Senate
Date:
26 April 2023
Time:
12:15pm
Venue:
Council Chamber, First Floor, Clocktower Building
Note:
Items left open for discussion are indicated by ##
in the margin. To send your apology if you are
unable to attend the meeting or to receive the
Zoom login details, please email Academic
Committees and Services
([email address]) or contact
Matt Angel on telephone extension 4852.
Agenda
Agenda
2
1. Karakia Timatanga
To open
the hui with a karakia.
2. Minutes
To confirm
the minutes of the Senate hui on 29 March 2023.
• 20230329 Senate minutes
10
3. Intimations from Council
To note
that the Council will receive Communication from the Senate dated 29 March 2023 when it next
meets on 9 May 2023.
4. ## T ī Kōuka - Sustainability Strategic Framework
To consider for endorsement
T ī Kōuka - The Sustainability Strategic Framework 2022-2030.
• T ī Kōuka - The Sustainability Strategic Framework 2022-2030
17
5. ## AAIN Generative AI Guidelines
To discuss
A document from the Australian Academic Integrity Network (AAIN) regarding guidance on the
appropriate use of generative artificial intelligence (AI) in higher education.
• AAIN Generative AI Guidelines
41
6. ## Strategic Direction for Distance Learning
To discuss
a document from the Deputy Vice-Chancellor (Academic) regarding strategic direction for
distance learning at the University.
• Strategic Direction for Distance Learning
47
7. University of Otago Quality Review Repor ts
Page 2 of 95
a) Recently Released Review Reports
To note
that the following Review Reports have been authorised for release and are available from
Megan Wilson of the Quality Advancement Unit (email: [email address]):
• Department of Radiation Therapy, 2-4 May 2022
• Department of Anatomy, BMS, 26-28 July 2022
• Social Impact Studio, 16-17 August 2022
• Department of Chemistry, 12-14 October 2022
• Disability Information and Support, 7-9 November 2022
• Department of Food Science, 15-17 November 2022
(Please note that these Reports are confidential to the University community and distribution
outside this group requires the approval of the Deputy Vice-Chancellor (Academic)).
b) Recently Completed and Upcoming Reviews
To note
that the following reviews have been recently completed, but have not yet released Review
Reports, or are schedule to take place over the listed dates:
Recently completed reviews
• Māori Centre, 28-30 September 2022
• School of Arts, 17-20 October 2022
• Genetics Teaching Programme, 28-30 November 2022
• Employment-Related Processes, 5-8 December 2022
• Studholme College, 6-8 March 2023
• School of Social Sciences, 20-24 March 2023
Upcoming reviews
• Department of Public Health, UOW, 23-25 May 2023
• Quality Advancement Unit, 13-15 June 2023
• Department of Preventive and Social Medicine, DSM, 31 July - 2 August 2023
• Publications/Outputs Office/PBRF Office, 23-25 August 2023
• ELM Programme, week of 4 September 2023 - to be confirmed
• University College, 4-6 September 2023
• Ecology Programme, early October 2023
• Communication Section, External Engagement, 2-4 October 2023
• Neuroscience Programme, 25-27 October 2023
• Department of Women's and Children's Health, DSM; Department of Obstetrics and
Gynaecology, UOC; Department of Obstetrics, Gynaecology and Women’s Health, UOW - week
of 30 October 2023 - to be confirmed
• Department of Zoology - November 2023 - to be confirmed
8. Committee for the Advancement of Learning and Teaching
To receive
the minutes of a meeting of the Committee for the Advancement of Learning and Teaching on
30 March 2023.
• 20230330 CALT minutes
60
Page 3 of 95
9. Research Committee
To receive
the minutes of a meeting of the Research Committee on 5 April 2023.
• 20230405 RC minutes
64
10. Scholarships and Prizes Committee
To receive
a manatu from the Scholarships and Prizes Committee dated 17 April 2023, and
To recommend
that the following new prizes, new scholarship and disestablished prize be approved:
New Prizes
• Mayne Wetherell Prize
• Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Clinical Oral Health
Practice Prize
• Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Community Oral
Health and Oral Health Promotion Prize
New Scholarship
• Stewart Petrie Diversity & Equity Scholarship in Surveying & Spatial
Disestablished Prize
• A J Park Intellectual Property Prize
• 20230417 SaPC New and Amended Scholarships and Prizes
68
11. Board of Undergraduate Studies
To receive
the minutes of a meeting of the Board of Undergraduate Studies on 5 April 2023, and
• BUGS minutes 20230405
83
Page 4 of 95
a) To recommend
that the following deleted and amended programmes, including new, amended and deleted
papers, be approved:
(CUAP approval required)
Amended programmes
• Advertising endorsement for the Diploma for Graduates (DipGrad), to be renamed to
Creative Marketing
• Bachelor of Dental Technology (BDentTech)
New papers
• DTEC 111 Fundamental Sciences for Dental Technology
• DTEC 113 3D and Digital Fixed Prosthetics 1
• DTEC 311 Applied Research for Dental Technology
• DTEC 312 Integrated 3D and Digital Prosthetics
Amended papers
• DTEC 102
• DTEC 201
• DTEC 202
• DTEC 203
• DTEC 303
Deleted papers
• DTEC 204 Applied Design for Orthodontics
• DTEC 301 Special Topics: Dental Technology Research
• DTEC 302 Dental Technology 4
(CUAP notification required)
Deleted programmes
• Electronics subject
• Bachelor of Applied Sciences (BAppSc)
• Ethnomusicology minor subject
• Classical Music minor subject
Deleted papers
• ELEC papers
Page 5 of 95
b) To approve
the following new, amended and deleted papers and amended programmes:
New papers
• LAWS 482
• CLAS 247/347
Amended papers
• MATH 304
• PHSI 170, amended to ASTR 101
• EMAN 204
• RELS 217/317
• MUSI 105
• MUSI 140
• MUSI 240
• MUSI 340
Deleted papers
• MATH 374
• LAWS 442
• CLAS 337/437
Amended programmes:
• Mathematics minor subject
• Geology major subject
• Music minor subject
• Music Technology minor subject, renamed to Music Production
c) To note
that the following deleted papers were approved under the expedited approval process for
academic proposals:
Deleted papers
• MANT 343
• MANT 370
12. Board of Graduate Studies
To receive
the minutes of a meeting of the Board of Graduate Studies on 6 April 2023, and
• BoGS minutes 20230406
90
a) To recommend
that a proposal amending the minimum required GPA to enter coursework master's degrees to
B be submitted to CUAP.
Page 6 of 95
b) To recommend
that the following deleted and amended programmes, including new deleted papers, be
approved:
(CUAP approval required)
Amended programmes
• Bachelor of Dental Technology with Honours (BDentTech(Hons))
New papers
• DTEC 411 Dental Technology Research for Honours
• DTEC 412 Dental Technology Practice
Deleted paper
• DTEC 490 Dental Technology Research 3
(CUAP notification required)
Deleted programmes
• Electronics subject
• Bachelor of Applied Sciences with Honours (BAppSc(Hons))
Deleted papers
• ELEC papers
Page 7 of 95
c) To approve
the following new, amended and deleted papers and amended programme:
New papers
• ENGL 470 Storyworlds and Cognition
• PHIL 417 Advanced Problems in Foundational Philosophy
• PHIL 418 Advanced Problems in Applied Philosophy
• ZOOL 425 Conservation Genomics
• MATH 421 Analytical Number Theory
• MATH 422 Functional Analysis
• MATH 423 Measure and Integration
• MATH 424 Techniques in Applied Mathematics I
• MATH 425 Differential Geometry
• MATH 426 Techniques in Applied Mathematics II
• MATH 427 Advanced Algebra
• MATH 431-434 Topics in Advanced Mathematics
Amended papers
• EDUC 572 Primary Curriculum 2
• EDUC 577 Secondary Curriculum 2
• EMAN 490
Deleted papers
• PHIL 405 Philosophy of Biology
• PHIL 462 Special Topic
• ZOOL 421
• MATH 401-412
Amended programme:
• Mathematics subject for BSc(Hons)
d) To note
that the following amended papers were approved under the expedited approval process for
academic proposals:
Amended papers
• ANTH 405
• ANTH 409
• ANTH 430
13. Convener's Business
14. Date of Next Meeting
To note
that the Senate will next meet on Wednesday 31 May 2023 at 12:15 pm in the Council Chamber,
with attendance via Zoom also welcomed.
15. Karakia Whakamutunga
To close
the hui with a karakia.
Page 8 of 95
Page 9 of 95
Item 2
For confirmation
Senate
Committee Secretary: Matt Angel Telephone: 03 479 4852
E-mail: [email address]
MINUTES OF A MEETING OF THE SENATE
29 March 2023
Present:
Professor R J Blaikie (Acting Convener), Associate Professor A Alm, Professor I G Barber,
Professor R J Barker, Dr F Beyer, Associate Professor S A Biggemann, Professor P B Blakie, M E
H Butts, Professor H R Campbel , Professor C J Charles, Professor T S Conner, Professor P R
Cooper, J R Cushen, Associate Professor M Dawson, Associate Professor G C Dick, Professor F
J Edgar, Associate Professor C Fraser, Professor N J Gemmell, J Gibson, Associate Professor A
R Gorman, Professor S E Griffiths, Professor L A Hale, Associate Professor E A Hargreaves,
Associate Professor A J High, Professor C L Hulbe, Professor S J Jackson, Q D Jane, Associate
Professor C M L Johnson, Professor R A Kemp, Professor M A Kennedy, Associate Professor J
R Kirman, Professor S M Knowles, Dr S W Lau, E Lemalu-Eteuati, Dr G H Leonard, Professor W
M M Levack, Associate Professor P M Lokman, Associate Professor N T Lucas, Professor K M
Lyons, Associate Professor L J Machado, Professor J B Maclaurin, Professor S C Marshall,
Professor E A Matisoo-Smith, Professor B J McCane, Professor S P A McCormick, Professor N J
Medlicott, Associate Professor A B Moore, Associate Professor C M Moy, Dr P M O’Kane,
Associate Professor T G Patterson, Professor R J A P Peeters, Dr T L Perry, Associate Professor
M A C Perry, Professor P C Priest, Associate Professor K J Robertson, Associate Professor K R
Ruckstuhl, Associate Professor D R Ruwhiu, Dr D Schumayer, Dr S J Stein, A Taia, E F Taukolo,
Professor R W Taylor, Professor M Thompson-Fawcett, Professor P P Vakaoti, Associate
Professor S J Wakes, M Wall, Associate Professor S C Walton, K L Wells, R K A White, Professor
E H Wyeth
In attendance: M T Angel, M A Morgan, Professor I Oey
Apologies:
Vice-Chancellor (Convener), Professor R W Aitken, Associate Professor V R Anderson,
Professor A J Ballantyne, Professor J M Baxter, Professor G D Baxter, Associate Professor M A
Beres, Professor J M Bering, Associate Professor S E Bond, Professor P J Bremer, Associate
Professor A M Carr, S D Carrington, Dr J A Cattermole, Professor T D Cooper, Professor N J
Cullen, Professor B K Daniel, Professor W J Duncan, Associate Professor A D Eketone, Associate
Professor R W Greatbanks, Professor J B Halberstadt, Professor C L Jasoni, Dr V Kahui,
Associate Professor D N Kenwright, Professor M D Lamare, Professor B A Lovelock, Professor
C A Marra, Associate Professor C J Marshall, Dr R S Martin, C D McQueen, Professor M J Mirosa,
Professor H D Nicholson, Professor D A Orlovich, Professor J F M Palmer, Professor N F Pierse,
Professor S G Pitama, Professor J N J Reynolds, Professor R Richards, Dr R M Schaaf, Professor
B Schonthal, Professor L N Signal, Professor G Sole, Professor L J Surgenor, Professor W
Sweetman, D J Thomson, Professor M A Thyne, Dr X J Walker, Associate Professor S W Walker,
Professor T J Wilkinson, Professor T J Wilkinson, S W Willis, Professor J Zhang
Page 10 of 95
Item 2
For confirmation
1.
Karakia Timatanga
The Acting Convener opened the hui with a karakia.
2. Minutes
The report of the Senate dated 22 February 2023 was confirmed.
3.
Intimations from Council
The Senate noted that the Council, 14 March 2023, received Communications from the Senate,
dated 30 November 2022 and 22 February 2023, and approved the fol owing:
a) Academic Proposals
The following programme deletions to be submitted to the Committee on University
Academic Programmes:
• Oral and Maxillofacial surgery endorsement for the Doctor of Clinical Dentistry
(DClinDent)
• Endodontics, Prosthodontics, and Special Needs Dentistry endorsements for the
Postgraduate Diploma in Clinical Dentistry (PGDipClinDent)
• Postgraduate Diploma in Dental Therapy (PGDipDentTher)
b) Scholarships and Prizes
The disestablishment of the following scholarship and prize:
• Alumni in America Inc. Rugby Performance Entrance Scholarship
• University of Otago Graduates’ Association Aotearoa New Zealand Prize
4.
Honorary Degrees
The Senate, jointly with Council
APPROVED
the award of honorary degrees to specified individuals, on the recommendation of the
Honorary Degrees Committee, with the Acting Convener having conveyed further
information.
5.
Academic Division Restructure
The Senate noted the establishment of the position of Dean, Learning and Teaching - reporting to
the Deputy Vice-Chancellor (Academic) - and corresponding restructure of the Academic Division,
further noting that:
•
The Senate queried what discussions have taken place around the establishment of a Senior
Strategic Advisor, Māori position and agreed that queries around this matter should be
directed to the Deputy Vice-Chancel or (Academic).
2
Page 11 of 95
Item 2
For confirmation
6.
University of Otago Quality Review Reports
a) Recently Released Review Reports
The Senate noted that the following Review Reports have been authorised for release and are
available from Megan Wilson of the Quality Advancement Unit (email: [email address]):
• Department of Information Science, 28 February - 2 March 2022
• Pacific Development Office, 15-17 March 2022
• Biomedical Research Facility, 16-18 March 2022
• Department of Microbiology and Immunology, BMS, 21-23 March 2022
• Department of Radiation Therapy, 2-4 May 2022
• Department of Anatomy, BMS, 26-28 July 2022
• Social Impact Studio, 16-17 August 2022
• Department of Chemistry, 12-14 October 2022
• Disability Information and Support, 7-9 November 2022
• Department of Food Science, 15-17 November 2022
(Please note that these Reports are confidential to the University community and distribution
outside this group requires the approval of the Deputy Vice-Chancellor (Academic)).
b) Recently Completed and Upcoming Reviews
The Senate noted that the fol owing reviews have been recently completed, but have not yet
released Review Reports, or are schedule to take place over the listed dates:
Recently completed reviews
• Māori Centre, 28-30 September 2022
• School of Arts, 17-20 October 2022
• Genetics Teaching Programme, 28-30 November 2022
• Employment-Related Processes, 5-8 December 2022
• Studholme Col ege, 6-8 March 2023
• School of Social Sciences, 20-24 March 2023
Upcoming reviews
• Department of Public Health, UOW, 29-31 May 2023
• Quality Advancement Unit, 12-14 June 2023
• Department of Preventive and Social Medicine, DSM, 31 July - 2 August 2023
• Publications/Outputs Office/PBRF Office, 23-25 August 2023
• ELM Programme, week of 4 September 2023 - to be confirmed
• University College, 4-6 September 2023
• Ecology Programme, 2-4 October 2023
• Communication Section, External Engagement, week of 2 October 2023 - to be confirmed
• Neuroscience Programme, 25-27 October 2023
• Department of Women's and Children's Health, DSM; Department of Obstetrics and
Gynaecology, UOC; Department of Obstetrics, Gynaecology and Women’s Health, UOW –
week of 30 October 2023 - to be confirmed
• Department of Zoology - November 2023 - to be confirmed
3
Page 12 of 95
Item 2
For confirmation
7.
