Qualifications
Masters in Educational Leadership
We provide a Master of Educational Leadership at the University of Auckland. The programme is designed for participants to gain the theoretical insights and practical leadership knowledge to improve the quality of education and leadership in schools and centres and improve outcomes for students. Graduates of this programme are prepared to lead in complex and changing environmments and to be adaptive leaders. Our MEdLd has a high stakeholder reputation in New Zealand and is the programe of choice for most students as indicated by being the largest EdLd programme in Aotearoa, New Zealand.
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Doctoral Studies
We supervise New Zealand and International students undertaking PhD and EdD degrees. We support students studying important education issues in New Zealand and internationally. Our group has a wide range of interests and methodological expertise to support your research.
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Doctoral Candidates and Alumni
Robin Fabish
Doctoral Student
Robinhas been the tumuaki / principal of Tamatea High School, and is currently a regional leadership advisor Hawke’s Bay/Tairāwhiti/Ministry of education. Robins’ doctoral research focuses on how English Medium school principals give practical effect to Te Tiriti o Waitangi. He has established a whānau rangahau [research community] comprised of hapū members and school principals. By engaging in wānanga over an extended period of time Robin has developed a Matariki framework to better understand how to support leaders to give greater practical effect to Te Tiriti in their schools.
Zihan Zhou
Doctoral Student
Zihan’s PhD research explores Chinese primary school teachers’ after-school service practices under the double reduction policy education reform. Using a problem-based methodology (PBM), Zihan investigates the challenges faced by teachers and raises concerns about unmet needs of Chinese students. This work aims to provide actionable insights to address these pressing issues in the education system.
The most rewarding aspect of my doctoral study has been the opportunity to delve deeply into Chinese education reform, conducting meaningful research to uncover and address existing challenges. Engaging with expert supervisors and peers has broadened my perspective, fostering a critical and reflective approach to problem-solving and research in education. These experiences have enhanced my ability to examine complex educational issues and advocate for effective, research-informed solutions.
Miranda Makin
Doctoral Alumni
Miranda’s work explored how senior leaders in schools can develop others’ capabilities for rigorous inquiry in support
of instructional improvement. Using problem-based methodology (PBM), her intervention successfully shifted leaders approach from a focus on procedural aspects their work, to the more impactful focus on interpersonal capabilities for rigorous inquiry in their schools.
“The most rewarding aspect of doctoral study was how it transformed my approach to leadership through research-informed practice.
Engaging with expert supervisors and fellow doctoral students expanded how I understood and reflected on situations. These experiences supported me in using a PBM framework to critique ideas
and information in ways that involved others in school decision-making activities, fostering a stronger shared commitment for collective action.”
Miranda is now Principal of Rototuna High School in Hamilton
Yuan Chai
Doctoral Student
Yuan’s research explores how school principals in rural and urban China observe classroom teaching and provide feedback conversations with teachers to improve teaching quality through a Theory of Action (ToA) approach. By situating the study within the unique cultural contexts of China, her research aims to explain principals’ approaches to these leadership practices and provide actionable insights into enhancing principals’ interpersonal capacities.
“The thing I enjoy most about doctoral study has been the opportunity to reflect deeply on my approaches to interpersonal interactions. With the consistent support of my supervisors and colleagues, I have not only embraced the principles of Open-to-Learning values and practices within my research, but also applied them to enhance my everyday conversations. This dual focus has allowed me to bridge the gap between theory and practice, fostering both professional and practical development.”
Farid Khan
Doctoral Student
Farid hails from Pakistan, the basis for his thesis studies exploring the agenda-setting stage of the policy process. His theoretical work extends Kingdon’s Multiple Streams Model to add a 4th stream, the social stream, which acknowledges the role social media, public opinion, and social movements have on propelling an issue into the policy agenda. He then tests the revised model on the case of girls education following the shooting of Pakistani education activist Malala Yousafzai.
Tamara Jones
Doctoral Alumni
Tamara Jones is the tumuaki / principal of Farm Cove Intermediate. Her doctoral research examined the relationship between school leaders’ and teachers’ perceptions of Innovative Learning Environments (ILEs), with a particular focus on how these perceptions influence responses to implementing innovative practices. Tamara’s findings, disseminated through publications and conference presentations, emphasizes the importance of clear communication from leadership, strategic decision-making in supporting change, and targeted professional learning opportunities that empower teachers to effectively engage in innovative approaches.
Vijay Bhagwandhin
Doctoral Student
Vijay Bhagwandhin has had a career in education both as a teacher and senior leader. She is currently involved in the professional learning and development of teachers and education professionals.
Her PhD research focuses on exploring the use of video analysis of teacher practice in conjunction with classroom observations and post-observation conversations to facilitate the development of adaptive expertise.