The Education Acts' statutory obligations for ITPs are not supported by the Crown funding model.
Part of the statutory role of an ITP is “... promotes community learning and by research, particularly applied and technological research ...” [The education act 1989]. In relation to this, a 2017 TEC report highlighted impaired business models and an excessive administrative burden as a restrictive and impeding success. Further restrictions are seen when considering ITPs attract < 3
% of the available TEC funding for research, and ~ 20 % available TEC funding for teaching, despite
having overall student efts of ~ 26 % nationally.
An attempt to improve performance and engage through collaboration (community, industry, tertiary) at our institution is proving successful. The cross-disciplinary approach provides students high-level experience and the technical stretch needed to be successful engineers, technologists, and technicians.
This study presents one of the methods we use to
collaborate externally through teaching, student projects, and research.