Committee for the Advancement of Learning and Teaching
The Senate received the minutes of a meeting of the Committee for the Advancement of Learning
and Teaching on 26 January 2023.
8.
Quality Advancement Committee
The Senate received the minutes of a meeting of the Quality Advancement Committee on 9
February 2023.
9.
Internationalisation Committee
The Senate received the minutes of a meeting of the Internationalisation Committee on 6 March
2023, and noted that the fol owing new and renewed international agreements have been
approved:
New agreements
• A Memorandum of Understanding (MOU) between the University of Otago and the Faculty of
Medicine, Universität Hamburg, Germany
• An MOU between the University of Otago and Thammasat University, Thailand
• An MOU between the University of Otago and Olympic Col ege, U.S.A.
• An MOU and Student Exchange Agreement (SEA) between the University of Otago and the
University of the South Pacific, Fiji
• An MOU between the University of Otago and the South Seas Healthcare Trust, Auckland
• An MOU and SEA between the University of Otago and Instituto Tecnológico y de Estudios
Superiores de Monterrey, Mexico
• An MOU between the University of Otago and BHL Education, Vietnam
• An MOU with Ekalesia Fa’apotopotoga Kerisiano Samoa (EFKS), Auckland
Renewed agreements
• The SEA between the University of Otago and the University of Texas, McCombs School of
Business, U.S.A.
• The MOU between the University of Otago and UCSI University, Malaysia
10. Research Committee
The Senate received the minutes of a meeting of the Research Committee on 8 March 2023.
11. Distance Learning Advisory Committee
The Senate received the minutes of a meeting of the Distance Learning Advisory Committee on 9
March 2023.
4
Page 13 of 95
Item 2
For confirmation
12. Scholarships and Prizes Committee
The Senate received a manatu from the Scholarships and Prizes Committee dated 14 March 2023,
and
RECOMMENDED
that the following new prize, new scholarships and disestablished scholarship be
approved:
New Prize
• Caledonian Society Prize for Scottish Literature
New Scholarships
• Otago Council Postgraduate Scholarship in Commerce
• The Professor John Steele Honours Scholarship in Musicology
• The Professor John Steele Master’s Scholarship in Musicology
• The Professor John Steele Doctoral Scholarship in Musicology
• The Eamon Cleary Trust Postgraduate Travel Award
Disestablished Scholarship
• The Eamon Cleary Trust Honours Scholarship
13. Board of Undergraduate Studies
The Senate received the minutes of a meeting of the Board of Undergraduate Studies on 1 March
2023, and
RECOMMENDED
that the fol owing amended programme, including new and deleted papers, be
approved:
(CUAP approval required)
Amended programme
• Bachelor of Dental Surgery with Honours (BDS(Hons))
New papers
• DENT 570
• DENT 572
Deleted papers
• DENT 561
• DENT 563
• DENT 580
• DENT 581
APPROVED
the fol owing new, deleted and amended papers and amended programmes:
New papers
• DENT 531
• DENT 533
5
Page 14 of 95
Item 2
For confirmation
Deleted papers
• DENT 551
• DENT 553
• ENGL 126
Amended papers
• AGRI 321
• INFO 130
• ENGL 127
• ENGL 128
• ENGL 222
• ENGL 319
• ENGL 320
• ENGL 335
Amended programme:
• Politics major subject
• Religious Studies major subject
• Functional Human Biology major subject
• Bachelor of Biomedical Sciences (BBiomedSc)
• Bachelor of Dental Surgery (BDS)
NOTED
that the following special topic has been approved:
• LAWS 478 Special Topic: Remedies in Private and Commercial Law
NOTED
that the fol owing amended paper was approved under the Expedited Approval
Process for Academic Proposals:
Amended paper
• MANT 346
14. Board of Graduate Studies
The Senate received the minutes of a meeting of the Board of Graduate Studies on 2 March 2023,
and
APPROVED
the fol owing new and deleted papers:
New paper
• FINC 444
Deleted papers
• GENA 825
• FINC 460
15. Convener's Business
The Acting Convener advised Senate of the fol owing matters:
• That the report arising from the review of the University’s employment-related processes
would soon be released in ful to the University community and that consultation and
consideration of the review’s recommendations would follow thereafter.
6
Page 15 of 95
Item 2
For confirmation
• That Tuakiritaka – the University’s identity project – has launched and is under active
engagement, with analysis of responses happening in real time. The themes and results of
the responses wil be released when the consultation period has closed, and the Council wil
consider the proposed recommendations for the University’s identity and branding when it
meets on 9 May 2023.
• That with Vision 2040 now confirmed, fol ow-up is underway to develop a clear strategic
work plan for implementation over the next five to seven years. This is being developed by
the Senior Leadership Team (SLT) and Council with input from external consultants, and the
plan will be released in the University community after consideration by Council on 9 May
2023. Additionally, this is aligned with other streams of work underway within the
University, such as reviewing programme and paper offerings, the internationalisation
strategy, and work around the Māori Strategic Framework.
• That the review of Client Services is in progress, which is also being supported by external
consultants. Concerns around the structure of the survey to gather responses for this review
have been communicated to the consultants, who have acknowledged these concerns.
However, they have indicated that they are pleased with the high level of engagement and
responses for this review.
• That the review of the structure of the Division of Health Sciences is in its early stages.
The Acting Convener also wished staff well over the upcoming holidays and mid-semester break,
hoping that this would be a time to refresh ahead of the latter part of the First Semester.
Final y, the Senate conveyed its best wishes to the Vice-Chancellor for his continued recovery from
recent health issues.
16. Date of Next Meeting
The Senate noted that it will next meet on Wednesday 26 April 2023 at 12:15 pm in the Council
Chamber, with attendance via Zoom also welcomed.
17. Karakia Whakamutunga
The Acting Convener closed the hui with a karakia.
7
Page 16 of 95
Item 4
For consideration of endorsment
To / Ki a :
University Senate
CC:
Chief Operating Officer
From / Nā :
Ray O’Brien, Head of Sustainability
Date / Te rā :
17th April 2023
Subject / Te Kaupapa:
Endorsement for Tī Kōuka: The Sustainability Strategic Framework 2022-
2030
Recommendations
•
Endorse Tī Kōuka: The Sustainability Strategic Framework 2022-2030 for progress to
University Council for their consideration.
•
Note: the intention is to adapt the current formatting later in 2023 when the
branding associated with Tuakiritaka.
Background
In 2017 the University of Otago approved the first Sustainability Strategic framework. That first
framework provided high level strategic guidance for a sustainability transition through to 2022.
Much has changed since it was approved, and a renewed commitment to a decade of action is needed.
In 2021, the Sustainability Office presented a draft Sustainability Strategic Framework to SLT
(then VCAG), University Council, and Rūnaka for feedback. This feedback was positive and
encouraging. Adaptations were made in line with the feedback, and then a round of further
consultation was undertaken with a much wider audience in 2022. Further adaptations and
additional work has been undertaken based on that feedback.
This memorandum provides information on the development of Tī Kōuka, the feedback received
and how it has been incorporated, and a recommendation of how the framework could be
implemented. Based on this information Senate endorsement of Tī Kōuka is requested so that
the framework may progress to University Council for their consideration.
Development of Tī Kōuka
In discussion with Senior leaders in early 2020, it became clear that there were two significant
issues to address in moving from the 2017 framework to a new framework that would guide
action beyond 2022. The first was recognising that the 2017 framework did not align with the
University’s commitment to Te Tiriti, or recognise the significant part mātauraka Māori has in
creating a sustainable future. Secondly, with a few notable exceptions, there seemed to be little
evidence in divisional or departmental strategy and planning of the 2017 framework being
integrated into action. It should be noted here that there was significant sustainability action
being taken, but there was little to support that it was happening because of the framework,
rather than because of ground-up enthusiasm from individual staff.
Office of Sustainability
PO Box 56 • Dunedin 9054 • New Zealand
Email [email address]
otago.ac.nz
Page 17 of 95
Item 4
For consideration of endorsment
The first issue needed to be addressed as priority before work began on developing a new
framework. Before establishing a group to work on the new framework authentic partnership
with Takata Whenua was sought through the Office of Māori Development. As Co-Chairs of the
S
ustainability Strategic Framework Advisory Group, Matt Matahaere and then Megan Potiki, co-
led the development of the framework from the start. This has undoubtedly led to a richer, more
future fit framework that speaks directly to our place as a University in Aotearoa.
The second issue was the gap between strategy and action. At the core of this was the purpose
of a strategic framework, as opposed to a strategic plan or action plan. The 2017 framework
provided a plan for specific actions and directions. However, there does not appear to have been
sufficient buy-in or involvement in the development of those plans from the leaders or teams
who were to be responsible for implementing them. The advisory group was tasked with
developing a framework that provided high level direction towards a more sustainable future
over an extended period (to 2030). This direction should allow localisation and ownership of
divisional and department sustainability plans and objectives on iterative shorter-term plans,
rather than dictating actions that are not responsive to other changes (such as legislation and
pandemics).
The Advisory Group was gathered in early 2021. Around 20 staff and students were involved.
Both Academic and Professional staff were included. Staff from al divisions and both northern
campuses were included. Staff were selected by the Co-chairs based on their sustainability
expertise.
A series of workshops were facilitated to evaluate the 2017 framework, develop a
vision for sustainability in 2030, and to integrate that vision into a model guided by a strong te
Ao Māori narrative.
Consultation and feedback
Tī Kōuka has undergone two phases of consultation since it was developed by the advisory group.
The first round in late 2021/early 2022 sought feedback from SLT, University Council and Rūnaka.
The feedback received was positive, and the resulting changes were limited to rewording of
individual sentences.
The second round of consultation was with the wider university community. This consultation
was initially held back in anticipation of the launch of the 2040 vision, but in consultation with
SAR it progressed in mid-2022. The survey included staff, students, alumnae, and community
stakeholders. The consultation took the form of several zoom question and answer sessions, and
an online survey. The online sessions were mostly the Sustainability Office presenting Tī Kōuka,
as staff wanted more time to explore the framework, rather than provide specific feedback
immediately. With the support of SAR, the online survey provided much more specific feedback
(N=149, mainly Dunedin based current staff, spread across divisions).
Respondents provided their feedback on the draft Sustainability Strategic Framework 2030 as
follows:
• 76% of respondents either agreed or strongly agreed that the vision of sustainability
in Tī Kōuka related well to their own thoughts about a sustainable future.
• 76% of respondents either agreed or strongly agreed that the vision of sustainability
in Tī Kōuka related well to how they see our role as a university in Aotearoa.
2
Page 18 of 95
Item 4
For consideration of endorsment
• 63% of respondents either agreed or strongly agreed the way that the framework is
articulated made sense to them.
• 48% of respondents agreed or strongly agreed that the separation of the longer-
term framework from the more localised action plans would lead to more
meaningful action.
Text responses provided a similar sentiment, with very positive comment around the structure
and narrative of Tī Kōuka, and concerns that lifting the level up from plan to framework would
jeopardise the aspirations turning into action. There were also several requests for more
guidance/definition around what was considered within the scope of sustainability, and to link
that definition more clearly to the United Nations Sustainable Development Goals. There were
several very positive comments about the extent to which the framework demonstrated
commitment to te Tiriti o Waitangi.
Adaptation and response to feedback.
The most significant change in response to this feedback is the addition of
Whakamahere-
Implementation Plan on page 13.
Whakamahere- Implementation Plan describes the steps and measures to address the gap
between a high-level framework and action across the University. Following individual
discussions with most members of SLT Appendix A is a summary of the approaches divisional
leaders propose to take in integrating Tī Kōuka into their planning and strategy. These proposals
will clearly require ongoing support, commitment, and iteration. Appendix B has been created in
collaboration with the Registrar’s Office and is a first draft/work in progress of the type of
sustainability policy that wil be proposed to support Tī Kōuka (subject to consultation and
approval).
Therefore, the combined addition of a shared implementation plan, localised commitment to
action planning, and policy to lock in progress, address concerns around sustainability aspirations
turning into action.
Next steps
Subject to endorsement the following action will be taken:
• Progress Tī Kōuka to University Council for their consideration
• Progress development and approval of sustainability Policy
• Continue the col aboration and support for divisional sustainability action planning.
3
Page 19 of 95
Item 4
For consideration of endorsment
Tī Kōuka
The Sustainability Strategic Framework
Page 20 of 95
Item 4
For consideration of endorsment
Tī Kōuka:
The Sustainability Strategic Framework 2022-2030
The University vision for 2040 describes o
ur people and knowledge transforming lives,
connecting communities, and nurturing the environment of Otago, Te Waipounamu,
Aotearoa, the Pacific and the world. This vision is underpinned by four guiding principles:
Honouring Te Tiriti Partnership, Sustainability, Social Responsibility, and Academic Freedom.
This embraces sustainability in its broadest sense as demonstrated by our
commitment to the United Nations Sustainable Development Goals (SDGs). The seventeen
SDGs include diverse and interrelated aspects of sustainability across social, environmental,
and economic domains. While they have many imperfections, they provide a useful definition
of the breadth of sustainability. Sustainability is often described as meeting the needs of the
present without compromising the ability of future generations to meet their needs.
However, the term regeneration is increasingly being used in reference to action that leaves
the world a better place, rather than diminished. While the concepts of the SDGs provide a
definition of the breadth of sustainably, regenerative provides us with an aspirational
definition of the depth of impact of our actions.
Social responsibility is described as our contribution to global, regional, national, and
local advancement. We engage and partner with communities in Aotearoa New Zealand, the
Pacific and beyond to undertake research, teaching and service that supports their needs. We
support and promote equity, inclusivity, and diversity, and demonstrate ethical behaviour
and compassion.
The University of Otago set out a commitment to a sustainability transformation in
the Sustainability Strategic Framework 2017-2021. Since then, significant progress has been
made, while at the same time expectations and the sense of urgency to make progress have
heightened.
Tī Kōuka is the second iteration of the Sustainability Strategic Framework. While
building upon the progress already made, Ti Kōuka provides direction for our sustainability
transition though to 2030, in what the United Nations refers to as our
decade of action. The
process of developing this framework alongside the Office of Māori Development has been
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critical in shaping our vision of a sustainable future and Tī Kōuka acknowledges the significant
value of mātauraka Māori in creating a more sustainable future.
