Report from the 2011 CPIT Stakeholder Forum

Industry and community stakeholders gathered at CPIT on 21 November 2011 to discuss stakeholder issues and how CPIT could respond to these issues in the current context of the rebuild and recovery of Christchurch.

A summary of feedback from the event was tabled at the subsequent CPIT council meeting and provided to all those who were invited to or attended the forum. The CPIT Management Team was then invited to address the themes and key issues raised by contributors. These themes were consistent with other feedback CPIT has received.

  • Background
  • Key new developments
  • Current activities
  • Proposed activities

Background

CPIT's earthquake response context

CPIT was rated as one of the top performing ITPs in 2010, returning the highest percentage surplus on its core operations with the second highest course completion rate. The work undertaken to achieve this stood CPIT in good stead for responding to earthquakes in 2011 – CPIT rapidly re-established its operations, responded to community needs and adopted innovative approaches in programme delivery to ensure student outcomes.

Government supported CPIT from the highest levels, guaranteeing core funding irrespective of achievement levels. However, the changing demography of Christchurch in terms of location and composition of the population presents new challenges as CPIT seeks to service the community, increase capacity and implement more flexible and effective delivery.

Worth noting is that CPIT’s review of local and international experiences of organisational responses to post-disaster circumstances revealed three key messages repeated in virtually every example. A post-compulsory education provider in this situation is best served by:

  • Strong engagement with the local community
  • Strengthening of commitment to the strategic vision including the bringing forward of planned strategic initiatives
  • Driving to rebuild the delivery to pre-disaster levels.

Key new developments

A Business Development Division consisting of the International, Marketing and Business Development Units was established in late 2011 to strengthen CPIT’s focus on developing new opportunities in response to stakeholder input and engagement.

Also in late 2011, a review led to the establishment of a Student Services Division aimed at developing and implementing strategies to attract and retain students through to completion of training. This included a particular focus on developing and implementing appropriate strategies for under-represented groups and for increased capacity and successful outcomes for those in trades, to support the immediate rebuild and long term recovery of the region.

An external review conducted with staff looked at how CPIT’s educational delivery teams could be positioned to respond to identified challenges, resulting in the establishment of an Education and Applied Research Division with responsibility for the delivery of education, research and technology transfer activities.

In the new structure the five Divisions are: Academic, Human Resources, Student Services, Business Development and Corporate Services.

Current Activities

Engagement

CPIT is an active participant in a range of earthquake recovery and industry groups:


Earthquake recovery groups

  • Christchurch Education Skills Board (CESB: CERA)
  • Youth Futures Canterbury
  • Stronger Christchurch Infrastructure Rebuild Team (SCIRT:CERA)
  • Canterbury Business Leaders Group (CBLG: CECoC)

Industry groups:

  • Building Environment Training Alliance (BETA) - Construction and building and Industry Training Organisations (ITOs)
  • Government agencies such as Ministry of Social Development, Ministry of Pacific Affairs, Ministry of Maori Affairs and Department of Labour.
  • Christchurch City Council (CCC) and Canterbury Development Corporation (CDC) activities. 
  • Institutes of Technology and Polytechnics (ITPs) and Private Training providers (PTEs) -  CPIT has leadership roles in the Tertiary Accord of New Zealand (TANZ) and with the Metros Group.
  • The Canterbury Tertiary Alliance (CTA) with University of Canterbury and Lincoln University, supporting the four pillars of economic development in Canterbury: Education, Health and Research; Tourism; Land; and Knowledge
  • Intensive Manufacturing. CTA partners contribute $476m in turnover with a combined staff of 5223 and 23,500 students (in 2010 CPIT contributed $87.6m with 1435 staff and 6289 students).

CPIT is involved in plans for proposed precincts in the CCC city plan including:

  • Creative precinct/Arts Voice
  • Health precinct/CDHB
  • Sports precinct

Responses to industry

A new programme portfolio development process has been developed which addresses stakeholder requirements and engagement in delivery. This portfolio is streamlined and has accelerated programme approval process in collaboration with the New Zealand Qualifications Authority (NZQA) and the Tertiary Education Commission (TEC). CPIT secured NZQA and TEC approval for modularisation of programmes.

Working with the University of Canterbury and Lincoln University to provide the opportunity for students to become involved in the rebuild of Canterbury by labouring on holiday work schemes whilst also gaining credit for a generic course, if the work is relevant, for a qualification.

The Research office is working to increase industry research partnerships through research supporting staff to undertake research that underpins our regional business and industry research needs:

  • 3 D printer

Maximising use of TradeFit to support rebuild and trades

CPIT/PTE/Industry partnerships – CPIT enrolments with student online support for class based, blended and work based delivery for example with:

  • Mainland Driving School for Heavy vehicle, heavy plant training
  • Skills Update for distribution and freight forwarding; security

Creating more internship opportunities with industry across the institute.

Trades

Working with Ministry of Social Development to provide short courses for painting and decorating and understanding and implementing compliance managed in the workplace.

Seeking a sector solution working with project management offices for skills training needs for both immediate needs and degree and graduate degree qualifications over the longer term to meet industry needs. This could include APL short courses, blended and work place based delivery.

Working with Building Industry Federation to develop a work based programme to pathway an unemployed person to gain sufficient, specific skills to seek employment in the rebuild e.g.concreting and roofing.

Offering a pilot in partnership with industry in the electrical distribution sector as an extension of TradeFIT to provide a one stop shop for all sector training requirements with an annual training calendar which if it works can be duplicated by other sectors.

