’s Boards of Trustees and Proprietors.

EXECUTIVE DIRECTOR EDUCATIONAL TECHNOLOGY SHANAN HOLM Shanan joined the Open Polytechnic in June 2010. He has held information and communications technology (ICT) leadership roles in the private and public sector, where he focused on building collaborative partnerships, leading strategic change and the delivery of complex technology initiatives. Shanan’s background is in Agile delivery, programme and project management, ICT consulting, and technology development. Prior to joining the Open Polytechnic, Shanan was projects director for a Wellington based web company. He also set up the programme office within ACC, and established a programme office across a business and technology change programme at a major New Zealand telecommunications firm. He started his ICT career in web development, being involved in information technology since 1996, and he has led technology change and learning technology initiatives at several major educational institutes, both in New Zealand and abroad.

EXECUTIVE DIRECTOR HUMAN RESOURCES KEYUR ANJARIA Keyur joined the Open Polytechnic in February 2010. He has extensive experience in human resources (HR) management in both the public and private sectors. Prior to joining the Open Polytechnic, Keyur was the human resources manager for Industrial Research Limited. During his career, he has specialised in strategic and operational HR functions, and developed key strengths in people management and development, change management, industrial relations, and the provision of high quality, customer focused HR services. Keyur’s educational qualifications include an MBA in human resources, postgraduate diplomas in HR management and management, and a BA in science. He is also a member of the Human Resources Institute of New Zealand.

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EXECUTIVE DIRECTOR MARKETING AND COMMUNICATIONS DOUG STANDRING Doug is one of New Zealand’s most experienced open and distance learning professionals. His current role as Executive Director Marketing and Communications at the Open Polytechnic includes strategic partnerships and innovation projects, and leading onshore and international business development and consultancy. His specialist expertise includes distance and blended learning models, and e-learning development. Doug’s 20-year career in tertiary education in New Zealand and the United Kingdom spans strategic planning, brand and digital marketing, corporate communications, and stakeholder relations. He is a member of the joint working group leading the collaboration between the National Institute of Open Schooling in India and the Open Polytechnic, and he has also conducted consultancy work for the Commonwealth of Learning. His previous roles include managing media and communications at the London School of Economics and Massey University. Along with graduate study in marketing, Doug holds an MA (First Class) from Massey University and a Graduate Diploma in International Relations (with distinction) from the London School of Economics.

EXECUTIVE DIRECTOR FACULTY MARK NICHOLS Mark joined the Open Polytechnic in July 2010. His career has spanned all aspects of tertiary education, including senior management, teaching and research. Mark’s previous roles in tertiary education include senior lecturer in business studies at UCOL, and strategic e-learning facilitator with the College of Education, Massey University. Mark has a strong research background in the field of open and distance learning and e-learning, and is an executive member of ascilite and DEANZ (acting president of DEANZ as of December 2013). He is a member of the editorial team for the Journal of Online, Flexible and Distance Learning. He holds an MA in open and distance education (with distinction) from The Open University in the United Kingdom, and a BMS (Hons) from Waikato University. He is currently completing PhD studies at the University of Otago.

EXECUTIVE DIRECTOR MÄORI & PASIFIKA ERIMA HENARE Erima joined the Open Polytechnic in November 2006. He has iwi affiliations to Ngäti Hine, Te Aupöuri, Ngäti Kahu, Te Rarawa, Ngäpuhi, Ngäti Whätua, Tainui, Te Äti Awa, Rongowhakaata, Te Aitanga-a-Mähaki and Tüwharetoa. Erima has had a long association with the public service, having served in senior roles in the Department of Mäori Affairs and the Ministry of Foreign Affairs, as deputy general manager of the Iwi Transition Agency, and as chair of the Mäori Language Commission. Most recently, he has been a general manager with the Ngäti Hine Health Trust, having returned home to the north at the request of his people. Erima is currently the Mäori Language Commissioner, and he sits on many local, regional and national boards, committees and organisations.

APPENDIX 2 EXECUTIVE PROFILES AND ORGANISATION CAHRT

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ORGANISATION CHART As at 31 December 2013

Head of School of Social Sciences Dr Raymond Young

Software Solutions Fraser Kennedy Support Amanda Perkinson

Head of School of Business Jane Needham

Head of School of Education Studies Liz Everiss

Courseware Development James Robertson

Head of School of Health & Community Brian McGhie

Emerging Media Graeme Holmes

Head of School of Commerce & Enterprise Caryl-Louise Robinson (acting)

COUNCIL EXECUTIVE DIRECTOR, EDUCATIONAL TECHNOLOGY

Operations Vacant

Head of School of Engineering, Trades & Construction Christo Potgieter

EXECUTIVE DIRECTOR, FACULTY MARK NICHOLS

SHANAN HOLM

Head of School of Science & Technology Dr Lily Belabun

Strategic Insight Dr Tony Thistoll

EXECUTIVE DIRECTOR, STRATEGY & ANALYSIS

Library Philip Clarke (acting)

