Professional insight from the University of Canterbury | Te Whare Wānanga o Waitaha

Engaged. Empowered. Making a difference. We are proud to offer the foundation of an excellent education and holistic learning experience, while ensuring our students are prepared to succeed and make a positive difference in the world around them.

Students under flowering tree on University of Canterbury campus in sunshine

Statue of Plato in front of Academy of Athens in Athens, Greece

I blame Plato: how ancient thinking still might shape belonging in STEM

The history of mathematics tells a rich story of collective labour, curiosity, dialogue, adventurousness and responsiveness to human questions. Educators have responsibility to tap into this for current and future students, writes Clemency Montelle

Clemency Montelle

University of Canterbury | Te Whare Wānanga o Waitaha

Older engineer working with an engineering apprentice

How to run effective industry-enriched project-based learning in STEM

The foundation of widening participation lies in a curriculum that is flexible enough to accommodate increasing student diversity while aligning with industry needs, writes James Williams

James Williams

University of Canterbury | Te Whare Wānanga o Waitaha

Young female research scientist

How can universities show the impact of research and boost connections with the public?

The need for higher education institutions to show economic, social and environmental impact of their research and how it benefits communities is urgent. Here, a panel from Australia and New Zealand share ways to take discoveries from the lecture theatre to the front line

Lucy Johnston, Gill Jolly, Paul Harris

University of Canterbury | Te Whare Wānanga o Waitaha, Ministry of Business, Innovation and Employment, Innovative Research Universities

Building blocks for AI policy

Why AI literacy must come before policy

When developing rules and guidelines around the uses of artificial intelligence, the first question to ask is whether the university policymakers and staff responsible for implementing them truly understand how learners can meet the expectations they set

Kathryn MacCallum, David Parsons

University of Canterbury | Te Whare Wānanga o Waitaha

Bicultural competence

How to prepare graduates for a bicultural and global future

Embedding Indigenous perspectives into curriculum requires more than symbolic gestures. Here’s how universities can move from compliance to transformation – and the practical steps we’ve learned from our journey

Joce Nuttall, Liz Brown

University of Canterbury | Te Whare Wānanga o Waitaha

Young male student looking thoughtfully at a laptop

Solving the soft skills crisis using artificial intelligence

Employers seek transferable skills such as communication and cultural awareness, but how can universities translate these aspirations into meaningful, scalable learning experiences for students? AI personas offer possibilities

Kieran Williamson

University of Canterbury | Te Whare Wānanga o Waitaha

UC Earth Science Garden at the University of Canterbury, New Zealand

How a campus garden is tackling declining 3D spatial skills in geoscience students

Making geology more tangible can spark curiosity in the field and help students learn the skills needed to address global issues such as climate change, resource management and natural hazards. Kate Pedley walks through an interactive garden

Katherine Pedley

University of Canterbury | Te Whare Wānanga o Waitaha

Detail of aerospace design

Build workforce capability through smarter university-industry partnerships

Universities are expected to produce job-ready graduates, but many partnerships with industry remain ad hoc. Building deeper, more deliberate relationships with employers is key to developing stronger regional talent pipelines

Grant Ritchie

University of Canterbury | Te Whare Wānanga o Waitaha

University students starting college

The evolution of student onboarding

On-demand, just-in-time digital onboarding can help students filter the vast array of information they receive when they start university, and set them up for success

Cory Elfrink

University of Canterbury | Te Whare Wānanga o Waitaha

Two Maori women in a meeting

Easing students into higher education at the shallow end

The culture shock of starting university can be acute for those who left school early or who are returning to study after years in the workforce. Here, Gareth Morgan explains a programme that sets students up for success

Gareth Morgan

University of Canterbury | Te Whare Wānanga o Waitaha

Young female student at laptop

Empowering academics for greater student success

Student success initiatives traditionally focus just on the students. Empowering academics with effective engagement tools opens another pathway for scaling up success

Kaylene Sampson

University of Canterbury | Te Whare Wānanga o Waitaha

Team of engineers working on an engine

How partnerships with business are evolving to support student employability

‘Intrapreneurship’, interdisciplinary degree pathways, student-led projects and early engagement are all ways universities can move industry collaboration from partnership to co-building

Saurabh Sinha

University of Canterbury | Te Whare Wānanga o Waitaha

Close-up portrait of Tui - Prosthemadera novaeseelandiae - a famous New Zealand endemic honeyeater with yellow pollen on the forehead, in a blurred green background, in New Zealand

Dreaming of tuī returning to campus

Collaboration between community groups, local government and university students has improved bird nest survival rates exponentially as part of a broader biodiversity plan. Here is how one university is bringing native fauna back to campus

Seamus Moran

University of Canterbury | Te Whare Wānanga o Waitaha

Three vintage-style robots

The Goldilocks effect: finding ‘just right’ in the AI era

When artificial intelligence is embedded into almost every tool students use, how can university educators find the line between misconduct and ethical use? A new approach to assessment is required, writes Kathryn MacCallum

Kathryn MacCallum

University of Canterbury | Te Whare Wānanga o Waitaha

Middle-aged man smiling at laptop

What are students paying for when they learn online?

Understanding the time investment, industry input and subject matter expertise that go into creating quality online content should give learners a sense of confidence, write Mick Grimley and Lisa Burdes

Mick Grimley, Lisa Burdes

University of Canterbury | Te Whare Wānanga o Waitaha

podcast graphic

Campus talks: how can universities ensure students are safe and supported?

