Browsing by Author "Ryan A"

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    Catalysing interdisciplinary research at Massey University
    (2017-06-01) Goodyer JE; Ryan A; Robertson T
    As the research environment in which Massey University operates shifts to prioritise high-impact research and interdisciplinary research, it is imperative that the University acts proactively to develop the necessary capability to respond to these changes. From the findings of this research we propose that a key mechanism for helping to catalyse interdisciplinary research at Massey can be provided through establishing an ‘Integration and Implementation Sciences framework’ at Massey. An Integration and Implementation Sciences framework has immediate resonance in relation to wicked problems associated with fields such as Agrifood, sustainability and health. Interdisciplinary research is to be encouraged and supported through the creation of a new centrally-funded IDR seed fund. A key mechanism to support the development of staff expert in interdisciplinary research is through the creation of a ‘Framework for Interdisciplinary Research Professional Development’
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    Optimism bias as a barrier to accessing mental health support amongst tertiary students
    (Taylor and Francis Group, 2024-04-16) Stanley-Clarke N; Hay A; Marris R; Ryan A; Knook J; Winder L
    Student wellbeing is a key concern for those delivering tertiary education. Tertiary providers such as universities use a range of techniques to support student wellbeing through times of stress. This article reports on one finding from a mixed methods study at two New Zealand universities that explored how students enrolled in agricultural courses saw and managed their wellbeing. The findings demonstrated that students reflected an optimism bias regarding managing their own stress believing most stressful situations would resolve without the need to involve support services. Their intent was that university support services were only to be used in times of mental health crisis. Consequently, students reported that they would not engage with support and education around managing their wellbeing but did find value in learning about how to support others through times of crisis. These findings contribute to knowledge about tertiary students’ attitudes to stress and support services. They have implications for those delivering wellbeing services at tertiary institutions in terms of how best to tailor and deliver services for students experiencing stress.