EXECUTIVE DIRECTOR, HUMAN RESOURCES

DR ALISON HARRISON

International Business Terry Neal

KEYUR ANJARIA

CHIEF EXECUTIVE DR CAROLINE SEELIG

Education Solutions Kimberley Da Silva

Communications Leanne Rate

EXECUTIVE DIRECTOR, MARKETING & COMMUNICATIONS

EXECUTIVE DIRECTOR, ACADEMIC SERVICES NEIL CARROLL

Learning Centre Catherine Ross

Logistics Anna Couperthwaite

Marketing Michelle Stemp

DOUG STANDRING

EXECUTIVE DIRECTOR, MA¯ORI & PASIFIKA

EXECUTIVE DIRECTOR, FINANCIAL SERVICES

ERIMA HENARE (C)

MURRAY HILL

Business Development (Vacant)

Enrolments Michelle Keedwell

Financial Services Ross Sinclair

Academic Registry Alison Penney

Facilities Shaun Ransley Quality & Academic Development Peter Osborn

Pasifika Office Pale Sauni

Te Kura Wananga/ Ma¯ori Office Caroline Rawlings

Legal Roger Dowling

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APPENDIX 3

PORTFOLIO DEVELOPMENT OP1886

OP1887

OP1888

New Zealand Certificate in Pharmacy (Introduction to Pharmacy Practice) (Level 3)

New Zealand Certificate in Pharmacy (Community Pharmacy Assistant) (Level 4)

New Zealand Certificate in Pharmacy (Pharmacy Technician) (Level 4)

OP1889

OP7080

NC1431

OP7090

New Zealand Certificate in Pharmacy (Pharmacy Technician) (Level 5)

Bachelor of Applied Management (Level 7)

National Certificate in Business (Level 3)

Bachelor of Information Technology (Level 7)

NEW PROGRAMMES APPROVED:

APPENDIX 4

PROGRAMME PORTFOLIO 2013 PORTFOLIO BY NEW ZEALAND QUALIFICATIONS FRAMEWORK LEVEL AND AVAILABLE CREDIT 1000

900

800

700

AVAILABLE CREDIT

600

500

400

300

200

100

0

Health and Community Levels:

Commerce and Enterprise

Engineering, Trades and Construction

1

2

Science and Technology 3

Education Studies

4

Business

5

Social Science

6

7

APPENDIX 5 RESEARCH AND ACADEMIC OUTPUTS 2013

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APPENDIX 5

RESEARCH AND ACADEMIC OUTPUTS 2013 Initials after research output headings indicate current PBRF reporting criteria: RO – Research Output PE – Peer Esteem CRE – Contribution to Research Environment

1. Books and monographs (RO) Skinner, C., Mersham, G. M., & Benecke, R. (2013). The handbook of public relations (10th ed.). Johannesburg, South Africa: Oxford University Press. Smart, M. J., Awan, N., & Baxter, R. (2013). Principles of accounting (5th ed.). North Shore, New Zealand: Pearson Education New Zealand. Strongman, L. (2013). Academic writing. Newcastle, United Kingdom: Cambridge Scholars Publishing. Strongman, L. (2013). The mechanical pencil: Concepts in distance learning. Boca Raton, Florida: BrownWalker. Veal, J., Turner, T., & Macalister, C. (2013). Staples tax guide 2013. Wellington, New Zealand: Brookers Ltd. White, K., Schofield, G., Jarden, A., & Mackay, L. (2013). Sovereign wellbeing index: New Zealand’s first measure of wellbeing. Auckland, New Zealand: Auckland University of Technology.

2. Chapters in books (RO) Barrett, J. (2013). Law case. In L. Liddicoat (Ed). Contemporary small business cases: Cases with a New Zealand focus Version 2.0 pp.(111-114). Nelson, New Zealand: NMIT Press. Chang, A. (2013). Corporate governance in Malaysia: Cosiness, cronyism and corruption. In J. Mueller & P. K. Wells (Eds). Governance in action : strategy, process and reality (pp. 413-424). Oxford, United Kingdom: RossiSmith Academic Publications Ltd. Jenkins, C. & Broadley, M-L. (2013). Just do it. In A. Grey & B. Clark (Eds). Ngä Hurihanga Ako Köhungahunga - Transformative Teaching Practices (pp. 12-23). Auckland, New Zealand: Pearson Education. Seelig, C. (2013). Being a leader in open and distance higher education. In A. Kanwar, F. Ferreira, & C. Latchem (Eds). Women and Leadership in Open and Distance Learning and Development (pp.21-32). Vancouver, Canada: Commonwealth of Learning.

Strongman, L., & Kobeleva, P. (2013). Distance learning: The ‘risk mitigation’ case for independent governmental performance measures in New Zealand. In J. Willems, B. Tynan, & P. James (Eds). Global challenges and perspectives in blended and distance learning (pp. 137-151). Hershey, PA: IGI Global. Strongman, L. (2013). Towards a unified concept of distance learning. In A.C. Besley, & M.A. Peters (Eds). Re-imagining the Creative University for the 21st Century (pp. 71-82). Rotterdam, Netherlands: Sense Publishers.

