THE SOURCE
Information for
BRP Students
Photo: Christine Cheyne
Massey University
School of People, Environment and Planning
Resource and Environmental Planning Programme
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TABLE OF CONTENTS
PART ONE:
INFORMATION
Page
Purpose of The Source
Location of the Programme Office and Staff Offices
Staff Consulting Times
Plan your Programme
Selecting Elective Papers
Selecting Minor Papers
Clashes
Course Costs
Assignment Types
Student Membership of NZPI
Student Life in the Programme
FAQ ....
PART TWO:
POLICIES AND REQUIREMENTS
Rights and Obligations of Students and Staff
Unprofessional or Discriminatory Conduct
Formal Assessment and Grades
Deadlines and Extensions of Time for Assignments
Return of Coursework
Eligibility for Honours
Other Acts
Field Trip Safety Procedures
PART THREE: ADVICE FOR STUDENTS
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15
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16
17
18
20
Help Yourself
Self Organisation
Basic Principles of Learning
Preparation of a Timetable
Self Evaluation for Effective Study
Assignment Preparation
Obtaining Information
Referencing
Special Needs
Preparation of Reports
Preparation of Essays
Using Massey University Services to Enhance Skills
Scholarships, Bursaries and Awards
Getting Holiday Employment
Preparation for the Workplace
Preparation for Interviews
Attachment 1 - Plan Your BRP Programme
Attachment 2 - NZPI Code of Ethics
Attachment 3 – College Guidelines for Grade Distribution
Attachment 3 - Management of Muscular Skeletal Discomfort
Schedule A Planning Papers
Schedule B Minors
Schedule C Planning Related Papers
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PART ONE: PROGRAMME INFORMATION
PURPOSE OF THE SOURCE
The purpose of The Source is to provide you with information about our programme
procedures, course work, and other matters which should enable you to effectively plan your
programme and work patterns. The Source also contains useful information which will help
you cope well at University. There is a Stream community site for students enrolled in the
BRP. Please ensure you read The Source and the BRP community site in the first instance if
you have any queries about the BRP. As well there is important information on the main
university website at the following:
http://www.massey.ac.nz/massey/learning/programme-coursepaper/programme.cfm?prog_id=92513
and
http://pep.massey.ac.nz/massey/learning/departments/school-people-environmentplanning/subject-areas/resource-and-environmental-planning_home.cfm
One advantage of Massey University’s semester system of learning is that internal students
are able to take a welcome break in the middle of winter, with benefits for health and morale.
Another is that each paper is condensed into one semester of intense, focused learning, which
is favoured by most planning students. However, the main implication of this is that students
must organise and plan the use of their time as effectively as possible.
YOU WILL NEED TO BE ORGANISED FROM YOUR FIRST WEEK AT UNIVERSITY!
Without that organisation at the start and throughout the semester, you will find that you quickly
lose any benefits of the semester system.
SPECIAL NOTE: MASSEY UNIVERSITY CALENDAR
The Source does not replace or override the Massey University Calendar or other
University publications detailing regulations and procedures.
If there are
inconsistencies between publications, please advise the Programme. You must ensure
you meet University requirements for your degree.
See http://calendar.massey.ac.nz for more information.
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LOCATION OF THE RESOURCE AND ENVIRONMENTAL
PLANNING PROGRAMME OFFICE AND STAFF OFFICES
The Administration Office and most academic staff offices are located in the Social Sciences
Tower, Level 3 or Level 5.
SUPPORT STAFF
Faye Sherriff is the School Academic Administrator. She should be your first point of contact
for queries and problems regarding the undergraduate papers. Office Hours are Mon - Fri from
8.30-4.00pm – Social Science Tower Level 3, SST3.08.
Contact details:
Telephone
Email
06 350 4343
[email protected]
STAFF CONSULTING TIMES
All academic staff have specified consulting times in which they are prepared to meet
individual students or groups to discuss concerns about individual papers. Those times are
usually outlined in the notice posted on individual staff member doors. Times may be altered.
Staff may not always be in their offices. Ideally, you should ring or email to book a time if you
wish to meet a staff member. In addition to teaching and research activities, planning staff are
often involved in professional activities for the NZPI or other organisations. Sometimes those
other commitments mean staff are not available during a consulting hour.