The framework consists of three layers. The first layer is a central metaphor
communicating the areas of sustainability we need to develop, to create a thriving future-Tī
Kōuka. The second, a further elaboration of the vision for sustainability in 2030. The third, an
implementation plan describing how commitment to action will be created and made
transparent. The framework provides vision and direction. Localised action plans are where
objectives, goals and performance expectations will be articulated and iterated as we
progress.
Tī Kōuka
Tī Kōuka has been developed in close partnership with the Office of Māori
Development (OMD). Tī Kōuka (Cabbage tree) was important for many iwi. The trunk and
roots provided sustenance, and the fibres of the leaves were used for making footwear,
fishing lines and many other innovations. The reduced range of other vegetables available in
the colder regions of Te Waipounamu (South Island) meant that Tī Kōuka was particularly
important to Kāi Tahu. Given this strong connection to both land and culture Tī Kōuka
provides a strong central metaphor through which to communicate our vision for a
sustainable future. A future where the wel being of the environment and of people are
inextricably linked- whenua ora, tangata ora.
Tī kōuka has inherent characteristics that Kāi Tahu Whānui valued and hence
propagated in many temporary seasonal campsites. These characteristics made a significant
contribution to sustaining generations of Kāi Tahu and have direct relevance to the work we
will need to undertake to achieve a sustainability transformation. Seven characteristics have
been identified in this core metaphor. They can each be interpreted from a Te Ao Māori
perspective and from a Takata Tiriti1 perspective.
1 Parties to Tiriti o Waitangi who are not of Māori descent.
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Te puaka tī, he tohu raumati- Education for sustainability
The flowering of the tī kōuka in spring is said to foretel the type of weather in the
summer to follow.
This alludes to the importance of equipping our students and staff with the skil s,
understandings and values required to be more sustainable in their lives and work. It is how
they act which wil determine the sustainability of our long-term future.
E kore e riro, he tī tāmore- Research for sustainability
The tī tree is firmly rooted in the ground and wil not be carried away.
This characteristic relates to the importance of understanding that knowledge is
handed down through the generations and the role research needs to play in our transition
to a more sustainable future.
Whāia te ara tī- Leadership and governance for sustainability
Fol ow the path of the tī kōuka.
Tī kōuka were used as trail markers between settlements and through hazardous
terrain especially in the south. The path to a more sustainable future is complex and
challenging, but shared knowledge, values and aspirations can guide us. Strong leadership
and committed governance are essential if we are to make significant progress.
He oraka kai te rua tī- Sustainable operations
There is wellbeing in the tī pit.
It took many hands and a great deal of skill to maintain ful y stocked storage pits with
food from the Tī tree.
While a full pit signified a tribe’s ability to sustain themselves and others through lean
times, it also demonstrated their commitment as guardians of the environment in which they
lived. Similarly, our operations and service areas must have the commitment and skills to lead
in sustainable practice.
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Te tī e wana ake- Regenerative approach
The tī sprouts.
There is a saying, ‘Ehara i te tī e wana ake’, which relates to the death of Tī Kōuka not
being final, as it will sprout again and continue to live. To succeed in our sustainability
transition, we need to aspire to more than simply causing less harm. We need to take a whole
system regenerative approach.
Ka hau te tī- Regional and global impact
The tī is renowned.
Hau has many meanings, the initial meaning is to be famous or well known, this links
Tī Kōuka to the other cabbage trees around the world. Another meaning of hau is ‘wind’, that
the seeds of the tī kōuka dispersed around the world on the wind. Another translation is
‘vitality’. The Tī Kōuka is all of these things.
Te tī ka rito-Innovation
The tī throws up shoots.
This al udes to the new life that comes from the old, it is connected to innovation and
links to the adaptability of tī kōuka being able to survive in many different habitats and
environmental challenges.
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Whakamārama
Our sustainability vision for 2030
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Te puaka tī, he tohu raumati- Education for sustainability
Otago graduates have a high level of sustainability literacy and can contribute to
sustainability within the bi-cultural Tiriti o Waitangi based context of Aotearoa-New Zealand.
We offer a range of sustainability focussed study pathways at al levels. Opportunities to
develop sustainability literacy and practice are embedded in all study pathways. Those
opportunities are delivered in a diverse range of contexts and pedagogical approaches.
Significant learning opportunities are available through the development of the University as
a Living Lab for sustainability learning.
Through professional development opportunities and a strong professional network,
our staff integrate sustainability into the student experience, teaching practice, and the
design of papers and qualifications. They are resourced and recognised for doing so. The
effectiveness of our education for sustainability is regularly monitored and evaluated to
inform further developments.
The extent to which we have embedded sustainability literacy and practice into what
we do attracts students who want to make a difference from around the globe. Our graduates
are sought after for what they can contribute to a sustainable future in employment and
research.
E kore e riro, he tī tāmore- Research for sustainability
Sustainability is a major focus of research activity at the University of Otago, including
the interlinkages between sustainability and Te Ao Māori. We provide a unique global offering
in creating partnerships, solutions, and transformation for sustainability. This is enabled
through a wide reaching and interconnected network of sustainability focussed research
themes, groups and living labs which recognise the importance of Te Ao Māori to
sustainability. Researchers are recognised for their contribution to a sustainable future. We
develop and attract global leaders in sustainability research and have a strong cohort of
emerging researchers who focus on sustainability.
The way we fund, conduct, and disseminate research which demonstrates our
commitment to sustainability. Significant capacity has been built to support Te Tiriti
partnership in all research at the University.
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Our research influences policy and wider societal change through strong
communication and engagement with a diverse range of stakeholders and communities. The
impact of our sustainability research is regularly monitored and evaluated to inform further
developments.
Whāia te ara tī- Leadership and governance for sustainability
The mission and vision of the university are aligned with a Tiriti based sustainable
future. Our governance and leadership groups share an understanding and commitment to
sustainability which is informed by the most current sustainability thinking including
mātauraka Māori. All members of leadership and governance groups have knowledge and
capability so that sustainability is integrated into every decision that maps our course.
Our institutional sustainability goals are ambitious, address a broad range of
sustainability topics and incorporate Te Ao Māori concepts of sustainability. Our progress
along this journey is regularly monitored and evaluated. Sustainability reporting, data and
decision making is open and transparent.
Strategic decisions are multi-generational and incorporate a strong student voice. This
positions us to be the best ancestors we can be.
He oraka kai te rua tī- Sustainable operations
Our people rely on sustainable operations to enable learning and research that fits
with their values, including minimising harm. All our campuses are healthy welcoming places
that are consistent with the sustainability values in our research and teaching. Campus
experiences contribute to a connection with our environment, and the wel being of the
university community. Activity in our community, including our col eges, requires strong
leadership, planning, and education to realise our sustainability goals. A commitment to the
many layers of benefit in a fair and circular economy is clear in our procurement decisions,
and how we construct or refurbish buildings.
We take responsibility for our impact on climate change by continuing to drive down
our emissions through structural change, policy, behaviour change and innovation, across a
broad range of emissions. At every step we consider the social impact of our climate change
action, to support a just transition to a low carbon future. We are certified as Net Carbon Zero
or better.
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Our Human Resource practices support equity, diversity, and sustainability in the
workplace. Our staff acknowledge that we all have a role in creating a sustainable future and
are recognised as sustainability experts in their fields.
We are planning, measuring, tracking, and reporting on our practice and feed this
information back into continuous improvement.
Te tī e wana ake- Regenerative approach
We do not accept that doing less harm is enough. We are committed to taking a whole
system approach to creating a thriving future. At the heart of this system is the learning and
knowledge which we continuously share, challenge, and develop. This recognises both
synergies and contradictions between sustainability objectives. We recognise that
sustainability is complex and as a result our plans will need to readjust regularly.
Staff and students are proud to be part of the sustainability culture at Otago because
they understand the positive impact we are making. The culture is apparent and consistent in
our values, practice, and the campus environments. Students choose Otago because of the
sustainability culture, and staff stay because they see their values matched at an
organisational level.
Ka hau te tī- Regional and global impact
We work in Tiriti based partnership with Iwi to progress towards a thriving future
which is reciprocal and just. We are responsive to global and local communities in a manner
that is open to their ideas and perspectives.
We create a net good through community engagement, advocacy at local and national
government, providing policy advice, relevant research, and the capabilities of our graduates.
This impact is evident across the breadth of the United Nations Sustainable Development
Goals.
In creating impact, we recognise both our Tiriti obligations and our obligations to our
pacific neighbours who are vulnerable to the impacts of climate change. We regularly
monitor, evaluate, and publicly report on our impact.
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Te tī ka rito-Innovation
Many of the solutions to our sustainability challenges are already known. Some have
been known within indigenous understandings for many generations. From this strong
position we take a bold approach to innovation which will address our sustainability
challenges.
Our innovation systems are trans-disciplinary, strongly linked to Mātauraka Māori,
community, industry, and government. We have spaces and groups dedicated to generating
and implementing innovative social and technology solutions. Through a living lab approach,
academic staff, professional staff, and students work together, to develop innovative
sustainability solutions.
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Whakamahere
Implementation Plan
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Whakamahere: Implementation
Tī Kōuka as a framework provides direction and vision. The framework can be
compared to a compass or a constellation of stars that guide our actions. There also needs to
be clarity, accountability, and resourcing to support those actions. The action plans sits
separately from the framework (as it does for the Māori and Pacific Strategic Frameworks).
This allows a more iterative, responsive, and local approach. Divisions, campuses,
departments wil be supported by the Sustainability Office to create their own plans, either
as separate documents or integrated into their existing strategic plans.
The following actions wil be taken to ensure that this vision leads to action. Actions
that wil lead to a thriving future:
• Every division, and each of the northern campuses will nominate a responsible
person for progressing Tī Kōuka: The Sustainability Strategic Framework. This
responsibility should be formally recognised, for example as chair of a
divisional sustainability committee/task force, Associate Dean (Sustainability),
or as part of the portfolio of a senior leader within that division.
• Senior Leadership team and every division will commit annually to a
sustainability action plan relevant to their own context and role. This action
plan can be integrated into an existing divisional plan or be created separately.
The responsible person in that division wil be supported by the Sustainability
Office to ensure alignment with the framework.
• An advisory group for the implementation of Tī Kōuka will be formed. This will
include the responsible person from each division, and other staff with
relevant expertise. The role of the advisory group will be to guide
implementation to focus on the most material issues, and a coherent
approach across the University.
• To ensure progress is locked-in as normal practice a Sustainability Policy will
be created which will provide the tumu or base, which branches out into the
sustainability aspects of other policies, procedures, and guidelines.
• Progress on implementation will be reported on in an annual sustainability
report, and through integration with University Annual report.
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Division
Structure for implementing
Nominated person
Reporting
Notes
Tī kōuka
Academic
A task force drawn from the DVC(A)
Integrated into work plan
different team that reports
and linked to Tī Kōuka
to DVC (A) monthly.
potential y through Cascade.
Christchurch Campus
Sustainability committee
Dep Dean Chch
Annual work plan
Wellington Campus
Task force Plus academic
Dean of Wellington Campus Annual work plan
champion (draft wording)
Research and Enterprise
Research and enterprise
Reporting through Senior
Integration with divisional
management group
Research and Policy Analyst;
action plan
Health Science
To be confirmed at exec
group.
Humanities
A task force led by a
Associate Dean
Separate action plan and
AD(Sustainability)
Sustainability
some objectives in divisional
plan
Science
Integrated into Divisional
PVC (Science)
Via Strategy Advisor/PVC
Strategy and cascaded to
departmental plans
Commerce
Pending new PVC
HR
Create a divisional
Chair of sustainability group Through sustainability
Subject to review outcomes
sustainability group with a
objectives integrated into
nominated chair
divisional strategy/planning
Finance
Separate Sustainability plan Head of Procurement
Annual work plan
Subject to new CFO
(until divisional plan is
renewed)
External Engagement
Unavailable for meeting
Operations Group
Integrated into Group three Head of Sustainability
Via progress reporting in
year plans and cascaded
Cascade
into divisions and office
plans e.g. within SSD
roadmap.
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AAIN Generative Artificial Intelligence (AI) Guidelines
Australian Academic Integrity Network (AAIN) Generative AI Working Group, March 2023
Introduction and background
Generative artificial intelligence (AI) is an AI model capable of generating text, images, code, video, and
audio. Large Language Models (LLMs) such as ChatGPT and Copilot produce text from large datasets in
response to text prompts. Recent advances in AI models and user interfaces, and the need for greater
public understanding of AI (Selwyn & Gallo Cordoba, 2021), have prompted a need for shared guidelines
to assist higher education providers manage the practical, ethical, and policy implications of AI models.
The benefits of generative AI to education include automatic generation of outlines and summaries,
support for personalised learning, and writing feedback. Some challenges posed by using generative AI
in higher education include:
• the authentication of individual attainment for accreditation purposes
• potential challenges to the principles of academic integrity
• the need for sustainable and adaptable responses to generative AI in learning, teaching and
assessment and academic integrity policies and procedures
• support for staff and students in understanding and using the technology.
This document provides guidance on the appropriate use of generative AI in higher education aligned
with the Higher Education Standards Framework (Threshold Standards) 2021 (HESF). The HESF states
that providers assure the quality of teaching, learning, research, and research training, with respect to
content and skills developed, assessment and determination of learning outcomes, and the mitigation of
foreseeable risks to academic and research integrity. Providers should document their decisions and
monitor their progress in addressing generative AI.
Individual institutions are developing their own resources aligned to their specific contexts. A working
group drawn from the Australian Academic Integrity Network (AAIN) (Appendix 1) has established this
set of guidelines. The intention of the guidelines is to support existing and new guidance for students,
teaching staff, professional staff, university administrators and decision-makers.
NB: These Guidelines are a snapshot in time, created by a working group of the AAIN. Any derivative
guidelines need updating as the area of generative AI continues to change and develop.
Guidelines for students
1. According to advice to students from the Tertiary Education Quality and Standard Agency
(TEQSA), ‘it’s important to understand that, depending on your university or college’s policies,
using AI as part of your studies may be restricted or banned. Alternatively, there might be
subjects or tasks where the use of AI is encouraged or even required’ (TEQSA, 2023a).
2. Students need to develop AI literacy skills, in addition to traditional information literacy skills
(Bundy, 2004) and generic digital literacy skills. AI literacy skills enable ‘individuals to critically
evaluate AI technologies; communicate and collaborate effectively with AI; and use AI as a tool
online, at home, and in the workplace’ (Long & Magerko, 2020:598).
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3. Students should use AI models in ethical and responsible ways that are consistent with their
institution’s learning, assessment and academic integrity policies and procedures, and the terms
of use of the AI providers.
4. Ethical use of generative AI includes an obligation to follow institutional guidelines regarding the
use of generative AI in any unit or course, and an understanding that it may not be appropriate
to use generative AI in all circumstances. Students should follow their institutional guidelines.
5. Students should check any output from generative AI against reliable sources of information and
understand that they will be responsible for any errors or omissions in material generated by AI.