3. Refereed journal articles (RO) Barrett, J. (2013). Craftwork, virtue and trust: Reimagining work without economic growth. New Zealand Journal of Applied Business Research, 11(1), 51-62. Barrett, J. (2013). Do companies dream of juristic sheep? Corporate claims to human rights: A humanist approach. Journal of the Australasian Law Teachers Association, 6(1&2). Retrieved from http://www.alta.edu.au/resources/PDFs/ JALTA/2013/Individual%20Papers/JALTA%20Barrett.pdf Barrett, J. (2013). New Zealand’s proposed extension of media legal privileges to Web 2.0 media. Web Journal of Current Legal Issues, 19(1). Retrieved from http:/ojs.qub.ac.uk/index. php/webjcli/article/view/205/274 Barrett, J. (2013). So it vanished: Art, tapu and shared space in contemporary Aotearoa New Zealand. PORTAL Journal of Multidisciplinary International Studies, 10(2), 1-17. Retrieved from http://epress.lib.uts.edu.au/journals/index.php/portal/ article/view/2529 Barrett, J., & Bourke, J. (2013). Managing for inclusion: Engagement with an ageing workforce. Employment Relations Record, 13 (1), 13-24. Retrieved from http://search.informit.com.au/ documentSummary;dn=529011243006432;res=IELNZC Barrett, J., & Strongman, L. (2013). Sovereignty in postcolonial Aotearoa New Zealand: Ambiguities, paradoxes, and possibilities. POLAR: Political and Legal Anthropology Review, 36(2), 341-357. Barrett, J., & Veal, J. (2013). Equity v political suicide: Framing the CGT debate in New Zealand print media. New Zealand Journal of Taxation Law and Policy, 19(2), 91-111. Barrett, J., & Veal, J. (2013). ‘Pokie machines ruined my brother’: Gambling associated harm from a New Zealand policy perspective. Journal of Applied Law and Policy, 12-24.

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Boyd-Wilson, B., & Walkey, F. (2013). The enlightenment scale: A measure of being at peace and open-hearted. Pastoral Psychology. Retrieved from http://link.springer.com/ article/10.1007/s11089-013-0586-9

4. Commissioned reports for external bodies

Diprose, G., Thomas, A.C., & Rushton, R. (2013). Desiring more: Complicating understandings of sexuality in research processes. Area, 45 (3), 292–298. doi: 10.1111/area.12031

5. Conference full academic papers published in proceedings (RO)

Hone, L., Jarden, A., & Schofield, G. (2013). Psychometric properties of the flourishing scale in a New Zealand sample. Social Indicators Research. doi: 10.1007/s11205-013-0501-x Jarden, A., MacKay, L., White, K., Schofield, G., Duncan, S., Williden, M., Hone, L., & McPhee, J. (2013). The sovereign New Zealand wellbeing index. Psychology Aotearoa, 5(1), 22-27. Kacprzak, D. & Tuleasca, I. (2013). Daylight savings calculation technique for smart buildings. Intelligent Control and Automation, 4, 102-107. Retrieved from http://www.scirp. org/journal/ica Lawrence, B., & Lentle-Keenan, S. (2013). Teaching beliefs and practice, institutional context, and the uptake of Web-based technology. Distance Education, 34(1), 4-20. Lentle-Keenan, S. (2013). ‘Rather a lot of death’: Misreading Lauris Edmond’s Late Song as an intentional last collection. Kötare: New Zealand Notes and Queries. Retrieved from https://ojs. victoria.ac.nz/kotare/article/view/2016/1837 Nichols, M. (2013). The akademeia as paradigm for online community. Journal of Christian Education, 54(1), 5-23. Peiris, I. K., Akoorie, M., & Sinha, P. (2013). Conceptualizing the process of opportunity identification in international entrepreneurship research. South Asian Journal of Management, 20(3), 7-38. Seelig, C., & Rate, L. (2013). The role distance learning has to play in offender education. Journal of Learning for Development J4LD, 1(1). Retrieved from http://www.jl4d.org/index.php/ ejl4d/article/view/20 Strongman, L. (2013). Symbolism and imagination in Samuel Taylor Coleridge’s ‘Kubla Kahn’ and their relationship to the design of an oriental garden – The Prince Regent’s Royal Pavilion. Altitude: An e-journal of emerging humanities work, 11, . Retrieved from http://www.thealtitudejournal.net/ uploads/4/2/3/3/4233079/luke_strong_symbolism_and_ imagination_in_samuel_taylor_coleridges_kubla_kahn_and_ their_relationship_to_the_design_of_an_oriental_garden__ the_prince_regents_royal_pavilion.pdf Strongman, L. (2013). Missing signposts?: Tensions between the unitary and pluralistic components of rational arguments and in organisational communication. Journal of Information, Communication and Ethics in Society, 11(1), 31-42.

Rawlings, C., & Wilson, K. (2013). Tuakana-teina e-Belonging Report. Wellington, New Zealand: Ako Aotearoa.