A discussion of universities’ duty of care towards students, from tackling sexual misconduct to ensuring they feel supported in their studies

Rachel Fenton, Catherine Moran

The University of Exeter, University of Canterbury | Te Whare Wānanga o Waitaha

Student on a healthcare placement looking at x-ray

Where there’s WIL, there’s risk

As demand for universities to support work-integrated learning rises, so does exposure to potential pitfalls such as personal injury and reputational harm. What can higher education institutions do to mitigate the risks?

Clare Murray

University of Canterbury | Te Whare Wānanga o Waitaha

black woman at laptop with scales and gavel, law studies

International collaboration is a legal education opportunity

Cross-cultural understanding can enrich the ways in which educators in law integrate comparative legal analysis into their teaching, writes Petra Butler

Petra Butler

University of Canterbury | Te Whare Wānanga o Waitaha

Community of practice concept illustration

A framework to develop communities of practice

Supporting communities of practice across an organisation can provide extraordinary benefits. Drawn from the author’s experience, these tips aim to build connection and engagement through a formalised framework and senior leader sponsorship

Karen Mather

University of Canterbury | Te Whare Wānanga o Waitaha

Kids watching demonstration at science centre

School visits are a triple-win for academics, schools and society

For researchers, taking science into the community is an opportunity to hone communication skills, increase impact and enthuse children to pursue their own university studies, writes Ben Kennedy. Plus, it’s fun

Ben Kennedy

University of Canterbury | Te Whare Wānanga o Waitaha

Compass pointing to sustainability

Why visible senior leadership in sustainability matters

Successful or sustainable? Is this the biggest challenge that universities face when striving to reduce their carbon footprint? Jan Evans-Freeman explains where leadership fits into the equation

Jan Evans-Freeman

University of Canterbury | Te Whare Wānanga o Waitaha

Maori woman weaving

Uncovering Indigenous insights: let’s research together

Meaningful engagement with Indigenous communities requires researchers to shift away from conventional methodologies and towards more collaborative and participatory approaches. Here, Sarah Wiki-Bennett shares six key tenets

Sarah Wiki-Bennett

University of Canterbury | Te Whare Wānanga o Waitaha

Women in leadership concept

Three principles for leadership in academia

Reflecting on her personal journey, Catherine Moran shares the key guidelines that have shaped her leadership as a woman in higher education in times of change

Catherine Moran

University of Canterbury | Te Whare Wānanga o Waitaha

Frog in crown on lilypad

Love and money: why the search for funding is like romance

Funding is a relationship of sorts. You and your research project funder will enter into a finite symbiosis. It’s a joyful, exciting, uncomfortable and occasionally scary co-dependency, writes Laura Berrisford

Laura Berrisford

University of Canterbury | Te Whare Wānanga o Waitaha

Illustration of couple

How to lose a grant in 10 ways

Want your funding application to be rejected? Have we got some advice for you. But, seriously, don’t do these things and you might just find your perfect grant match

Kathryn Mackinven

University of Canterbury | Te Whare Wānanga o Waitaha

Group of happy multiracial students

How to support international students’ smooth transition to a new country

Orientation is an ongoing process for international students, so welcome programmes need to extend further than a single day. Here, Mengping Cheng explains how to support new arrivals throughout their adjustment

Mengping Cheng

University of Canterbury | Te Whare Wānanga o Waitaha

Multiracial mature-age students

What about lifelong learning for international students?

International students might not be comfortable with the student-centred mindset that underpins continuous, self-directed learning. We must prepare them for lifelong learning so they are not left behind, argues Graham Wise

Graham Wise

University of Canterbury | Te Whare Wānanga o Waitaha

Online learning in project management

Why we need a new model for professional development credentials

Close collaboration between universities and industry can help higher education address the ‘skills emergency’ and rebuild trust in university qualifications, writes Mick Grimley

Mick Grimley

University of Canterbury | Te Whare Wānanga o Waitaha

Mentoring session

Six lessons from facilitating a formalised mentoring programme

An institutional formalised mentoring scheme can offer invaluable career guidance for early- and mid-career academics. Here, based on 15 years of managing a programme for academic staff, Karen Mather offers her key takeaways

Karen Mather

University of Canterbury | Te Whare Wānanga o Waitaha

young smiling woman using laptop

Nudge technology can help students re-engage

Early-intervention initiatives to tackle student disengagement can be challenging to implement. A centralised, targeted approach using a communication nudge can encourage students to re-engage with online learning

Ellie Kay

University of Canterbury | Te Whare Wānanga o Waitaha

Detail of woman being interviewed

Engaging in controversial topics in teaching and research

Sensitive subjects such as trolling and sexual assault require a careful approach at all points – from examining your motivation before you begin and setting up support to sharing findings, writes Ekant Veer

Ekant Veer

University of Canterbury | Te Whare Wānanga o Waitaha

Group of three women talking

Steps to address the operational challenges of widening participation

Well-being assistance, leadership development and mentoring opportunities are key to supporting students from under-represented groups. Here, Angus Howat details a programme for widening participation from a Kiwi perspective

Angus Howat

University of Canterbury | Te Whare Wānanga o Waitaha

Road towards Aoraki mountain on South Island, New Zealand

Can we really decolonise the university?

To explore what is possible, non-Indigenous scholars Mahdis Azarmandi and Sara Tolbert offer an anticolonial feminist praxis for unsettling settler institutions

Mahdis Azarmandi , Sara Tolbert

University of Canterbury | Te Whare Wānanga o Waitaha