6. Students are required to identify AI models, tools and/or prompts that are appropriate for their
discipline and acknowledge the use of AI in written assessments following any guidelines
provided by their institution. If it is not possible to identify and cite the original sources used in
output from AI, this may result in plagiarism and academic misconduct. Students also need to be
aware of the possibility of “hallucinated references” or the tendency of generative AI language
models to make up references from constituent parts of actual references.
7. Students should acknowledge the use of generative AI language models in assessment tasks,
following any guidelines provided by their institution. They should describe the way they have
used the tool and integrated the results into their work, as appropriate to the specific guidelines
within their discipline, unit or course.
8. The unauthorised use of AI language models or paraphrasing tools may be a form of cheating
and may result in academic misconduct. Work submitted (including work generated by AI), and
not cited or referenced, must be your own original work.
9. Students need to be aware that using the output from AI models without appropriate
acknowledgement may constitute academic misconduct. If unsure, students should confirm
assessment requirements with teaching staff or seek advice on how to acknowledge the output
from AI from academic support services, such as their library or other academic services.
10. Where appropriate, students should familiarise themselves with any relevant expectations of or
constraints on the use of generative AI related to their future professional accreditation and be
aware that these may be updated.
Guidelines for teaching staff
1. All students will need to develop capabilities in the ethical use of generative AI relevant to their
discipline and future professional practice through ethical engagement with generative AI tools
in learning and teaching activities and assessment. Existing and likely future uses of AI in
professional contexts and in platforms such as Microsoft Office and search engines need to be
considered when developing unit or course learning outcomes, activities, and assessment.
2. Expectations regarding the appropriate use of generative AI in assessment tasks and learning
activities should be consistent with institutional guidelines and require clear communication to
students. This includes clear instructions in student facing documentation, for example, in
learning guides and through the learning management system. Expectations should align with AI
provider terms of use and with curriculum requirements.
3. To ensure procedural fairness, it is important to communicate to students any inappropriate
uses of generative AI that may result in academic misconduct. Students should be aware of the
potential for detection software (e.g., Turnitin) to detect generative AI use and that they are
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risking academic misconduct if using generative AI without appropriate acknowledgement by
following the referencing guidelines provided by their institution.
4. Having conversations with students early in units and courses will improve a shared
understanding of how and when they can use AI tools. Students will benefit from examples of
how and when generative AI have been used and acknowledged, and which tools to use.
5. Students should be aware of the limits of generative AI. Limitations of generative AI include
biased or negative responses due to interaction with a “raw model”. Another limitation is the
potential for “AI hallucinations” which results when the system provides a response that is not
factual. This may be due to inadequate training of the model or the system’s inability to
interpret specific data. A further limitation is that of currency; the responses given by the
generative AI model will only be as up to date as the information in its training data.
6. Students should have opportunities to develop AI literacy. Many providers will be developing
tools and resources to assist students to learn to use generative AI in ways that are appropriate
to their institutional context. Students should be aware of resources developed in their
institution and across the sector. As an example, the University of Queensland Library Digital
Essentials module is free to use and adapt under Creative Commons (with attribution).
7. AI tools may be used within institutional guidelines to support learning and assessment design,
e.g., to generate assessments, feedback forms and exams. However, critical evaluation of
generative AI output is required to ensure appropriateness against learning outcomes.
8. Unit and course learning outcomes, assessment tasks and marking criteria may require review
to incorporate the ethical use of generative AI, or to indicate when not permitted, following any
institutional expectations or guidelines. Any revisions should align with institutional
requirements and any accreditation requirements.
9. In designing formative and summative assessment tasks, teaching staff should consider the
capabilities of generative AI. For example, assessment tasks that award marks for summarising a
topic area and online quizzes may no longer be useful measures of student achievement and
new approaches may be required to promote creativity and originality.
Guidelines for academic support staff and misconduct teams
1. Library staff and academic/learning advisors support students to develop academic skills and
academic integrity by:
a. promoting the ethical and responsible use of AI tools in academic writing and research
b. providing guidance on correct attribution and acknowledgement conventions to be used
when incorporating generative AI outputs
c. providing advice and training to enable and enhance clients’ effective use of AI tools
d. providing information and links to approved AI tools that are available to clients.
2. Governance offices need to update and maintain policies and procedures to facilitate the
investigation of potential academic misconduct. This includes but is not limited to ensuring
definitions of types of misconduct are up to date and consider contemporary forms of
misconduct and ensuring that policies are updated outside regular review cycles if needed
(TEQSA, 2023b).
3. Training provided to staff investigating alleged misconduct to maintain current, relevant
knowledge on changes in policies as well as trends in permitted use of AI tools.
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4. Staff involved in processing academic misconduct relating to the inappropriate use of generative
AI models need to consider how they might include early educative interventions in institutional
policies and procedures, prior to imposing punitive measures.
Guidelines for higher education providers
1. Policies and procedures should provide guidance on the ethical use of generative AI,
accommodating diverse approaches across disciplines. Changes should be communicated to
staff and students.
2. Generative AI policies and procedures should be treated as live documents, reviewed and
updated regularly as the technology continues to shift and evolve.
3. Providers need to consider and address any ongoing resource demands associated with
adapting to generative AI.
4. University administrators and managers should engage with external partners, such as
community members, members of relevant professions and professional bodies and other
partners, to facilitate open communication on research, teaching and other engagement with
generative AI. Providers need to learn from and address partner concerns and mitigate
potential risks including risks to institutional reputation.
5. AI applications that are required for units and courses should made available by providers at no
additional cost to students, to ensure equitable access.
6. Learning and teaching support units should develop, maintain, and update relevant professional
learning resources to support academic staff in the use of generative AI in learning, teaching and
assessment. These programs need to include implications of existing and future likely uses of AI
in professional contexts for learning, teaching and assessment.
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Glossary
AI hallucination is the result when a generative AI system provides a response that is not factual.
Artificial intelligence (AI) is ‘the ability of a digital computer or computer-controlled robot to perform
tasks commonly associated with intelligent beings’ (Copeland, 2023).
Artificial intelligence literacy is ‘a set of competencies that enables individuals to critically evaluate AI
technologies; communicate and collaborate effectively with AI; and use AI as a tool online, at home, and
in the workplace’ (Long & Magerko, 2020, p.2).
ChatGPT (Generative Pre-trained Transformer) is a large language model developed by OpenAI,
designed to engage in natural language conversations with users. It uses deep learning algorithms to
understand and respond to a wide variety of questions and prompts in a conversational manner (OpenAI
ChatGPT, personal communication, 9 March 2023).
Hallucinated references are fake references that are generated by generative AI language models, and
that are made up of constituent parts (e.g., authors, journal titles, etc.) taken from actual references.
Large Language Models (LLMs) produce text from large datasets in response to text prompts.
References
Bundy, A. (2004).
Australian and New Zealand Information Literacy Framework: Principles, Standards
and Practice (Second Edition). Australian and New Zealand Institute for Information Literacy
(ANZIIL) and Council of Australian University Librarians (CAUL).
Copeland, B.J. (2023). Artificial intelligence. In
Encyclopedia Britannica,
https://www.britannica.com/technology/artificial-intelligence
Long, D. & Magerko, B. (2020). What is AI literacy? Competencies and design considerations.
Proceedings of the 2020 CHI Conference on Human Factors in Computing Systems, Honolulu, Hi.
USA. https://doi.org/10.1145/3313831.3376727
Selwyn, N., Gallo Cordoba, B. (2021) Australian public understandings of artificial intelligence.
AI &
Society, 37, 1645–1662 (2022). https://doi.org/10.1007/s00146-021-01268-z
TEQSA (28 Feb 2023a).
Artificial intelligence: advice for students. Tertiary Education and Quality
Standards Agency. https://www.teqsa.gov.au/students/artificial-intelligence-advice-students
TEQSA (2023b).
Sector update: Maintaining up to date academic integrity policies and procedures.
Tertiary Education and Quality Standards Agency. https://www.teqsa.gov.au/sector-update-
maintaining-academic-integrity-policies-and-procedures
AAIN Generative Artificial Intelligence (AI) Guidelines © 2023 by The Australian Academic Integrity
Network Generative AI Working Group is licensed under CC BY-NC-SA 4.0
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Appendix 1: AAIN Generative AI Working Group Members
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Office of the Deputy Vice-Chancellor (Academic)
Memorandum / Manatu
To | Kia:
Senate
c.c.
From | Nā:
Professor Helen Nicholson, Deputy Vice-Chancellor Academic
Date | Te rā:
18 April 2023
Subject | Te Kaupapa:
Distance Learning at Otago – Strategic Discussion Paper
Please find attached a paper containing data and analysis intended to inform Senate discussion
regarding the strategic direction for distance learning at Otago. The paper has been prepared by
SARO.
Ngā manaakitanga
Professor Helen Nicholson
Professor Helen Nicholson
Telephone:
03 479 8883
Deputy Vice-Chancellor Academic
Email:
[email address]
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1 Excludes honours
2 Includes PG Certificate, PG Diploma and Masters. Includes any research components of these degrees. Excludes doctorates
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3 On-campus and distance combined due to low distance volumes
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29 November 2022
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Committee for the Advancement of Learning and Teaching
Committee Secretary: Michelle Bennie:
Telephone: 479 9105
E-mail: michel [email address]
Minutes of a Meeting of the Committee for the Advancement of Learning and Teaching
30 March 2023
Present:
Professor Richard Blaikie (Convener), Dr Lee Adam (z), Cate Bardwel , Dr Russel Butson,
Jason Cushen (2.00-2.45pm), Professor Ben Daniel, Dr Fairleigh Gilmour, Mia Heaphy Butts
(z), Margaret Morgan, Dr Tracy Perry (z), Professor Sheila Skeaff, Dr Sarah Stein, Nicola
Walmsley, Dr John Williams
Apologies:
Professor Helen Nicholson, Dr Rachel Martin, Dr Stephen Scott, Associate Professor Alesha
Smith
In attendance: Carol Forbes, Michelle Bennie (z), Julie Weaver
1.
Apologies
The Committee noted apologies from members.
2.
Minutes
The minutes of a meeting of the Committee held on 26 January 2023 previously circulated, were
confirmed.
3.
Matters Arising from Previous Minutes
The Committee noted that
• The
CALT Kōrero series has run two events, is achieving a good mix of in-person and live-
stream audience, and is profiling University staff.
•
Artificial Intel igence tools – guidance has been developed and is being disseminated to staff.
•
Cycle-6 Academic Audit –
thanked those who have provided completed
self-review templates for the start of this process.
4.
Information Technology Services (ITS) Report
The Committee received the ITS report for March 2023 and discussed
(z) indicates attendance via Zoom
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For noting
• Migration of Blackboard to the cloud is planned for November. ITS recommends archiving
and deleting pre-2020 papers in Blackboard prior to migration. The Committee advised
development of a business case regarding the cost of cloud storage and noted the need for
good data governance strategy and processes, and for clear communication and advice to
the academic community regarding the migration and ongoing access to data.
• Management of Change – Information Systems:
(Product Manager Digital
Learning) is completing hiring for the Digital Learning team, which will have linkages to ITS.
• Testing of multi-choice exam marking is underway, with further work to do for exams with
more than 80 questions. A short video for students on how to fill in the multi-choice
question answer sheets is available as an AskOtago Knowledgebase item.
• Echo360’s comprehensive
EchoVideo 2022 Usage Report will be circulated with the minutes.
5.
Higher Education Development Centre (HEDC) Report
The Committee received the HEDC report for January to March 2023 and noted the increase in
numbers.
6.
International Office Report
The Committee received a verbal report from the Director, International and noted
• Good return of International Students for semester 1; more than 1800, doubling our on-
campus numbers from 2022.
• Stronger than projected ful degree numbers (both undergraduate and postgraduate).
• Study Abroad numbers (single semester – fee paying) are lower than projected.
• Semester 2 starts are looking positive at this stage on the basis of applications submitted.
• There are stil a number of students studying offshore/online, for example BCom. HSFY had
an arrangement in place for 20 students to start online and then transition to on-campus study
by Easter.
• The very strong interest in outbound exchange opportunities is exceeding pre-pandemic
numbers.
7.
Distance Learning Advisory Committee (DLAC)
The Committee received the DLAC minutes from the meeting held on 9 March 2023 and discussed
DLAC’s relationship with CALT given the change in reporting line noted at the January meeting, and
the establishment of the position of a Dean of Learning and Teaching
• This wil provide clear two-way communication, beyond the formal receipt of minutes.
• DLAC agendas may include a standing item for discussion of issues to be raised with CALT.
• DLAC retains an advisory role (and the title of Advisory Committee).
• The Committee acknowledged the critical role of distance learning, and the ratio of distance
enrolments to overall enrolments.
• The Director, Quality Advancement Unit invited ongoing conversations with DLAC members
regarding the
Support Services Improvement Survey.
8.
Digital Learning Environment (DLE) Review – Update
The Committee received a verbal update on the Digital Learning Environment Review and noted
• Aiming to complete the final report by the end of next week. The contribution from staff has
been positive.
2
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For noting
• A Bulletin article next week will provide an update and thank those who have contributed,
particularly via the survey.
• A series of recommendations wil be provided to the DVC Academic and then to the Senior
Leadership Team. Over the coming weeks further information wil be provided to others,
including DELT.
9.
Digital y Enhanced Learning and Teaching (DELT) Group – Update
The Committee received a verbal update on DELT activities and discussed
• Meetings have been scheduled for the year and minutes will be provided to the Committee.
• The focus has been primarily on the Digital Learning Environment (DLE) Review and issues
around Artificial Intelligence in the teaching and learning space.
• DELT’s relationship to CALT and the need for clear two-way communication.
• CALT will be responsible for progress monitoring fol owing the DLE Review.
• DELT’s ongoing role following the DLE Review will include: identifying issues, driving
conversations, setting scene and scope, and finding appropriate people to action; supporting
activities such as
CALT Kōrero; ensuring alignment with University strategic priorities.
The Committee
REFERRED
the issue of Digital Interactive Health to DELT, recommending the development of a
CALT
Kōrero on this topic.
10.
Convenor’s Business
Professor Blaikie advised the Committee on the following
•
Vision 2040 – strategy development is progressing and a strategic document wil go to Council for
endorsement. The University aims to maintain a strong, vibrant international presence, but with
a Pacific focus. Opportunities have been identified for growth in the areas of postgraduate
distance and professional short courses. The internationalisation strategy is likely to aim for a
global mix of students, rather than focusing on any one country. Consultation has already been
undertaken in relation to Vision 2040, and the strategy development will be provided for response
rather than extended consultation. Further information is expected to be provided in May 2023.
•
Tuakiritaka/Identity proposal – this is currently out for consultation, and there has been very
strong engagement by students, staff and other stakeholders with more than 7000 responses to
the online survey, split evenly between staff/students and others.
•
Client Services Review – more than 2000 responses have been received and this is likely to go to
Council in May. Please bear in mind that this may be unsettling for colleagues.