Barrett, J. (2013). Do companies dream of juristic sheep? Corporate claims to human rights: A humanist approach. In Proceedings of the Australasian Law Teachers Association Conference. Canberra, Australia: Australian National University. Retrieved from https://alliance.anu.edu.au/portal/ site/e3367aa0-ee09-43bd-816ef279e219acac/page/b25cd680200c-48ad-95ad-5cf812eb4cde Cossham, A. (2013). Bibliographic records in an online environment. In Information Research, 18(3), paper C42. (Special Supplement: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August 2013.). Craig, H., & Riquelme, X. (2013). Online orientation to promote student success. In M. Hobbs & K. Dofs (Eds.) ILAC selections - autonomy in a networked world: Proceedings of the 2012 Conference of the Independent Learning Association (59-61). Wellington, New Zealand: Independent Learning Association. Gaston, N. M., Dorner, D. G., & Johnstone, D. J. (2013). Information behaviour in transition: A developing world perspective. In Proceedings of the 76th Annual Meeting of the Association for Information Science and Technology. Montreal, Canada: Association for Information Science and Technology. Huang, G., Baskerville, R., & Fowler, C. (2013). Pierre Bourdieu and his epistemology: Informing management accounting research. In 7th Annual New Zealand Management Accounting Conference, Otago University, New Zealand. Wellington, New Zealand: New Zealand Institute of Chartered Accountants. Available from http://www.nzica. com/Students/Teacher-andacademic-resources/Tertiaryacademics.aspx

6. Conference presentations (not published) (CRE) Barrett, J. & Veal, J. (2013, January). Third sector enterprise: some tax policy considerations. Paper presented at Australasian Tax Teachers Association Conference, Auckland, New Zealand. Available from http://docs.business.auckland.ac.nz/ Doc/05-Jonathan-Barrett-John-Veal-paper.pdf Bourke, J., de Zoysa, R., Kenah, A., Nash, C., Fenster, G., & Alexander, O. (2013, August). Co-course leadership: An approach to improving learner engagement. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand.

APPENDIX 5 RESEARCH AND ACADEMIC OUTPUTS 2013

Brennan, M. (2013, November). Perezhivanie: “What have we missed about infant care?”. Paper presented at Early Childhood Special Interest Group, “Creativity in Research. Generative inquiries for educational futures”, New Zealand Association for Research in Education (NZARE) Conference, Dunedin, New Zealand. Broadley, M-L. (2013, August). Being bicultural. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Broadley, M-L. (2013, November). Being bi-cultural. Paper presented at “Creativity in Research. Generative inquiries for educational futures”, New Zealand Association for Research in Education (NZARE) Conference, Dunedin, New Zealand. Chu, C. & Sauni, P. (2013, August). A teaching and learning revolution. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Diprose, G. (2013, April). Policing Art: the political potential of creative practices. Paper presented at The Association of American Geographers Annual Meeting, Los Angeles, United States. Diprose, G. (2013, November). Social art and the performance of democracy. Paper presented at TEZA (The Transitional Economic Zone of Aotearoa), Christchurch, New Zealand. Diprose, G. (2013, December). The political potential of timebanking. Paper presented at Sociological Association of Aotearoa New Zealand (SAANZ) Annual Conference, Auckland, New Zealand. Dvoráková, Š., Slezácková, A., Singh, K., Choubisa, R., Jarden, A., & Howard, F. (2013, May). Social capital and subjective wellbeing among university students: Their link and a comparison of Czech, New Zealand and Indian samples. Paper presented at 2nd International Conference on Positive Psychology, Brno, Czech Republic. Fenton, M. (2013, October). Students leading learning in science and mathematics at home or school: New uses for multimeters. Workshop presented at ULearn13 conference, Hamilton, New Zealand. Furness, J., Pohatu-Anderson, L., Morum, M., & Brown, K. (2013, August). Student engagement by stealth: Embedding information and research literacy. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Grant, R. (2013, August). Peer mentoring: An effective approach to enhancing student engagement and success. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Hay, K., Ballantyne, N., & Brown, K. (2013, November). Hic sunt dracones: Advancing the sustainability and quality of social work field education in Aotearoa New Zealand. Paper presented at Social Workers Registration Board Conference: Protecting the Public-Enhancing the Profession, Wellington, New Zealand.

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Huang, X., & Pont, A. (2013, August). What does ‘student engagement’ mean? Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Jarden, A. (2013, June). The Sovereign Wellbeing Index: Super wellbeing, five ways to wellbeing, and international comparisons. Paper presented at 3rd World Congress on Positive Psychology, Los Angeles, United States. Jarden, A. (2013, June). The Sovereign Wellbeing Index: Super wellbeing, five ways to wellbeing, and international comparisons. Paper presented at 2nd New Zealand Association of Positive Psychology Conference, Auckland, New Zealand. Joshi, R. (2013, August). Enhancing student engagement through the use of authentic materials. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Larsen, R., Harris, K., & Tongue, S. (2013, August). Developing interactive digital media: Lessons learned. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. McAlevey, F. (2013, November). Do you dance at work Mummy? An ethnographic exploration of the meanings young children place on work. Paper presented at “Creativity in Research. Generative inquiries for educational futures”, New Zealand Association for Research in Education (NZARE) Conference, Dunedin, New Zealand. Mersham, G. M. (2013, December). Opening minds in the physical and virtual learning space : Implications for the practice and delivery of communication courses. Paper presented at 25th New Zealand Communication Association Conference, Wellington, New Zealand. Mersham, G. M. (2013, November). The role of communications & social media in crowdfunding. Paper presented at Pacific Crowdfunding Symposium, Wellington, New Zealand. Nichols, M. (2013, December). Better you stay where you are: Theological distance education and spiritual formation. Keynote address presented at Australia New Zealand Association of Theological Field Educators (ANZATFE) Biennial Conference, Auckland, New Zealand. Nichols, M. (2013, December). Theological eDucation: Exploiting the opportunities for online learning. Workshop presented at Australia New Zealand Association of Theological Field Educators (ANZATFE) Biennial Conference, Auckland, New Zealand. Nichols, M. (2013, August). Whakapiri: Reflections on engagement through distance education. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand.

