Tuwhera Research Repository

The Tuwhera Research Repository provides sustainable open access and archiving to a broad range of AUT produced research - theses, research outputs and datasets.

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Recent Submissions

Access status: Open Access ,
Bridging the IS Skills Divide: A Design-Oriented Inquiry into the Alignment of IS Roles, Industry Needs, and University Curricula
(AIS eLibrary, 2025-12-01) Bandara, Wasana; Fielt, Erwin; Alam, Sultana Lubna; Weerasinghe, Kasuni; Romano, Rosetta; Subasinghage, Maduka; Adam, Mark; Sylvester, Alan; Beekhuyzen, Jenine
The Information Systems (IS) discipline in Australia and New Zealand increasingly recognises that it must urgently reassess how it defines, develops, and aligns its program offerings. This research-in-progress paper introduces a regionally coordinated effort led by the Australian Council of Professors and Heads of Information Systems (ACPHIS) to (1) problematize the fragmented and often outdated understanding of IS roles and skills, (2) synthesize preliminary design requirements derived from diverse sources (skills frameworks and literature, industry jobs roles, and regional curricula), and (3) outline a design-oriented roadmap to develop contextualised artefacts, ranging from an IS Skills Currency Framework to IS Curriculum Design Framework, to support curriculum design and accreditation at universities. Thereby, we aim to provoke discussion within the IS community on how to effectively bridge the gap between academia and practice. This paper invites feedback on our initial framing and welcomes collaboration to ensure sustained relevance and impact for the IS discipline in the Australian and New Zealand Trans-Tasman region.
Access status: Open Access ,
Guidelines: Digital Health For Nurses In Aotearoa New Zealand Entering Practice
(University of Otago, AUT & University of Auckland, 2026-07-17) Collins, Emma; Britnell, Sally; Honey, Michelle
The revised guidelines position digital health as an integrated component of nursing practice rather than a standalone competency. By aligning educational expectations with contemporary healthcare priorities and regulatory standards, the framework supports the preparation of nurses who can practise safely, ethically, and effectively in increasingly digital health systems. These guidelines provide a practical resource for curriculum development, capability assessment, and ongoing professional development across the nursing workforce.
Access status: Open Access ,
On Jon Carapiet’s Rainfade, or, Why is the rain remixing my tv? [Review]
(PhotoForum, 2026-07-17) Randerson, Janine
[Review - Excerpt] Jon Carapiet documents telematic signal interference on his lounge tv (probably caused by heavy rain leaking into his aerial system). The photographs he takes are abstracted signals, stilled in time and remixed by weather; fractal glimpses of a papal inauguration, protestors disrupting the Tour de France, the weather blitzing of Trump’s corrupted news, or merely ads which the artist describes as ‘the phantasmagoria of late modern entertainment.’[i] These are shattered TV signals – weather and tv – weather as news, weather fronts, systems in their undoing. Too much rain, too little rain, even in our couched homes we are water-dependent beings. As the reigning orthodoxies swing right, rain is a leveller. Flooding is water going where it wants to go, uninterested in human needs or wants. Mainstream media trades in spectacular images of flooding, politicians fast-track mining consents; networks and ecosystems are awash with contradictory signals.
Access status: Open Access ,
Will NZ’s education system overhaul leave vulnerable learners even further behind?
(The Conversation, 2026-07-15) Schoone, Adrian
Access status: Open Access ,
Ethical and Societal Impacts of Generative AI in Higher Computing Education: An ACM Task Force Working Group to Develop a Landscape Analysis - Perspectives from the Global Souths and Guidelines for CS1/CS2/CS3
(ACM, 2026-07-14) Szabo, Claudia; Falkner, Nickolas; Mbodila, Munienge; Sheard, Judithe; Clear, Tony; Dake, Delali Kwasi; Enock, Mabberi; Ogunyemi, Omowumi; Ola, Oluwakemi; Wadhwa, Bimlesh
Generative AI has a wide range of impacts on how we access and use information, particularly as educational settings and perspectives differ greatly across different locations. These effects extend broadly across our society and include negative impacts on intellectual and creative works and the potential infringement of authorship. They also include positive effects on engagement with social responsibility and the societal role of computing. The differences in institutional Generative AI policies, available funding, accessibility to tools translated in relevant languages may create challenges to equal and equitable tool access, their responsible use, and ethical questions about the use of AI tools and the impact of uneven student knowledge of their benefits and limitations. In addition, Generative AI introduces questions concerning academic integrity, bias, and data provenance. All these aspects have increasingly been the focus of computing education research studies, however our analysis has found that Global South perspectives are largely missing from the corpus of work. In this paper we conduct a landscape analysis on Global South ethical perspectives related to the use of Generative AI tools in computing education contexts. We identify critical supports of Global South ethical frameworks and explore how these are considered across the Global South computing education literature.