•
Review of the Division of Health Sciences – this will be wide-ranging.
•
Research forum – to be hosted by Professor Blaikie on 4 April 2023.
3
Page 62 of 95
Item 8
For noting
11.
Other Business
The Committee discussed Turnitin’s release of new functionality to detect and score AI-generated
content and noted
Accuracy is unclear at present, but false positives and negatives are likely to be flagged.
The function cannot currently be disabled.
This conflicts with the University’s AI guidelines which encourage teaching students how to
use AI intelligently and ethically.
Once the University’s position on this new functionality has been determined, it should be
communicated clearly.
12.
Date of Next Meeting
The Committee noted that the next meeting wil be held on Thursday 25 May 2023 at 2.00pm, in the
Council Chamber.
13.
Membership of Committee
Professor Helen Nicholson (Convener)
Dr Lee Adam
Cate Bardwel
Professor Richard Blaikie
Dr Russel Butson
Jason Cushen
Professor Ben Daniel
Dr Fairleigh Gilmour
Mia Heaphy Butts
Dr Rachel Martin
Margaret Morgan
Dr Tracy Perry
Dr Stephen Scott
Professor Sheila Skeaff
Associate Professor Alesha Smith
Dr Sarah Stein
Nicola Walmsley
Dr John Wil iams
4
Page 63 of 95
Item 9
For noting
Page 64 of 95
Item 9
For noting
practically useful places.
Current pilot of policy draft on Christchurch campus is specific to that
environment and will not be directly applicable in all other contexts across
other campuses.
Concern raised about discipline specific questioning which may challenge the
University’s position in regard to being Te Tiriti led, and how researchers
may need to respond to the policy.
The University has a statutory role to challenge conventional wisdom, and
research in this area needs to be transparent and conducted within existing
ethical guidelines.
Engagement between the University and mana whenua is recognised as a
journey.
Implementation of the policy will include a management of expectations of
what is involved.
4.3
Te Ara Paerangi – Future Pathways
Update provided in Research Forum so no further comment.
Overview of Research Forum information
• Work is ongoing but limited information has been released
o New Fellowships have been announced for Maori and
Pasifika
• Cyclone Gabrielle has impacted the availability of funds from
government.
4.4
Development of University Strategic Research priorities
Discussion
Main points of discussion:
• Development of a set of research priorities to focus decision making
regarding funding and resourcing is needed.
• Feedback from staff expressing concern/interest in how research
priorities will be set.
• Tension between a proscriptive top-down approach and an academy
led approach.
• The Research Committee has a strong role in implementation of
either approach.
• Top down approach has the possibility of disenfranchising significant
sections of the academy if done badly
• Academy is extremely large and would be cumbersome to
implement.
• Academy led approach preferred. Suggested that Research
Committee develop a framework to base decisions on. This could
reflect the existing Te Ara Paerangi framework in tiers.
• This would be a draft tested against data, before circulating to the
wider academic community, including academic staff, students,
Māori and Pasifika groups, and other key stakeholders for feedback.
o Research and Enterprise are able to provide necessary data
o Recognition that not all research is in an areas where
dissemination, outputs and engagements are able to be
measured in existing data sets/software. Ensure that lack of
visibility in data sets does not exclude these areas from
consideration.
and SARO to draw up a plan for
development of appropriate information from
Page 65 of 95
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For noting
available data sets/software
o Recognition that the development and implementation of this
framework will require extra capacity and will take a
significant amount of time.
• Committee members are asked to think about how to formulate
concepts that might work within disciplinary domains and other areas
of knowledge, that might form the structure for the basis of the
research strategy framework, to be discussed at the May meeting.
• Other important areas that may not be a strategic priority, but are still
seen as valuable, especially in the area of teaching. This will need to
be clearly communicated to researchers working in these areas, as
well as ways in which their research areas could possibly align to
strategy.
• Areas of existing strength will be identified, but consideration needs
to be given on whether these fit strategic goals to ensure they are not
self-reinforcing.
• Ensure that consideration of values, collaboration, leadership, social
responsibility, and aligning the University with our community’s
values is given in development of priorities.
• Recognition that research priorities may change, and that academics
whose research is not currently a priority are not undervalued.
• Consider emerging national research priorities and/or global
priorities determined by UN Sustainable Development Goals
(SDGs), and identify which Otago academics are working in these
areas.
5.
UORGs
5.1
UORG Extensions/Variations
UORG Summary List
Approved
, UORG extension to 31 May 2024
Approved
, UORG extension to 31 December 2023
Declined
UORG extension to 30 September 2023 & budget
variation
Declined
cost neutral budget variation
Approved
, UORG extension to 30 July 2023
Approved
, UORG extension to 30 June 2023
Approved
, UORG extension to 31 July 2024
Approved
, UORG extension to 30 September
2023
Approved
, UORG budget variation
5.2
UORG and UPWG application forms and guidelines
Noted
Revised documents approved by Professor Blaikie under convenor’s
prerogative
UORG call is now open
5.3
Equipment Advisory Subcommittee
Noted
The Equipment Advisory subcommittee is not running a funding round in
2023
Page 66 of 95
Item 9
For noting
6
Incoming correspondence
No incoming correspondence
7.
Convener’s Business
7.1
Horizons Europe
Noted
All applications to be routed through Research and Enterprise.
Taking an all of New Zealand approach with communication between
Research Offices across the country.
There is a limited budget for New Zealand applications. This constraint is
due to funding limits through MBIE.
8.
General Business
8.1
HR and Research Only Staff
There are issues with the existing HR policies for Post doc and ARF
positions, causing inequity and promotion barriers.
Out of Season promotion processes need to be reviewed.
8.2
Feedback from Research Forum
Concerns from staff after forum that their research won’t fit into a strategic
focus, limiting their ability to apply for grants.
Clear guidelines and messaging required regarding applications and
eligibility.
• Development of guideline and principles/advice for decision making
for grant support to be developed.
9.
Next Meeting
The next meeting of the Committee has been set down for 10 May 2023, but
has been moved to
17 Wednesday 2023 at 9:00am. This is to allow for
circulation of pertinent strategy documents which will not be considered by
University Council until 9 May 2023. Mode to be advised.
Distribution List
Professor Richard Blaikie
Mike Wall
Associate Professor Sara Walton
Professor Maree Thyne
Professor Roslyn Kemp
Professor Patricia Priest
Professor Hugh Campbell
Professor Jessica Palmer
Associate Professor Ceridwen Fraser
Professor Richard Barker
Dr Sara Filoche
Professor Jeff Smith
Associate Professor Logan Walker
Stephen Willis
Professor Tamlin Conner
Gary Witte
Dr Rosie Brown
Cc Matt Angel
Dr Martin Gagnon
Cc Dr David Geraghty
Professor David Baxter
Cc Dr John Milnes
Professor Rose Richards
Cc Paulette Milnes
Professor Emma Wyeth
Cc Fiona Seaton
Page 67 of 95
Item 10
For recommendation of approval
Memorandum
To
The Senate
From Scholarships and Prizes Committee
Date
17 April 2023
Re
New and Amended Scholarship and Prize proposals
Preamble
The recommendation of the Senate is sought for the following new prizes, new scholarship
and disestablished prize to proceed to the University Council for its consideration. Please note
that the Scholarships and Prizes Committee also approved four amended prizes and an
amended scholarship.
1.
NEW PRIZES
a) Mayne Wetherell Prize
•
Department: Faculty of Law
•
Value: $3,000
•
Background: Sponsored by law firm Mayne Wetherell, this prize honours the
top student in second year Law. The prize is awarded annually to the student
who scores the highest average mark across all second year Law papers.
•
Recommended by:
o
Professor Shelley Griffiths, Dean of Law, Division of Humanities
o
Professor Jessica Palmer, Pro-Vice-Chancellor, Division of Humanities
Proposed Regulations
Mayne Wetherell Prize
Established by the University of Otago in 2023 through a generous donation from law firm,
Mayne Wetherell, this prize honours the top student in second year Law.
This prize will be awarded annually by the University Council on the recommendation of the
Dean of Law to the student with the highest average mark across all second year Law papers.
The value of the prize will normally be $3,000.
b) Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association
Clinical Oral Health Practice Prize
•
Department: Faculty of Dentistry
Page 68 of 95
Item 10
For recommendation of approval
•
Value: $500
•
Background: One of two new prizes in Oral Health sponsored by Te Ohu
Pūniho Ora o Aotearoa, the New Zealand Oral Health Association (NZOHA).
Valued at $500, this prize is awarded annually to a first-year Bachelor of Oral
Health student who shows "outstanding aptitude" in all aspects of the paper
DEOH 104 Clinical Oral Health Practice.
•
Recommended by:
o
Professor Paul Cooper, Dean of Dentistry, Division of Health Sciences
o
Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Proposed Regulations
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Clinical Oral
Health Practice Prize
Established in 2023 by the University of Otago with generous support from Te Ohu Pūniho
Ora o Aotearoa - the New Zealand Oral Health Association (NZOHA).
This prize is awarded annually by the University Council, on the recommendation of the Dean
of the Faculty of Dentistry, to a first-year Bachelor of Oral Health student showing outstanding
aptitude in all aspects of the paper DEOH 104 Clinical Oral Health Practice.
The value of the prize will normally be $500.
An award shall be made only to a candidate of sufficient merit.
c) Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association
Community Oral Health and Oral Health Promotion Prize
•
Department: Faculty of Dentistry
•
Value: $500
•
Background: One of two new prizes in Oral Health sponsored by Te Ohu
Pūniho Ora o Aotearoa, the New Zealand Oral Health Association (NZOHA).
Valued at $500, this prize is awarded annually to a final-year Bachelor of Oral
Health student showing outstanding aptitude in all aspects of the paper DEOH
301 Community Oral Health and Oral Health Promotion.
•
Recommended by:
o
Professor Paul Cooper, Dean of Dentistry, Division of Health Sciences
o
Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Proposed Regulations
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Community
Oral Health and Oral Health Promotion Prize
Established in 2023 by the University of Otago with generous support from Te Ohu Pūniho
Ora o Aotearoa - the New Zealand Oral Health Association (NZOHA).
Page 69 of 95
Item 10
For recommendation of approval
This prize is awarded annually by the University Council, on the recommendation of the Dean
of the Faculty of Dentistry, to a final-year Bachelor of Oral Health student showing outstanding
aptitude in all aspects of the paper DEOH 301 Community Oral Health and Oral Health
Promotion.
The value of the prize will normally be $500.
An award shall be made only to a candidate of sufficient merit.
2. NEW SCHOLARSHIP
a) Stewart Petrie Diversity & Equity Scholarship in Surveying & Spatial
•
Department: School of Surveying
•
Value: $8,000 (min.) for Year 3 tuition fees
•
Background: Created through funding from former Otago University School
of Surveying lecturer (1993-2009), Stewart Petrie. The aim of the award is to
increase the diversity of people and thought in Surveying and Spatial Science,
by offering financial support to a third-year student from a group (or groups)
not generally well represented in these fields on account of factors such as
gender identity, ethnicity, disability, and socio-economic background. The
scholarship pays the recipient’s third-year course fees.
•
Recommended by:
o Associate Professor Antoni Moore, Dean of School of Surveying,
Division of Sciences
o Professor Richard Barker, Pro-Vice-Chancellor, Division of Sciences
Proposed Regulations
Stewart Petrie Diversity & Equity Scholarship in Surveying & Spatial
Established in 2023 by the University of Otago with thanks to Dunedin-born Stewart Petrie, a
highly respected member of the teaching staff of the University of Otago School of Surveying
(1993-2009). After studying at the University of Canterbury and the Imperial College of
Science and Technology, University of London, Stewart embarked on a 28-year career as a
civil engineer, working for both Dunedin City Council and Royds Garden Consultants. He later
joined the School of Surveying as a Teaching Fellow, where he taught and mentored students
in a way designed to foster inclusion and inspire curiosity through practical, hands-on learning
experiences. Stewart took great pride in his students’ career development and successes and
was recognised by his students and peers for the quality of his teaching, winning the 2004
OUSA Teaching Award, the 2005 Otago University Excellence in Teaching Award, and the
2005 New Zealand Qualifications Authority Tertiary Teaching Sustained Excellence Award.
This scholarship was created with the express purpose of increasing the diversity of people and
thought in the field of Surveying and Spatial Science, and provides an opportunity for a student
entering their third year of Surveying studies to have their third-year course fees covered.
Page 70 of 95
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For recommendation of approval
Eligibility
Applicants must be:
• a New Zealand citizen or New Zealand Residence Class Visa Holder
• enrolled in Year 2 of an undergraduate (Bachelors) degree in the School of Surveying,
and planning to enrol in Year 3 the following year (i.e. the intended year of tenure).
Application Process
Every application for the scholarship must be submitted to Student Administration
(Scholarships) at the University of Otago by the specified closing date.
Every applicant must submit:
• a completed application form;
• a brief submission setting out
(i)
why they are applying,
(ii)
what Surveying or Spatial Science means to them, and
(iii)
what they plan to do with their learning and skills in the future;
• an academic reference letter.
Selection Process
The Selection Panel to award the scholarship will consist of the following members (or their
nominees): a representative from the School of Surveying; the Director, Development and
Alumni Relations Office; the Manager, Postgraduate Scholarships, Prizes and Awards; and
the Donor.
The following factors shall be considered in selecting the scholarship winner:
• the central purpose of the scholarship is to encourage a wider diversity of people and
thought in Surveying and Spatial Science;
• applicants should therefore belong to a group (or groups) typically underrepresented
in these fields on account of factors such as gender identity, disability or impairment,
being first in family to attend university, sexual orientation, low socio-economic
background, and migrant or refugee background;
• applicants should display a genuine passion for Surveying or Spatial work.
The Selection Panel may require an interview with short-listed applicants.
Financial
• This scholarship provides the recipient with a rebate of the tuition fees charged for
their Year 3 enrolment in a School of Surveying undergraduate degree.
• One scholarship will be available each year.
Tenure
• The scholarship shall be held with full-time tenure.
• The scholarship must be taken up within one year of being awarded.
• The scholarship may be held concurrently with any other University of Otago
scholarship where its regulations also allow co-tenure.
Page 71 of 95
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For recommendation of approval
Other Requirements
• Award of the scholarship is dependent on the recipient being admitted to the
University of Otago.
• The University of Otago reserves the right to use the names, photographs, and details
of successful applicants for advertising and publicity. The award holders must agree to
be reasonably available to participate in interviews and promotional activities if
requested by the University of Otago.
3. DISESTABLISHED PRIZE
a) A J Park Intellectual Property Prize
•
Department: Faculty of Law
•
Value: $1,000
•
Background: The current sponsors of this award, AJ Park, have decided to
discontinue funding it, and no alternative funder is being sought. The Faculty
of Law have therefore confirmed that the prize should be disestablished.
•
Recommended by:
o Professor Shelley Griffiths, Dean of Law, Division of Humanities
o Professor Jessica Palmer, Pro-Vice-Chancellor, Division of Humanities
Current Regulations
A J Park Intellectual Property Prize
Established in 1997 by A. J. Park & Son, Intellectual Property Lawyers, Solicitors Patent
Attorneys and Notaries, of Wellington and Auckland.