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Peiris, I. K. (2013, October). Entrepreneurial insight in the pursuit of identifying and exploiting opportunities. Paper presented at 17th Annual Waikato Management School Student Research Conference, Hamilton, New Zealand. Peiris, I. K. (2013, December). Individual level determinants of international performance. Paper presented at 27th Australian and New Zealand Academy of Management (ANZAM) Conference: Managing on the Edge, Hobart, Australia. Riquelme, X. (2013, August). Orientation for student engagement. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Riquelme, X. (2013, December). Social media and student support. Paper presented at Australia and New Zealand Student Services Association Biennial Conference, Wellington, New Zealand. Scholes, V. (2013, August). Engaging students in chat sessions. Paper presented at Open Polytechnic Learning Conference: Engaging Learners, Lower Hutt, New Zealand. Scholes, V. (2013, December). Moral judgement in context: implications for experimental philosophy. Paper presented at Australasian Association of Philosophy (AAP) New Zealand Conference, Auckland, New Zealand. Strongman, L. (2013, September). Theories of motivation in education and the workplace. Paper presented at Building Bridges: Dialogues across Psychology Whakatina: Nga korero o te Matai Hinengaro. New Zealand Psychological Society Annual Conference, Auckland, New Zealand. Strongman, L. (2013, July). Information sharing in health privacy law. Paper presented at Pivotal Moments/Future Horizons – Continuity and Change in Australasian Bioethics. Australasian Association of Bioethics and Health Law Conference, Sydney, Australia.

9. Book review (CRE) Cossham, A. (2013). [Review of the book Essential Library of Congress Subject Headings]. Library Management, 34(3), 258. Cossham, A. (2013). [Review of the book Introduction to Information Science]. Library Management, 34(3), 265. Fields, A. (2013). [Review of the book ‘Advances in Librarianship 35: Contexts for Assessment and Outcome Evaluation in Librarianship’ ed. by A. Woodsworth and W.D. Penniman]. Library Review, 62(1/2), 87-89. Fields, A. (2013). [Review of the book ‘Assessing Service Quality: Satisfying the Expectations of Library Customers, 2nd ed.’ by P. Hernon and E. Altman]. Collection Building, 32(2), 74–75. Fields, A. (2013). [Review of Collaboration in Libraries and Learning Environments, Edited by Maxine Melling and Margaret Weaver]. Library Review, 62(8/9), 626–627. Weijers, D., Jarden, A., Angner, E., Burns, G., Chadwick, E., Jose, P. E., Joshanloo, M., Tarragona, M., & Thin, N. (2013). [Review of The Oxford Handbook of Happiness.] International Journal of Wellbeing, 3(2). Available at http://www. internationaljournalofwellbeing.org/index.php/ijow/article/ view/253 Welland, S. (2013). [Review of the book ‘Libraries and archives: A comparative study ‘ by T. Lidman]. Library Review, 62(3), 202-204 Welland, S. (2013). [Review of the book ‘Preserving Archives, 2nd Ed.’ by H. Forde and J. Rhys-Lewis]. Library Review, 62(8/9), 623-625

Faculty Academic Outputs 10. External Presentations Other (RO, CRE)

Williams, N., & Broadley, M-L. (2013, September). Building Kaupapa Mäori into early childhood education. Paper presented at Higher Education and Research Development Society of Australasia (HERSDA) Conference., Auckland, New Zealand.

Brennan, M. (2013, October). Conceptual and theoretical underpinnings of the Bachelor of Teaching (ECE). Presentation to the Indonesian Ministry of Education and Culture: Early Childhood Education Focus, 29 October – 1 November. Wellington, New Zealand.

7. Conference poster presentations (CRE)

Broadley, M-L. (2013, January). Being bicultural. Counties Manakau Kindergarten Association. Auckland, New Zealand.

Jarden, A. (2013, June). The Sovereign Wellbeing Index. Poster session presented at Third World Congress on Positive Psychology, Los Angeles, United States.

8. Open Polytechnic Research Growth Fund Grant (CRE, RO) Burtenshaw, M. (2013). Investigation of yield-for-effort growing the pre-European kumara cultivar ‘Taputini’ at Maori garden sites using techniques replicating Maori horticultural practices.

Broadley, M-L. (2013, February). Being bicultural. Fundraiser for OMEP, the World Organisation for Early Childhood Education. Auckland, New Zealand. Broadley, M-L. (2013, April). Being bicultural. Associate Teachers Symposium, AUT. Auckland, New Zealand. Broadley, M-L. (2013, May). Being bicultural. Kidicorp Workshop. Auckland, New Zealand. Broadley, M-L. (2013, June). Being bicultural. Annual Bay of Plenty / Waikato Kidicorp Regional Conference. Auckland, New Zealand.