Delivering block courses for the power sector (ESITO and Orion).

Trades facilitator appointed to enable trades people to seek credit in trades qualifications through assessment of prior learning.

Capacity and processes increased especially in trades area.

Addressing compliance issues preventing entry to industry pathways through specific content delivery contracts with MSD.

Under the Recovery Canterbury project ensuring any completion of modules for upskilling is aligned with programme content to enable the crediting of success to national qualifications.

Supporting the community

Many young people and others such as Refugees and Migrants are limited in work opportunities due to a lack of understanding about the NZ way of life and are also limited by transport issues so CPIT is offering opportunities for gaining Class One Driver’s License for e.g. Refugees, Migrants, youth, MSD clients. The course is integrated with Computing for Free at Campus Connect outlets.

Making choices about rebuilding: CPIT is providing a community resource /course delivery methodology through Campus Connect using resources that are already available to support people seeking to make informed choices to rebuild or not – e.g. identifying and accessing existing resources and links and accessing agencies that can help make those choices.

Offering civil construction trainees for community projects in collaboration with MSD, CCC, CPIT, industry partners.

Scholarships funding sought from Ngāi Tahu and CPIT Foundation and established.

100 Are Ake Rise Up scholarships awarded.

Māori and Pasifika

Established and delivering He Toki ki te Rika Māori trades training with partners Ngai Tahu and Hawkins Construction and Pasifika Trades Training with the Pasifika church ministers and BETA, providing skills training and pathways to industry.

Established the Centre for Māori and Pasifika Achievement (CMPA).

Developed the Maori Exemplar Tool (MET) to support CPIT’s entire staff to create an environment that is responsive to Māori – this will be fully implemented over the next two to three years.

In partnership with Ngāi Tahu using Māori trade training programme trainees to build kaumatua flats at Rapaki.

Programme specific developments

The School of Business has gained or is seeking accreditation from/with

  • Project Management Institute (PMI) to become a registered Education Institution REI with PMI
  • NZICA for Associate Chartered Accountant (ACA)

Internship programme students in the Bachelor of Applied Management and Bachelor of Broadcasting Communications are gaining direct employment from and during internships and placements.

Programmes responding to industry requirements – for example the Bachelor of Applied Science (Nutrition) added a nutrition specialisation to expand graduate pathways. CTC involvement with SIT, Tai Poutini, Aoraki in delivery.

Project management is being included as a key competency for Bachelor of Engineering Technology and NZ Diploma in Engineering students.

Graduate Outcomes

Advisory committees and employers involved in development of graduate profiles of qualifications.

All qualifications required to have work and pathway outcomes specified. Ensuring qualification crossover and common courses also clearly identified so students develop understanding of how clusters of sector qualifications fit together within CPIT and across other providers especially regionally.

Application of learning’s from second semester 2011 intervention project to improve student experience.

Internal capacity

The Centre for Educational Development (CED) is focussing on developing teaching workforce capability and diverse design by:

  • Strongly emphasising implementation of student focussed learning methods.
  • Ensuring ability to deliver the same product in diverse ways through programme and course design and across all qualifications.
  • Supporting staff to develop diverse approaches to delivery through training and focus on discipline clusters.

NZQA and TEC are now using qualification outcomes for approval rather than detailed delivery information e.g. contact hours.

Assessment of Prior Learning (APL) is being developed across the institution.

Capacity and processes increased, especially in trades area.

Master planning of capital assets development and design of future facilities underway.

Additional funding for marketing has included the new “blank canvas” TV ad campaign.

Marketing developed a new CPIT website, website development project - Stage 2 and monthly Radar video news.

Marketing has reviewed and redirected its Marketing Strategy to address both the changed situation and rebuild priorities.

Embedding literacy and numeracy initiatives.

Proposed initiatives

Investigating the development of a Customer Relationship Management (CRM) system to enable greater cross institutional integration and collaboration of interactions with stakeholders.

Introduction of a cross-institute reporting system for emerging demands.

Working with vulnerable groups such as the refugee migrant community to enhance their engagement, especially as part of the rebuild, with options such as Campus Connect programmes.

Consolidation of resources, such as harmonising core science courses within the Bachelor of Medical Imaging, Bachelor of Sports Exercise Science and the Bachelor of Midwifery.

Review of all advisory bodies.

Educational pathways project with CTA and others.

Establish a Cambridge Exam Centre at CPIT.

Interagency migrant and refugee forum.

Incentives for attracting and retaining International English language students. International destination marketing campaign.

Involvement in Masters of Professional Practice MPP development through Metro ITPs.

Distance delivery initiative with Metro ITPs.

Flexible delivery as a theme in all teacher education programmes. Staff mentoring for flexible delivery.

Using Intensive Design Workshops for rapid course development to enable quicker delivery, just in time or compressed learning and better use of the technologies for learning sponsored by University of Southern Queensland.  Examples of courses we are now offering are those from Certificate /Diploma in First Line Management, Bachelor of Engineering Technology, Bachelor of Applied Management qualifications. We are also ensuring inclusion of relevant generic skills as assessed elements in the course.

Investigating block courses for some NZ Diploma in Engineering courses.

Timetabling more evening classes to ease pressure on industry to release part time students in working hours.

Offering internships to support Small and Medium Enterprises (SMEs) make the most of their computer applications to enhance business activity through the Mosaic Initiative which is a partnership between the Futures Cities Group, Microsoft, the Ministry of Science and Innovation and the National Economic Development Association.

Student Project Internship Work Experience Centre at CPIT being investigated.