The prize is awarded annually by the University Council on the recommendation of the Dean
of the Faculty of Law, to the student who has achieved the best result in the paper Intellectual
Property.
4. AMENDED PRIZES
a) Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association
Oral Health Therapy 1 Prize
•
Department: Faculty of Dentistry
•
Value: $500
•
Background: In 2021, the New Zealand Dental Hygienists’ Association and
New Zealand Dental and Oral Health Therapists Association merged into a
single entity, Te Ohu Pūniho Ora o Aotearoa - the New Zealand Oral Health
Page 72 of 95
Item 10
For recommendation of approval
Association. The name of this prize has been amended accordingly, and its
value increased to $500.
•
Recommended by:
o Professor Paul Cooper, Dean of Dentistry, Division of Health Sciences
o Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Current Regulations
The New Zealand Dental Hygienists’ Association Prize (200 Level)
Established in 2002 by the New Zealand Dental Hygienists’ Association. Amended in 2009 to
recognise the change in the education of dental hygienists in New Zealand.
The prize is awarded annually by the University Council on the recommendation of the Dean
of the Faculty of Dentistry to the second year student for the degree of Bachelor of Oral Health,
and enrolled in the paper DEOH 202, Oral Health Therapy 1, who shows outstanding aptitude
in all aspects of this paper.
An award shall be made only to a candidate of sufficient merit.
Proposed Regulations
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Oral Health
Therapy 1 Prize
Established in 2002 by the University of Otago with generous support from the New Zealand
Dental Hygienists’ Association (NZDHA), this award was first called the New Zealand Dental
Hygienists’ Association Prize (200 Level). The prize was amended in 2009 to recognise
changes in the education of dental hygienists in New Zealand. It was amended again in 2023,
including a change to the title of the award, following the 2021 merger of the NZDHA and New
Zealand Dental and Oral Health Therapists Association (NZDOHTA) into a single professional
body, Te Ohu Pūniho Ora o Aotearoa - the New Zealand Oral Health Association (NZOHA).
This prize is awarded annually by the University Council on the recommendation of the Dean
of the Faculty of Dentistry to a second-year Bachelor of Oral Health student showing
outstanding aptitude in all aspects of the paper DEOH 202 Oral Health Therapy 1.
The value of the prize will normally be $500.
An award shall be made only to a candidate of sufficient merit.
b) Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association
Advanced Oral Health Therapy 1 Prize
•
Department: Faculty of Dentistry
•
Value: $500
•
Background: In 2021, the New Zealand Dental Hygienists’ Association and
New Zealand Dental and Oral Health Therapists Association merged into a
single entity, Te Ohu Pūniho Ora o Aotearoa - the New Zealand Oral Health
Page 73 of 95
Item 10
For recommendation of approval
Association. The name of this prize has been amended accordingly, and its
value increased to $500.
•
Recommended by:
o Professor Paul Cooper, Dean of Dentistry, Division of Health Sciences
o Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Current Regulations
The New Zealand Dental Hygienists’ Association Prize (300 Level)
Established in 2002 by the New Zealand Dental Hygienists’ Association. Amended in 2009 to
recognise the change in the education of dental hygienists in New Zealand.
The prize is awarded annually by the University Council on the recommendation of the Dean
of the Faculty of Dentistry to the final year student for the degree of Bachelor of Oral Health,
and enrolled in the paper DEOH 302, Advanced Oral Health Therapy 1, who shows outstanding
aptitude in all aspects of this paper.
An award shall be made only to a candidate of sufficient merit.
Proposed Regulations
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Advanced
Oral Health Therapy 1 Prize
Established in 2002 by the University of Otago with generous support from the New Zealand
Dental Hygienists’ Association (NZDHA), this award was first called the New Zealand Dental
Hygienists’ Association Prize (300 Level). The prize was amended in 2009 to recognise
changes in the education of dental hygienists in New Zealand. It was amended again in 2023,
including a change to the title of the award, following the 2021 merger of the NZDHA and the
New Zealand Dental and Oral Health Therapists Association (NZDOHTA) into a single
professional body, Te Ohu Pūniho Ora o Aotearoa - the New Zealand Oral Health Association
(NZOHA).
This prize is awarded annually by the University Council on the recommendation of the Dean
of the Faculty of Dentistry to a final-year Bachelor of Oral Health student showing outstanding
aptitude in all aspects of the paper DEOH 302 Advanced Oral Health Therapy 1.
The value of the prize will normally be $500.
An award shall be made only to a candidate of sufficient merit.
c) Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association
Oral Health Therapy 2 Prize
•
Department: Faculty of Dentistry
•
Value: $500
•
Background: In 2021, the New Zealand Dental and Oral Health Therapists
Association and New Zealand Dental Hygienists’ Association and merged into
a single entity, Te Ohu Pūniho Ora o Aotearoa - the New Zealand Oral Health
Page 74 of 95
Item 10
For recommendation of approval
Association. The name of this prize has been amended accordingly, and its
value increased to $500.
•
Recommended by:
o Professor Paul Cooper, Dean of Dentistry, Division of Health Sciences
o Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Current Regulations
New Zealand Dental & Oral Health Therapists Association Award - 200 Level
Established in 2011 by the New Zealand Dental Therapists’ Association Inc, becoming known
as the New Zealand Dental & Oral Health Therapists Association in 2014.
The prize is offered annually and awarded by the University Council on the recommendation
of the Dean of the Faculty of Dentistry to the student who is enrolled in the second year of the
Bachelor of Oral Health Degree programme and demonstrates both clinical and academic
ability within the overall programme with a special emphasis on the clinical and academic
achievement in Dental Therapy (DEOH 203).
The prize consists of sponsorship of the prize winner to attend the New Zealand Dental & Oral
Health Therapists Association Conference in the 3rd year of study and a $150 book voucher.
The New Zealand Dental & Oral Health Therapists Association Conference is held in a
different region of New Zealand each year, therefore the value of the prize which includes
travel, accommodation and registration may vary from year to year.
An award shall be made only to a candidate of sufficient merit.
Proposed Regulations
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Oral
Health Therapy 2 Prize
Established in 2011 by the University of Otago with generous support from the New Zealand
Dental Therapists’ Association Inc (NZDTA), which in 2014 became the New Zealand Dental
& Oral Health Therapists Association (NZDOHTA). The title and regulations of the award,
originally called the New Zealand Dental & Oral Health Therapists Association Award - 200
Level, were amended in 2023 following the 2021 merger of the NZDOHTA and New Zealand
Dental Hygienists Association (NZDHA) into a single professional body, Te Ohu Pūniho Ora
o Aotearoa - the New Zealand Oral Health Association (NZOHA).
This prize is awarded annually by the University Council on the recommendation of the Dean
of the Faculty of Dentistry to a second-year Bachelor of Oral Health student showing
outstanding aptitude in all aspects of the paper, DEOH 203 Oral Health Therapy 2.
The value of the prize will normally be $500.
An award shall be made only to a candidate of sufficient merit.
Page 75 of 95
Item 10
For recommendation of approval
d) Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association
Advanced Oral Health Therapy 2 Prize
•
Department: Faculty of Dentistry
•
Value: $500
•
Background: In 2021, the New Zealand Dental and Oral Health Therapists
Association and New Zealand Dental Hygienists’ Association and merged into
a single entity, Te Ohu Pūniho Ora o Aotearoa - the New Zealand Oral Health
Association. The name of this prize has been amended accordingly, and its
value increased to $500.
•
Recommended by:
o Professor Paul Cooper, Dean of Dentistry, Division of Health Sciences
o Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Current Regulations
New Zealand Dental & Oral Health Therapists Association Award - 300 Level
Established in 2009 by the New Zealand Dental Therapists’ Association Inc, becoming known
as the New Zealand Dental & Oral Health Therapists Association in 2014.
The prize is offered annually and awarded by the University Council on the recommendation
of the Dean of the Faculty of Dentistry to the graduating student who shows the best all round
understanding of child or adolescent oral health needs.
The award will be presented to the student enrolled in DEOH 303, Advanced Oral Health
Therapy 2, who presents the best patient case report.
An award shall be made only to a candidate of sufficient merit.
The value of the prize will be as set down in the current prize schedule.
Proposed Regulations
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health Association Advanced
Oral Health Therapy 2 Prize
Established in 2011 by the University of Otago with generous support from the New Zealand
Dental Therapists’ Association Inc (NZDTA), which in 2014 became the New Zealand Dental
& Oral Health Therapists Association (NZDOHTA). The title and regulations of the award,
originally called the New Zealand Dental & Oral Health Therapists Association Award - 300
Level, were amended in 2023 following the 2021 merger of the NZDOHTA and New Zealand
Dental Hygienists Association (NZDHA) into a single professional body, Te Ohu Pūniho Ora
o Aotearoa - the New Zealand Oral Health Association (NZOHA).
This prize is awarded annually by the University Council on the recommendation of the Dean
of the Faculty of Dentistry to the final-year Bachelor of Oral Health student showing the best
all-round understanding of child or adolescent oral health needs. The successful applicant will
have demonstrated outstanding aptitude in all aspects of the paper DEOH 303 Advanced Oral
Health Therapy 2, including the presentation of an excellent patient case report.
Page 76 of 95
Item 10
For recommendation of approval
The value of the prize will normally be $500.
An award shall be made only to a candidate of sufficient merit.
5. AMENDED SCHOLARSHIP
a) Dr EC Grant and Mrs HM Grant Memorial Medical Scholarship
•
Department: Dunedin School of Medicine
•
Value: $8,000 per annum for four years
•
Background: The Edward C Grant Memorial Medical Scholarship was
established in 2009 in memory of the donor's father, Dr Edward Grant. The
value and tenure of the award were amended in 2013, and the name of the
award changed to Dr EC Grant and Mrs HM Grant Memorial Medical
Scholarship. The scholarship was briefly disestablished then re-established
again in 2023. It is now proposed to amend the scholarship further, principally
by simplifying its financial provisions. Recipients may now qualify for two
lump-sum payments of $4,000 each year for up to four years of study towards
the MB ChB degree, totalling $32,000. It is also proposed that membership of
the selection panel for this award be expanded to include the Associate Dean
Māori, Dunedin School of Medicine, and updated by substituting the Manager,
Postgraduate Scholarships, Prizes and Awards for “Manager of the Doctoral
and Scholarships Office”.
•
Recommended by:
o Professor Emma Wyeth, Associate Dean Māori, Division of Health
Sciences
o Professor Patricia Priest, Acting Pro-Vice-Chancellor, Division of
Health Sciences
Current Regulations
Dr EC Grant and Mrs HM Grant Memorial Medical Scholarship
The Edward C Grant Memorial Medical Scholarship was established in 2009. Dr Peter Grant
wished to commemorate his father with a full, four-year scholarship to the University of Otago
Medical School, for a student admitted to the medical programme who is from the East Coast
of the North Island, a place of importance to Dr Grant. At the request of Dr Peter Grant, the
name, value and tenure of the Scholarship was amended from 2013.
Dr Edward Grant, commonly known as Ted, was born near Outram, West Taieri in 1900. He
attended Otago Boys High School and then the medical school at the University of Otago. He
completed his training and degrees in London in 1926. He returned to New Zealand in 1930
and after working on the West Coast for six years, was appointed medical superintendent at Te
Puia Springs Hospital with medical responsibilities between Tolaga and Tokomaru Bays up to
the East Cape. For eight of the next 12 years, he was continuously on-call for the region. He
resigned in 1948 and then spent six years in general practice in Rotorua and many more years
Page 77 of 95
Item 10
For recommendation of approval
as a GP in Devonport. Next, Dr Grant moved to Kerikeri to ‘slow down’ but soon returned to
Point Chevalier, Auckland until he retired. He died in 1980.
Eligibility
Applications are open to students:
• who are resident in, have resided for a substantial period in, or have strong
affiliations with the North Island East Coast area (defined geographically to
include the Whakatane area to Wairoa), or the West Coast of the South Island and;
• who have been admitted into the second year of the MB ChB programme;
• preference will be given to applicants who are Māori.
Application Process
Eligible applicants will be invited to apply at the time of receipt of an offer for a place in the
second year component of the MB ChB programme. Applications must be submitted to the
Scholarships Office no later than
1 March in the year in which the scholarship will be
available
. The selection committee will convene to determine award of the scholarship in
March.
Applications must consist of:
•
A covering letter indicating:
o
the applicant’s period of residence in the East Coast or the West Coast
of the South Island;
o
the applicant’s iwi affiliations (if applicable);
o
the applicant’s career aspirations, including why their blend of
academic achievement, leadership skills and community service
capacities qualify them to fulfil the commemorative nature of the
scholarship; and,
o
any other scholarships applied for or received.
•
Academic transcript(s) at tertiary level, including Health Sciences First Year
results (if applicable).
•
Two personal referee reports.
Applicants may also be required to attend an interview.
Selection Process
The selection committee, consisting of the Dean of the Otago Medical School, in the chair,
the Director of the Centre for Hauora Māori, the Director of the Development and Alumni
Relations Office, and the Manager of the Doctoral and Scholarships Office, or their
nominees, shall consider the following factors in recommending the awarding of the
Scholarship:
•
the applicant’s period of residence in the East Coast, North Island or West
Coast, South Island;
•
the applicant’s iwi affiliations (if applicable);
•
the applicant’s career aspirations, including why their blend of academic
achievement, leadership skills and community service capacities qualify them
to fulfil the commemorative nature of the scholarship; and,
•
any other scholarships applied for or received.
Page 78 of 95
Item 10
For recommendation of approval
Previous and current recipients of the Scholarship may also be included in the selection
committee at the discretion of the chair. Assuming suitable applicants, one new scholarship
will be awarded each year.
Financial
The award has a value of:
•
50% of tuition fees per annum for four years of the MB ChB degree provided
tenure requirements are met.
•
A stipend equivalent to 25% of the tuition fees for Health Sciences First Year
(in the year preceding award of the Scholarship) paid each year for four years,
provided tenure requirements are met.
•
A further stipend of $6,000 paid each year for four years, provided tenure
requirements are met. The value of this stipend may be reviewed from time to
time.
•
The Trainee Internship (6th year) is not included in this scholarship.
Tenure
•
The Scholarship must be taken up in the year in which it is awarded.
•
The Scholarship is continuous for four years if the student successfully
achieves a pass each year and meets the ‘other requirements’ listed below; the
Scholarship will be discontinued if these conditions are not met.
•
If the recipient is approved for temporary withdrawal from the MB ChB
programme, for example to undertake a Bachelor of Medical Science with
Honours degree, the scholarship shall be temporarily suspended until the
student resumes the MB ChB programme. Temporary suspension shall be for
a maximum of one year.
•
The scholarship may be held concurrently with other awards, subject to
approval by the Dean of the Otago Medical School.
Other Requirements
Each Scholarship recipient must:
•
Write an annual report at year end to the donor to provide an update on
progress and activities.