APPENDIX 5 RESEARCH AND ACADEMIC OUTPUTS 2013

Broadley, M-L. (2013, July). Being bicultural. Counties Manakau Early Childhood Teachers Symposium. Auckland, New Zealand. Broadley, M-L. (2013, August). Being bicultural. OMEP (Organisation Mondiale pour l’Education Prescolaire or World Organisation for Early Childhood Education) Workshop. Auckland, New Zealand. Broadley, M-L. (2013, October). Being bicultural. Workshop and Presentation, Minnows Early Childhood Centre. Tauranga, New Zealand. Diprose, G. (2013, August). Panel Discussion: The end of poverty? P3 Foundation, Victoria university. Wellington, New Zealand. Diprose, G. (2013, November). Panel Discussion: This is public art? Ramp Gallery, Waikato Institute of Technology. Hamilton, New Zealand. Fenster, G. (2013, August). Presentation. New Zealand Book Council: True Stories Told Live (Fear and Loathing). Wellington, New Zealand.

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Marshall, B. (2013, June). Achieving a PBRF-funded category. Marshall, B. (2013, June). Developing researchers and a research culture. Natanasabapathy, P., & Joshi, R. (2013, July). Experiences of developing virtual presentations. Merrett, M. (2013, December). Do you eat whitebait? Should you? Waiwhetu Stream and the life and death of inanga. Mersham, G. M. (2013, March). Social media: challenging the concept of ‘official sources’ in emergency management and crisis communication. Strongman, L. (2013, October). Nature or nurture? Implications of the human genome project. Tatineni, V. (2013, May). Engaging Indian children in early childhood environments. Tripuraneni, V. (2013, April). The academic library: adapting, evolving and thriving..

Fenster, G. (2013, September). Reading. International Institute of Modern Letters Alumni. Wellington, New Zealand.

Tuleasca, I. (2013, May). Effects of Electro-magnetic interferences.

Fields, A. (2013, August). Putting support where the learners are: A multiple case study of embedded librarians within New Zealand online tertiary classrooms. Researching Professionals Symposium. Dunedin, New Zealand.

Wellstead, P. (2013, March). Archetypal heroes or drongos, losers, pedophiles and drug addicts. Media images of NZ and Australian men.

Jarden, A. (2013, September). 30 minutes to wellbeing and better abs - or your money wasted. Work Wellbeing Week, Auckland University of Technology. Auckland, New Zealand.

Wratten, S. (2013, July). Biodiversity, ecosystem services and sustainable agriculture.

Ord, K., & Tate, A. (2013, June). Is it ‘theory and practice’ or theory in practice’? Let’s shift the discourse. Workshop presented at Victoria University Winter Research Seminar. Wellington, New Zealand.

12. Non-refereed magazine and journal article (CRE)

Williams, N., & Broadley, M-L. (2013, April). Building Kaupapa Mäori into early childhood education. Ako Aotearoa Workshop Whitireia Polytechnic. Porirua, New Zealand.

11. Open Polytechnic seminar (RO, CRE) Barrett, J. (2013, February). The Tudors, breakfast cereals and social enterprise: A discussion of tax policy and the third sector. Broadley, M-L. (2013, August). Being bicultural. Burtenshaw, M. K. (2013, June). Gourd. Cossham, A. (2013, July). Making it easier to find information. Diprose, G. (2013, September). Environmental campaigns that ‘go national’ in Aotearoa New Zealand. Jarden, A. (2013, November). Workplace wellbeing: Making work work. Leder, H. (2013, April). Just add water: How to build a polytechnic in the desert (or not?). Marfell-Jones, M. J. (2013, February). A brief history of the New Zealand technical institute system. Part 1 - the early years.

Whistler, A. (2013, November). Castaway’s guide to atoll life.

Marfell-Jones, M. J. (2013, February). A brief history of the New Zealand technical institute system. Part 1 – the early years. New Zealand Tertiary Education Journal, 4, 32-45.

13. National and international award (PE) Barrett, J. (2013). Do companies dream of juristic sheep? Corporate claims to human rights: A humanist approach. Proceedings of the Australasian Law Teachers Association Conference. Australian National University, Canberra, Australia. Retrieved from https://alliance.anu.edu.au/portal/ site/e3367aa0-ee09-43bd-816ef279e219acac/page/b25cd680200c-48ad-95ad-5cf812eb4cde Awarded Best Paper at the Australasian Law Teachers Association Conference 2013. Cossham, A. (2013). Bibliographic records in an online environment. In Information Research, 18(3), paper C42. (Special Supplement: Proceedings of the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August 2013.) Best Paper Award at the Eighth International Conference on Conceptions of Library and Information Science, Copenhagen, Denmark, 19-22 August 2013.

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14. Journal editorship (CRE, PE) Cossham, A. (2013). Associate Editor, Library Review. Cossham, A. (2013). Book Review Editor, Library Review. Cossham, A. (2013). Editorial Associate and Copy Editor, Information Research. Jarden, A. (2013). Co-editor, International Journal of Well-being. Nichols, M. (2013). Co-editor, Journal of Open, Flexible and Distance Learning.