•
Agree to engage with the Associate Dean Maori, Division of Health Sciences
and participate annually in relevant initiatives that foster the relationship
between the relevant region (East Coast, North Island or West Coast, South
Island) and the University of Otago. In particular, initiatives that foster
pathways for rangatahi (young people) to study health are encouraged
•
Agree to reasonable requests from the University of Otago to appropriately
represent the University and the scholarship
Proposed Regulations
Dr EC Grant and Mrs HM Grant Memorial Medical Scholarship
The Edward C Grant Memorial Medical Scholarship was established in 2009. Dr Peter Grant
wished to commemorate his father with a full, four-year scholarship to the University of Otago
Medical School, for a student admitted to the medical programme who is from the East Coast
Page 79 of 95
Item 10
For recommendation of approval
of the North Island, a place of importance to Dr Grant. At the request of Dr Peter Grant, the
name, value and tenure of the scholarship was amended from 2013. The Scholarship was
further amended in 2023, with the aim of clarifying and simplifying its financial framework and
terms of payment.
Dr Edward Grant, commonly known as Ted, was born near Outram, West Taieri in 1900. He
attended Otago Boys High School and then the medical school at the University of Otago. He
completed his training and degrees in London in 1926. He returned to New Zealand in 1930
and after working on the West Coast for six years, was appointed medical superintendent at Te
Puia Springs Hospital with medical responsibilities between Tolaga and Tokomaru Bays up to
the East Cape. For eight of the next 12 years, he was continuously on-call for the region. He
resigned in 1948 and then spent six years in general practice in Rotorua and many more years
as a GP in Devonport. Next, Dr Grant moved to Kerikeri to “slow down” but soon returned to
Point Chevalier, Auckland until he retired. He died in 1980.
Eligibility
Applications are open to students:
• who are resident in, have resided for a substantial period in, or have strong
affiliations with the North Island East Coast area (defined geographically to include
the Whakatane area to Wairoa), or the West Coast of the South Island; and
• who have been admitted into the second year of the MB ChB programme.
Preference will be given to applicants who are Māori.
Application Process
Eligible applicants will be invited to apply at the time of receipt of an offer for a place in the
second year component of the MB ChB programme. Applications for this scholarship must be
submitted to Student Administration (Scholarships) no later than
1 March in the year in
which the scholarship will be available. A selection committee will convene to determine
award of the scholarship in March.
Applications must consist of:
•
A covering letter indicating:
o
the applicant’s period of residence in the East Coast or the West Coast
of the South Island;
o
the applicant’s iwi affiliations (if applicable);
o
the applicant’s career aspirations, including why their blend of
academic achievement, leadership skills and community service
capacities qualify them to fulfil the commemorative nature of the
scholarship; and,
o
any other scholarships applied for or received.
•
Academic transcript(s) at tertiary level, including Health Sciences First Year
results (if applicable).
•
Two personal referee reports.
Applicants may also be required to attend an interview.
Selection Process
The selection committee, consisting of the Dean of Otago Medical School (in the chair), the
Director of the Centre for Hauora Māori, the Associate Dean Māori, Dunedin School of
Medicine, the Director of the Development and Alumni Relations Office, and the Manager,
Page 80 of 95
Item 10
For recommendation of approval
Postgraduate Scholarships, Prizes and Awards (or their nominees), shall consider the
following factors in recommending the awarding of the scholarship:
•
the applicant’s period of residence in the East Coast, North Island or West
Coast, South Island;
•
the applicant’s iwi affiliations (if applicable);
•
the applicant’s career aspirations, including why their blend of academic
achievement, leadership skills and community service capacities qualify them
to fulfil the commemorative nature of the scholarship; and,
•
any other scholarships applied for or received.
Previous and current recipients of the scholarship may also be included in the selection
committee at the discretion of the chair. Assuming suitable applicants, one new scholarship
will be awarded each year.
Financial
•
The award has a value of $8,000 per annum for four years of the recipient’s
MB ChB degree, provided all tenure requirements are met.
•
The award shall be paid out in 2 x $4,000 lump-sum instalments each year for
the four years of tenure.
•
The maximum total value of the award per recipient is $32,000.
•
The Trainee Intern year (6th year) is not included in this scholarship.
Tenure
•
The scholarship must be taken up in the year in which it is awarded.
•
The scholarship is continuous for four years provided the student successfully
achieves a pass each year and meets the ‘other requirements’ listed below; the
scholarship will be discontinued if these conditions are not met.
•
If the recipient is approved for temporary withdrawal from the MB ChB
programme, for example to undertake a Bachelor of Medical Science with
Honours degree, the scholarship shall be temporarily suspended until the
student resumes the MB ChB programme. Temporary suspension shall be for a
maximum of one year.
•
The scholarship may be held concurrently with other awards, subject to
approval by the Dean of the Otago Medical School.
Other Requirements
Each scholarship recipient must:
•
Write an annual report at year end to the donor to provide an update on
progress and activities.
•
Agree to engage with the Associate Dean Maori, Division of Health Sciences
and the Associate Dean Māori, Dunedin School of Medicine, and participate
annually in relevant initiatives that foster the relationship between the relevant
region (East Coast, North Island or West Coast, South Island) and the
University of Otago. In particular, initiatives that foster pathways for rangatahi
(young people) to study health are encouraged.
•
Agree to reasonable requests from the University of Otago to appropriately
represent the University and the scholarship.
Page 81 of 95
Item 10
For recommendation of approval
Recommendations
1)
The Senate recommends that the following new prizes, new scholarship and
disestablished scholarship proceed to the University Council for its consideration:
a.
New Prizes
i.
Mayne Wetherell Prize
ii.
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health
Association Clinical Oral Health Practice Prize
iii.
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health
Association Community Oral Health and Oral Health Promotion Prize
b.
New Scholarship
i.
Stewart Petrie Diversity & Equity Scholarship in Surveying & Spatial
c.
Disestablished Prize
i. A J Park Intellectual Property Prize
2)
Note that the Scholarships and Prizes Committee approved the following amended
prizes and amended scholarship:
a.
Amended Prizes
i.
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health
Association Oral Health Therapy 1 Prize
ii.
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health
Association Advanced Oral Health Therapy 1 Prize
iii.
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health
Association Oral Health Therapy 2 Prize
iv.
Te Ohu Pūniho Ora o Aotearoa - The New Zealand Oral Health
Association Advanced Oral Health Therapy 2 Prize
b.
Amended Scholarship
i.
Dr EC Grant and Mrs HM Grant Memorial Medical Scholarship
Page 82 of 95
Board of Undergraduate Studies
Committee Secretary: Matt Angel
E-mail: [email address]
Telephone: 03 479 4852
Minutes of a Meeting of the Board of Undergraduate Studies
5 April 2023
Present:
Professor Helen Nicholson (Convener), Mia Heaphy Butts, Professor Tim Cooper, Associate
Professor Richard Greatbanks, Jennifer Haugh, Professor Karl Lyons, Professor Simone
Marshall, Professor Brendan McCane, Dr Sarah Stein, Professor Lois Surgenor, Dr Julie
Timmermans
In attendance: Matt Angel, Carol Forbes, Richard German, Sandra Spence, Dr Tosh Stewart, Julie Weaver,
Mark Wilesmith
Apologies:
Ngaroma Bennett, Jason Cushen, Margaret Morgan
1. Minutes
The minutes of a meeting of the Board held on 1 March 2023, previously circulated, were
confirmed.
2.
Intimations from Senate
The Board noted that the Senate, 29 March 2023, received the minutes of a meeting of the Board
held on 1 March 2023, and approved all recommendations contained therein.
3. Matters Stil to be Finalised
The Board noted that the following matters previously considered by the Board were still to be
finalised:
a) Proposals to amend the regulations for the Bachelor of Medicine and Bachelor of Surgery (MB
ChB) and health professional programmes concerning eligibility to apply for admission to the
programme (June 2022)
b) Inclusion of prompts regarding internationalisation, mātauranga Māori, and Pacific content in
the Annual Programme Report template (September 2022)
c) Approaches to obtain student feedback for small programmes (October 2022)
For enquiries regarding the follow-up of matters discussed by the Board relating to administrative
processes, amendments to forms, and work being undertaken by other boards, working parties or
offices, please contact Academic Committees and Services ([email address]).
1
Page 83 of 95
4.
CUAP Report
The Board received a report on the meeting of the Committee on University Academic Programmes
on 23 March 2023 from the University's CUAP Representative,
noting that:
•
The Committee of Planning Directors – reporting to Te Pōkai Tara | Universities New
Zealand (UNZ) and comprising planning directors from each of the universities in Aotearoa
– have expressed the view that it is not in the universities’ interest to prioritise micro-
credentials due to cost and funding considerations.
•
The University wil not be encouraging the development of micro-credentials, but there are
stil opportunities to deliver content in the form of short courses.
•
CUAP is moving toward being able to accept proposals in te reo Māori and that the
University may wish to consider its own processes around proposals in te reo.
5.
Division of Sciences
The Board
RECOMMENDED
that the fol owing proposals from The Division of Sciences (13 March 2023) be
approved:
Mathematics and Statistics
SCI-1 - To amend the prerequisite for MATH 304
SCI-2 - To delete MATH 374 Mathematical Physics,
noting that:
•
The proposed 300-level major subject requirements for Mathematics might read
more clearly as: ‘Four 300-level papers from the fol owing: MATH papers, COMO
papers, PHSI 336’.
SCI-3 - To amend the Mathematics minor subject requirements,
noting that:
•
The proposed 300-level minor subject requirements for the Mathematics might be
better expressed as: ‘One paper from MATH 301-342, PHSI 336, COMO 303’.
Physics
(CUAP notification required)
SCI-4 - To delete the Electronics subject and ELEC papers,
noting that:
•
The Electronics subject does not appear in the 2023 Puka Whakamārama |
University Calendar and that an earlier version should be referenced regarding
which qualifications had included Electronics as a subject.
Physics
SCI-5 - To amend the paper code of PHSI 170 to ASTR 101, to amend the prescription,
and to amend the teaching period from Summer School to Second Semester
2
Page 84 of 95
SCI-6 - To amend the title of EMAN 204 from Energy Resources to Renewable Energy
Technologies, to amend the pre- or co-requisite, and to amend the prescription,
noting that:
•
A minor typo in the prescription – the inclusion of an unnecessary ‘the’ – should be
corrected.
•
The qualifications affected should include BASc and BComSc.
Geology
SCI-7 - To amend the Geology major subject requirements
Applied Sciences
(CUAP notification required)
SCI-8 - To delete the Bachelor of Applied Science (BAppSc) and consequential changes,
noting that:
•
Clauses in the interdivisional degrees’ regulations should remove all references to
Applied Sciences.
•
The timing of deletions and the transfer of retained subjects into the Bachelor of
Science (BSc) will create workload pressures for ITS Applications Support staff
working with eVision and may cause some inconvenience or confusion for
students during the transition.
•
It is not expected that CUAP approval wil be needed to transfer retained subjects
into new bachelor’s degrees, but the Secretary to the Board wil seek confirmation
of this from the UNZ staff supporting CUAP.
•
The Board expressed its thanks to
– as well as
and
– for the work that went into this proposal.
6.
Division of Commerce
The Board
RECOMMENDED
that following proposal from the Division of Commerce (22 March 2023) be approved:
Marketing
(CUAP approval required)
COM-1 - To amend the title of the Advertising endorsement for DipGrad to Creative
Marketing and to amend the requirements,
noting that:
•
Constraints in eVision mean that this change wil entail deleting the Advertising
endorsement in the system and establishing a Creative Marketing endorsement,
meaning that the workload involved for implementation is greater than might be
apparent.
3
Page 85 of 95
NOTED
that the fol owing proposal has been approved under the expedited approvals process
for academic proposals:
Management
COM-2 - To delete MANT 343 and MANT 370
7.
Division of Humanities
The Board
RECOMMENDED
that the following proposals from the Division of Humanities (22 March 2023) be
approved:
Faculty of Law
HUM-1 - To introduce a new paper, LAWS 482 Advanced Evidence Law, with
consequential deletion of LAWS 442 Law and the Sports Industry,
noting that:
•
The paper code LAWS 482 has previously been used for a different paper, but not
in the past 10 years, and that the Division of Humanities is comfortable with this
for the current proposal.
•
LAWS 442 wil need to be removed from the schedule for the Sports Business
endorsement for the Diploma for Graduates (DipGrad).
•
There is an inconsistency in the assessment activities listed between the Student
Workload Expectations and Assessment Procedures sections, which wil be queried
by the Associate Dean (Academic) for the Division of Humanities (ADA,
Humanities).
•
The Board expressed concerns around the use of a take-home test as part of the
assessments in light of the emergence of generative AI applications – which may
affect assessments for a number of LAWS papers – and suggested that
consideration be given on how to adapt to this moving forward, such as by setting
assignments where students critique responses given by AI, etc.
School of Arts
HUM-2 - To introduce a new dual-level paper, CLAS 247/347 The Roman Republic,
from the Kings to Julius Caesar, with consequential deletion of CLAS 337/437 Murder
and Corruption in Ciceronian Rome,
noting that:
•
CLAS 337 will need to be removed from the schedule for the European Studies
major subject.
•
This proposal does a good job of differentiating between the 200-level and 300-
level offerings of the paper.
•
The Board expressed concerns around the workload that this paper’s assessments
might entail for both the instructor and the students, but acknowledged that this
was reflective of papers across the entire programme and suggested that the
ADA, Humanities follow-up on this issue at the programme level.
•
That
would fol ow-up directly regarding ways in which the
learning outcomes might be improved.
•
This paper provides a good opportunity for integration with the Library around
research skil s.
4
Page 86 of 95
School of Social Sciences
HUM-3 - To amend the teaching period of RELS 217/317 Religion, Science and Magic
to add Summer School
School of Performing Arts
NB: HUM-4 was an overview document for reference regarding the fol owing
proposals.
HUM-5 - To amend the Music minor subject requirements and to amend the title of
the Music Technology minor subject to Music Production,
noting that:
•
As was noted for COM-1, eVision constraints mean that amending the name of a
subject is a more resource-intensive change for administrative staff than might be
apparent.
HUM-6 - To amend the title of MUSI 105 Music Matters to Music Matters in Human
Life and to amend the prescription,
noting that:
•
The list of qualifications affected should include the BACom.
•
The School may want to consider whether current popular culture references in
the prescription might become dated quickly.
HUM-7 - To amend the prescriptions for MUSI 140, MUSI 240, and MUSI 340,
noting
that:
•
The list of qualifications affected should include the BACom.
School of Performing Arts
(CUAP notification required)
HUM-8 - To delete the Ethnomusicology and Classical Music minor subjects
8.
Division of Health Sciences
The Board
DEFERRED
making a recommendation on the following proposal from the Division of Health
Sciences (16 March 2023) and delegated authority to the Convener and the
University’s CUAP Representative to recommend the proposal for approval should
satisfactory steps be taken by the proposers ahead of the CUAP 2023 Round 1
deadline:
Health Sciences Professional Programmes
(
CUAP approval required)
HSC-1 - HSC-7 - To amend the eligibility requirements for Health Professional
programmes,
noting that:
5
Page 87 of 95
•
Each affected programme should seek external consultation from the appropriate
professional or accrediting bodies prior to CUAP submission, though feedback
does not necessarily need to be obtained prior to CUAP submission.