15. External scholarly and academic contributions (CRE, PE) Bowker, N. (2013). Reviewer, Computers in Human Behavior. Brennan, M. (2013). Peer reviewed educational text. Smith, A. B. (2013). Understanding children and childhood, 5th ed., Wellington, New Zealand: Bridget William Books. Burtenshaw, M. K. (2013). Kohunui Marae representative on Wairarapa Moana Coordinating Committee. Cossham, A. (2013). Editorial Board, Information Research. Cossham, A. (2013). Editorial Board, New Zealand Library and Information Management. Cossham, A. (2013). Reviewer, Information Research. Fields, A. (2013). Reviewer, LIANZA Professional Registration Revalidation.

Kovacic, Z. (2013). Editorial Board, Journal of Information Technology Education: Innovations in Practice (JITE: IIP). Kovacic, Z. (2013). Reviewer, European Journal of Psychology of Education. Kovacic, Z. (2013). Reviewer, Journal of Information Technology Education: Innovations in Practice. Kovacic, Z. (2013). Reviewer, Social Science Computer Review. McIntosh, R. K. (2013). Member, Accounting Working Group, NZQA Targeted Review of Business Qualifications. Mersham, G. M. (2013, ). Editorial board, International Journal of Social Economics. Mersham, G. M. (2013). Editorial board, PRism. Mersham, G. M. (2013). Member, ITP Research Forum. Mersham, G. M. (2013). Reviewer, Alternation, Interdisciplinary Journal for the Study of the Arts and Humanities in Southern Africa. Mersham, G. M. (2013). Reviewer, Media International Australia. Needham, J. (2013). Member, Accounting Working Group, NZQA Targeted Review of Business Qualifications. Nichols, M. (2013). Acting President, New Zealand Association of Open, Flexible, and Distance Learning (DEANZ). Nichols, M. (2013). Executive member, Australasian Society for Computers in Learning in Tertiary Education (ASCILITE).

Fields, A. (2013). Reviewer, Library Review.

Nichols, M. (2013). Project Mentor, DEANZ 2016 futures project, Wellington, New Zealand.

Irvine, J. (2013). Editorial Board, New Zealand Journal of Library and Information Management.

Peter, V. (2013). Reviewer, Journal of Management & Organization.

Irvine, J. (2013). Reviewer, Library Review. Jarden, A. (2013). Grant Reviewer, Health Research Council of New Zealand. Jarden, A. (2013). Reviewer, International Journal of Educational and Psychological Assessment. Jarden, A. (2013). Reviewer, Journal of Medical Internet Research. Jarden, A. (2013, ). Reviewer, Journal of Personality and Social Psychology. Jarden, A. (2013). Reviewer, Journal of Positive Psychology. Jonnavithula, L. (2013). Member, Board of Reviewers, Journal of Information Technology Education. Jonnavithula, L. (2013). Reviewer, Journal of Information Technology Education (JITE) Research. Jonnavithula, L. (2013). Reviewer, Journal of Information Technology Education (JITE) Innovations in Practice. Kovacic, Z. (2013). Reviewer, InSITE 2013: Informing Science + IT Education Conferences, Porto, Portugal. Kovacic, Z. (2013). Editorial Board, Journal of Information Technology Education: Research (JITE: Research).

Peter, V. (2013). Reviewer, Public Management Review. Peters, H. (2013). Reviewer, Journal of Gambling Studies. Potgieter, C. (2013). Reviewer, Annual INSITE (INforming Science and Information Technology Education) conference. Potgieter, C. (2013). Reviewer, Interdisciplinary Journal of E-learning and Learning Objects. Potgieter, C. (2013). Reviewer, International Journal of Doctoral Studies. Potgieter, C. (2013). Reviewer, International Journal of an Emerging Transdiscipline. Potgieter, C. (2013). Reviewer, Journal of Information Technology Education. Smith, A. B. (2013). Understanding children and childhood, 5th ed., Wellington, New Zealand: Bridget William Books. Tuleasca, I. (2013). Reviewer, Sensors and ActuatorsA: Physical. Ward, C. (2013). Editorial Committee, Primary Industry Management Journal. Welland, S. (2013). Reviewer, Library Review. Wellstead, P. (2013). Reviewer, Library Review.

APPENDIX 5 RESEARCH AND ACADEMIC OUTPUTS 2013

16. Internal Research Contribution Barrett, J. (2013). Degree Research Facilitator, School of Business. Barrett, J. (2013). Member, Open Polytechnic Research Committee. Barrett, J. (2013). Chair, Open Polytechnic Research Publications Committee. Barrett, J. (2013). Member, Open Polytechnic Research Ethics Committee. Belabun, L. (2013). Member, Open Polytechnic Research Committee.

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Robinson, C-L. (2013). Member, Open Polytechnic Research Committee. Scholes, V. (2013). Member, Open Polytechnic Research Publications Committee. Strongman, L. (2013). Member, Open Polytechnic Research Publications Committee Tuleasca, I. (2013). Member, Open Polytechnic Research Committee. Young, R. (2013). Member, Open Polytechnic Research Committee.

Brennan, M. (2013). Member, Open Polytechnic Research Committee.

17. Official Role (PE)

Brennan, M. (2013). Member, Open Polytechnic Research Ethics Committee.

Broadley, M-L. (2013). Convenor, NZARE Rae Munro Award.