•
Consultation is needed with medical students, including relevant students’
associations, regarding changes to MB ChB.
•
Further consultation with and feedback from the Acting Director of Health
Sciences First Year (HSFY) is needed.
•
The Deputy Vice-Chancel or (Academic) wil consult with the Registrar and with
the University’s legal consul regarding the risks and implications of the proposed
changes, including the proposed timing of implementation.
•
Revision is needed to ensure wording around admission through the Graduate
category – particularly around completing a first degree in the minimum academic
time – is consistent between the MB ChB and other programmes throughout the
proposal document.
•
References to passing all HSFY papers and obtaining a 50% average across those
papers should be amended to simply state that potential applicants must pass all
HSFY papers, as this would necessarily imply obtaining a 50% average or above.
•
The proposed regulations for the Bachelor of Radiation Therapy (BRT) should
express minimum grade requirements for entry in terms of percentages for
consistency with other programmes and should remove use of the word
‘normally’.
•
Further clarification is needed to distinguish between eligibility requirements and
selection criteria for admission, particularly regarding when the optional eighth
paper for HSFY does or does not contribute to the calculation of average grades.
NB: HSC-8 was a supporting document for HSC-1 – HSC-7.
RECOMMENDED
that the fol owing proposal from the Division of Health Sciences (16 March 2023) be
approved:
Dentistry
(CUAP approval required)
HSC-9 - To amend the requirements for the Bachelor of Dental Technology
(BDentTech) and Bachelor of Dental Technology with Honours (BDentTech(Hons)),
including DTEC paper deletions, introductions, and amendments,
noting that:
•
Changes to papers’ points values cannot be actioned in eVision until after it would
no longer affect students in the current year, which is after the opening of 2024
paper selection and which may create confusion for students.
•
The proposer has confirmed that all changes should be implemented in 2024 – if
approved – and that current students should not be disadvantaged by
transitioning into the new programme structure.
•
The Board recommended that the BDentTech(Hons) should be re-framed as a one-
year degree fol owing the BDentTech rather than as a four-year degree
incorporating the BDentTech curriculum, with this revision to be incorporated
prior to submission to CUAP.
•
The Board recommended further consultation with the Departments of Chemistry
and of Physics regarding opportunities to teach into the new curriculum, noting
that the University would encourage the efficient use of teaching resources.
6
Page 88 of 95
•
The proposal could benefit from clearer alignment between the learning outcomes
and the accreditation criteria highlighted by the Dental Council, with
acknowledgement that the Dental Council wil have the opportunity for further
feedback during a planned desktop review in the coming months.
9.
Convener’s Business
The Board noted that the Convener did not have any business to discuss.
10. Date of Next Meeting
The Board noted that it will next meet at 2:00 pm on Wednesday 3 May 2023 in the Council
Chamber, First Floor, Clocktower Building.
11. Members of the Board
Professor Helen Nicholson (Convener)
Ngaroma Bennett
Mia Heaphy Butts
Professor Tim Cooper
Jason Cushen
Associate Professor Richard Greatbanks
Jennifer Haugh
Professor Karl Lyons
Professor Simone Marshall
Professor Brendan McCane
Margaret Morgan
Dr Sarah Stein
Professor Lois Surgenor
Dr Julie Timmermans
7
Page 89 of 95
Board of Graduate Studies
Committee Secretary: Matt Angel
E-mail: [email address]
Telephone: 03 479 4852
Minutes of a Meeting of the Board of Graduate Studies
6 April 2023
Present:
Professor Richard Blaikie (Acting Convener), Professor David Baxter, Professor Neil Carr
(representing the Division of Commerce), Professor Tim Cooper, Jason Cushen, Professor Tony
Harland, Professor Zhiyi Huang, Professor Chrys Jaye, Dr Sarah Stein, Associate Professor
Wayne Stephenson
In attendance: Matt Angel, Rebecca Connaughton, Dr Christian Ohneiser, Dr Tosh Stewart, Scott Venning,
Mark Wilesmith
Apology:
Professor Helen Nicholson (Convener), Kirsty Lewis, Professor Lisa McNeill, Margaret Morgan,
Lini Roberts, Professor Gisela Sole, Keegan Wells
1. Membership Changes
The Board welcomed Professor Zhiyi Huang, representing the Division of Sciences and replacing Dr
Christian Ohneiser while he is on Research and Study Leave.
2.
Minutes
The minutes of a meeting of the Board held on 2 March 2023, previously circulated, were confirmed.
3.
Intimations from Senate
The Board noted that the Senate, 29 March 2023, received the minutes of a meeting of the Board on
2 March 2023, and approved al recommendations contained therein.
4.
Matters Stil to be Finalised
The Board noted that the following matters previously considered by the Board were still to be
finalised:
a) Inclusion of prompts regarding internationalisation, mātauranga Māori, and Pacific content in
the Annual Programme Report template (September 2022)
b) Approaches to obtain student feedback for small programmes (October 2022)
c) Consideration of changes to the process for external moderation of postgraduate papers
(February 2023) (March 2023)
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d) A proposal to standardise the entry requirement for coursework master's degrees at a B grade
average (February 2023)
For enquiries regarding the follow-up of matters discussed by the Board relating to administrative
processes, amendments to forms, and work being undertaken by other boards, working parties or
offices, please contact Academic Committees and Services ([email address]).
5.
Graduate Research Committee
GRC Minutes
The Board received the minutes of a meeting of the Graduate Research Committee on 28 February
2023,
noting that:
•
The first training sessions under the updated programme for professional development of
supervisors would take place soon, with over 30 participants scheduled to attend.
•
An outline is being looked at for the Research Culture Excel ence Awards, which are restarting
after a short delay due to COVID-19.
•
As part of the International Reset and Recovery initiative, the Graduate Research School (GRS)
is looking to assist students who are in limbo due to visa and travel issues, such as those unable
to exit New Zealand, those stuck in the wrong region, etc.
•
There has been in shift in approach to how the panel considers awards under the Pūtea
Tautoko Student Relief Fund.
•
A set of draft regulations for higher doctorates is under consideration by the Graduate
Research Committee and should soon advance to this Board.
•
The Graduate Research Students Liaison Committee is working on remote get-togethers to
provide a platform for students to share their voices.
•
The University has had its first marae-based examination for a graduate research student, with
another two to fol ow soon and with the Deputy Dean, GRS working on guidelines around this
type of examination.
•
A Graduate Research Symposium is planned for November 2023.
Graduate Research School Report
The Board received a report on doctoral candidates for February 2023,
noting that:
•
It has been a slow start to the year for enrolments and that the current employment market
may be depressing the number of prospective doctoral candidates.
6.
CUAP Report
The Board received a report on the meeting of the Committee on University Academic Programmes
on 23 March 2023 from the University's CUAP Representative.
•
The Committee of Planning Directors – reporting to Te Pōkai Tara | Universities New Zealand
(UNZ) and comprising planning directors from each of the universities in Aotearoa – have
expressed the view that it is not in the universities’ interest to prioritise micro-credentials due
to cost and funding considerations.
•
The University wil not be encouraging the development of micro-credentials, but there are stil
opportunities to deliver content in the form of short courses.
•
CUAP is moving toward being able to accept proposals in te reo Māori and that the University
may wish to consider its own processes around proposals in te reo.
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7.
Coursework Master's Degrees
The Board
RECOMMENDED
that a proposal amending the minimum required GPA to enter coursework master's
degrees to B be submitted to CUAP,
noting that:
•
The Board’s decision was not unanimous,
•
There could be scope to consider lowering entry requirements further in future.
•
The proposal should be corrected to refer to the Master of Archaeological Practice
rather than Archaeological Studies.
The Board discussed a manatu from University's CUAP Representative regarding further potential
amendments to increase consistency for coursework master's degrees' entry requirements, and
AGREED
that a proposal should be drafted putting forward amendments to regulations for
master’s degrees to achieve consistency regarding which papers or courses should be
considered when determining an applicant’s GPA for entry into the programme,
noting that:
•
As the Board could not identify a guiding academic principle for which method of
GPA calculation would be preferable, the Board agreed that the University’s
administrative areas involved with admission – such as Student Experience and
the International Office – should be consulted to determine a consistent method.
•
Alongside such a proposal, the Board would like to seek feedback regarding
whether to amend entry requirements for honours degrees.
8.
Division of Health Sciences
The Board
RECOMMENDED
that the following proposal from the Division of Health Sciences (16 March 2023) be
approved:
Dentistry
(CUAP approval required)
HSC-1 - To amend the requirements for the Bachelor of Dental Technology
(BDentTech) and Bachelor of Dental Technology with Honours (BDentTech(Hons)),
including DTEC paper deletions, introductions, and amendments,
noting that:
•
The Board recommended that the BDentTech(Hons) should be re-framed as a one-
year degree fol owing the BDentTech rather than as a four-year degree
incorporating the BDentTech curriculum, with this revision to be incorporated
prior to submission to CUAP.
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•
The Board recommended further consultation with the Departments of Chemistry
and of Physics regarding opportunities to teach into the new curriculum, noting
that the University would encourage the efficient use of teaching resources.
9.
Division of Humanities
The Board
RECOMMENDED
that the fol owing proposals from the Division of Commerce (22 March 2023) be
approved:
School of Arts
HUM-1 - To introduce a new paper, ENGL 470 Storyworlds and Cognition, the content
of which has previously been offered as a special topic
HUM-2 - To introduce two new papers, PHIL 417 Advanced Problems in Foundational
Philosophy and PHIL 418 Advanced Problems in Applied Philosophy, with
consequential deletions of PHIL 405 Philosophy of Biology and PHIL 462 Special Topic,
noting that:
•
The Board observed that the outline of lectures for the new papers did not seem to
align precisely to the prescriptions of either paper and queried whether the
prescriptions corresponded correctly to how the content was divided between the
two papers.
•
The Board commended the proposed assessment for PHIL 417, particularly noting
how the essay is designed as a mechanism for developing analytical thought.
College of Education
HUM-3 - To amend the prerequisites for EDUC 572 Primary Curriculum 2 and EDUC
577 Secondary Curriculum 2
NOTED
that the fol owing proposal was approved under the expedited approval process for
academic proposals:
School of Social Sciences
HUM-4 - To amend the prescription details for ANTH 405, ANTH 409, and ANTH 430
10. Division of Sciences
The Board
RECOMMENDED
that the following proposals from the Division of Sciences (13 March 2023) be
approved:
Zoology
SCI-1 - To introduce a new paper, ZOOL 425 Conservation Genomics, the content of
which has previously been offered as a special topic,
noting that:
•
This proposal also includes the consequential deletion of ZOOL 421.
•
Students’ names should be redacted from the proposal.
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•
Clarification is needed regarding the intention of the paper’s restriction rules.
Physics
(CUAP notification required)
SCI-2 - To delete the Electronics subject and ELEC papers,
noting that:
•
The Electronics subject does not appear in the 2023 Puka Whakamārama |
University Calendar and that an earlier version should be referenced regarding
which qualifications had included Electronics as a subject.
Physics
SCI-3 - To amend the point value of EMAN 490,
noting that:
•
Students’ names should be redacted from the proposal.
•
References to PGDipAppSc and MAppSc in the paper’s ‘Limited to’ rule should be
removed.
•
The Energy Management subject wil move into the BSc(Hons) if the proposal to
delete the BAppSc(Hons) is approved.
•
Some flexibility and breadth wil be lost from the Energy Management subject
with the increase in points value to this paper.
Mathematics and Statistics
NB: The Acting Convener declared a conflict of interest regarding SCI-4 and SCI-5 and
refrained from participating in discussion of these proposals.
SCI-4 - To introduce new 400-level MATH paper and consequential y delete existing
400-level MATH papers
SCI-5 - To amend the Mathematics subject requirements for BSc(Hons)
Applied Sciences
(CUAP notification required)
SCI-6 - To delete the Bachelor of Applied Science with Honours (BAppSc(Hons)) and
consequential changes,
noting that:
•
The timing of deletions and the transfer of retained subjects into the Bachelor of
Science with Honours (BSc(Hons)) will create workload pressures for ITS
Applications Support staff working with eVision and may cause some
inconvenience or confusion for students during the transition.
•
It is not expected that CUAP approval wil be needed to transfer retained subjects
into new bachelor’s honours degrees, but the Secretary to the Board wil seek
confirmation of this from the UNZ staff supporting CUAP.
•
The Board expressed its thanks to
– as wel as
and
– for the work that went into this proposal.
11. Convener’s Business
The Acting Convener advised the Board of the following matters:
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• That applications are being sought for the newly established role of Dean, Learning and
Teaching reporting to the DVC(A). The Dean will have oversight of several important areas
contributing to the advancement and quality of education at the University – including
Distance Learning, Academic Integrity, Higher Education Development, Student Success, etc. –
and will play a crucial role in the development of the University’s updated Teaching and
Learning Plan.
• That with Vision 2040 now confirmed, follow-up is underway to develop a clear strategic work
plan for implementation over the next five to seven years. This is being developed by the
Senior Leadership Team (SLT) and Council with input from external consultants, and the plan
will be released in the University community after consideration by Council on 9 May 2023.
This will align with other streams of work underway within the University, such as the
internationalisation strategy and work around the Māori Strategic Framework.
• That the Programmes and Papers Working Group is working towards the objectives of
reducing the number of papers with low or decreasing enrolments; of simplifying and
increasing consistency between policies and programme regulations relating to admission and
enrolment; and of simplifying programme structures and providing more consistent structures
between programmes. It is expected that this work wil result in clearer information and more
efficient processes around admission and study for students and staff and will improve
programme coherence.
• That much of the work being undertaken at the moment is critical to the future of the
University and its aspiration to be a Te-Tiriti-lead institution and to maintain an excellent
reputation as an educational leader.
• That reviews are also underway regarding Client Services and the structure of the Division of
Health Sciences, and that much of the work currently planned or underway wil become more
visible after the 9 May 2023 meeting of the Council.
Final y, the Acting Convener wished the Board and those supporting it wel over the upcoming holidays
and mid-semester break and hoped that this would be an opportunity for many to take a break and
refresh.
12. Date of Next Meeting
The Board noted that it will next meet at 2:00 pm on Thursday 4 May 2023 in the Council
Chamber, First Floor, Clocktower Building.
13. Members of the Board
Professor Helen Nicholson (Convener)
Professor David Baxter
Professor Richard Blaikie
Professor Tim Cooper
Jason Cushen
Professor Tony Harland
Professor Zhiyi Huang
Professor Chrys Jaye
Kirsty Lewis
Professor Lisa McNeill
Margaret Morgan
Lini Roberts
Professor Gisela Sole
Dr Sarah Stein
Associate Professor Wayne Stephenson
Keegan Wells
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