Brennan, M. (2013). Member, Open Polytechnic Research Publications Committee. Clarke, P. (2013). Member, Open Polytechnic Research Committee. Dowling, R. (2013). Chair, Open Polytechnic Research Ethics Committee. Everiss, E. (2013). Member, Open Polytechnic Research Committee. Fisher, R. M. (2013). Member, Open Polytechnic Research Publications Committee. Geraghty, P. (2013). Member, Open Polytechnic Research Publications Committee. Kelly, G. (2013). Member, Open Polytechnic Research Publications Committee. Loveridge, J. (2013). Member, Open Polytechnic Research Ethics Committee. Marfell-Jones, M. J. (2013). Convenor, Open Polytechnic Research Seminar Series. Needham, J. (2013). Member, Open Polytechnic Research Committee. Nichols, M. (2013). Chair, Open Polytechnic Research Committee. Osborn, P. (2013). Member, Open Polytechnic Research Committee. Osborn, P. (2013). Member, Open Polytechnic Research Ethics Committee. Peters, H. (2013). Degree Research Facilitator. School of Social Sciences Peters, H. (2013). Member, Open Polytechnic Research Committee Potgieter, C. (2013). Member, Open Polytechnic Research Committee. Rawlings, C. (2013). Member, Open Polytechnic Research Committee. Rawlings, C. (2013). Member, Open Polytechnic Research Ethics Committee. Rawlings, C. (2013). Member, Open Polytechnic Research Publications Committee.

Broadley, M-L. (2013). Council Member, New Zealand Association for Research in Education (NZARE) – Te Hunga Rangahau Mätauranga O Aoteroa. Fields, A. (2013). Committee Member, Research Special Interest Group of Library and Information Association of New Zealand Aotearoa. Fields, A. (2013). Member, Library and Information Association of New Zealand Aoteoroa Professional Registration Board. Hunt, C. (2013). Member, Legal Executive Diploma / Legal Studies Certificate - Working Groups, NZQA Mandatory Review of Qualifications. Jarden, A. (2013). President, New Zealand Association of Positive Psychology. Marfell-Jones, M. J. (2013). Chairman, The Funeral Services Training Trust of New Zealand. Mersham, G. M. (2013). Member, Public Relations / Marketing Communications and Organisational / Internal / Technical Communication - Sector Review Groups, NZQA Targeted Review of Qualifications. Needham, J. (2013). Member, Academic Board of Advanced Business Education Ltd for NZ Institute of Chartered Accountants. Nichols, M. (2013). Project Leader, An online orientation to Open, Flexible and Distance Learning (DEANZ, Ako Aotearoa). Peter, V. (2013). New Zealand Coordinator and Reviewer, Society for Global Business and Economic Development Conference 2013. Peters, H. (2013). Member, Academic Board. Ross, C. (2013). Organising Committee Member, Australian and New Zealand Student Services Association (ANZSSA) Conference 2013. Tuleasca, I. (2013). Reviewer, 7th International Conference on Sensing Technology (ICST) Wellington, New Zealand. Tuleasca, I. (2013). Technical Programme Committee Member, 7th International Conference on Sensing Technology (ICST) Wellington, New Zealand.

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18. External postgraduate degree examination (CRE) Bowker, N. (2013). External examiner for Doctoral thesis, “Waiting for Baby”: First-time Parents Talk About Worries During Pregnancy. Marshall, A. Massey University, Palmerston North, New Zealand. Brennan, M. (2013). External examiner. Masters research thesis, Title is confidential, Candidate information confidential Auckland University, Auckland, New Zealand. Jarden, A. (2013). External Examiner. Masters Dissertation, Wellbeing in its natural habitat: Orientations to happiness and the experience of everyday activities. Grimm, C. University of Canterbury, Christchurch, New Zealand. Merrett, M. (2013). External examiner, Doctoral dissertation, Factors affecting recruitment in populations of spiny riceflower (Pimelea spinescens Rye subspecies spinescens) in Victoria’s natural temperate grasslands: relationships with management practices, biological and ecological characteristics. Reynolds, D.M. Victoria University, Melbourne, Australia. Mersham, G. M. (2013). External examiner. Doctoral research thesis, ‘Remaining student centred: A critical discourse study of an adult literacy organisation’s publicity in Aotearoa New Zealand from 1973 to 2009’ Shearer, F.M. Massey University, Wellington, New Zealand. Mersham, G. M. (2013). External examiner. Masters research thesis, ‘Reputation in danger: Selected case studies of reputational crises created by social networking sites’ Ott, L. AUT, Auckland, New Zealand. Mersham, G. M. (2013). Doctoral Co-supervisor, ‘Virtual trust in a global village: The online interaction of trust and culture involving organisations and their publics. Rahman, K. A. AUT, Auckland, New Zealand. Mersham, G. M. (2013). External Examiner. Doctoral thesis, Vulnerability Analysis of ICT infrastructure. Smith. R. J. University of Kwa-Zulu, Durban, South Africa. Tuleasca, I. (2013). External examiner. Doctoral dissertation, Modelling of Electrokinetic Phenomena in Soils. Huweg, A. University of Southern Queensland, Brisbane, Australia.

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