Current planning staff are listed in the table below. Check out their research profiles and
contact details on the School Website http://pep.massey.ac.nz
Ms April Bennett
Dr Jeff McNeill
Ms Marilyn Bramley
Dr Caroline Miller
A/Prof Christine Cheyne
Dr Imran Muhammad
Prof Bruce Glavovic
Prof Murray Patterson
Dr Matt Henry
(Programme Coordinator)
Ms Jo Ross
Mr Ian Luxmoore
Miss Rachel Summers
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PLAN YOUR OWN PROGRAMME
PLANNING PAPERS
Paper outlines are available on the College of Humanities and Social Science web page
http://www.massey.ac.nz/massey/learning/colleges/college-humanities-socialsciences/study/outlines
Follow the links to Paper Offerings. The paper outline provides information about learning
outcomes and broad focus, as well as assessment (with due dates).
If you are unsure about paper requirements and deadlines please consult the Paper
Coordinator. If you have clashes of assignment dates, you will need to plan your study time
around this. If you have examination clashes, consult the Paper Coordinator.
The Bachelor of Resource and Environmental Planning Degree Structure
Massey Regulations are available on the website: http://www.massey.ac.nz/massey/aboutmassey/calendar/
Studying for the BRP degree takes place through eighteen compulsory planning papers, with
the balance of the degree made up of Minor papers and Elective papers.
The BRP is covered in http://www.massey.ac.nz/massey/about-massey/calendar/degreediploma-and-certificate-regulations/college-of-humanities-and-social-sciences/en/bachelor-ofresource-and-environmental-planning.cfm
Course of Study
1.
The Bachelor of Resource and Environmental Planning consists of four parts, each
containing 120 credits of study including field trips, studios, workshops and laboratories.
2.
(a)
Pass the Planning papers required in the four parts of the course of study set
out in Schedule A (285 credits).
(b)
Complete a minor subject comprising 135 credits, with at least 105 credits
above 100-level and including at least 45 credits above 200-level from papers
listed in Schedule B. The minor subjects available are:
Agriculture
Ecology
Economics
Geography
Management
Māori Studies
Property Management
Soil/Earth Science
(c)
Pass papers to the value of 30 credits from Schedule C, during Part I of the
BRP.
(d)
Pass elective papers to the value of 30 credits from papers offered for other
Bachelor degrees.
(e)
Attend field trips, studios, workshops and laboratories as required.
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The following table enables you to plan your programme over the four years.
Year 1
Year 2
Year 3
Year 4
132.106:
Introduction to GIS
132.212:
Professional Practice I
132.305:
Natural Resource Policy
and Planning
132.111:
Planning and the
Environment
132.213:
Policy Analysis &
Evaluation
132.311:
Planning Theory
132.112:
Planning for Sustainable
Development
132.217:
Hazard -Resilient
Communities
132.312:
Environmental & Planning
Law
132.412:
Professional Practice II
Minor
132.218:
Building Collaborative
Communities
132.313:
Advanced Planning
Techniques
132.414:
Urban Planning and
Design
Minor
150.201:
Treaty of Waitangi
132.314:
Transport and Urban
Planning I
132.415
Environmental Planning
Planning-Related Paper
Minor
Minor
132.419:
Professional Practice
Studio
Planning-Related Paper
Minor
Minor
Minor
General Elective
Minor
Minor
General Elective
132.403
Planning Project
(30 credits)
CORE PLANNING PAPERS
Anyone enrolled in the BRP has to complete the compulsory papers at each level of your
degree, that is, the papers that are highlighted in blue above. Those papers make up the core
Planning part of your degree; these are your most important papers. As you can see in the
diagram above the number of Planning papers make up more of your papers the further you
go through your degree. You need to pass all the planning papers to go to the next level. For
instance, you must pass all the second year core Planning papers before you can do the third
year papers.
If you have any questions about your Planning papers make an appointment to see the
Planning Programme Coordinator.
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PLANNING RELATED AND ELECTIVE PAPERS
These papers are intended to provide you with some general knowledge that will help you to
widen your perspectives on the world and introduce you to new areas of study that might not
have been available at school. These papers give you the opportunity to explore some new
areas which at the same time complement the knowledge and skills you are developing in your
core Planning and Minor papers. You can also use these papers to build another potential
Minor so that you still have some choices open to you at the end of your first year. To do that,
please make sure you do the two first year papers that are required for your chosen Minor.
You can choose any paper as your general elective papers, which is a great chance to try
something new. Unless you know that you have very good skills in relation to writing, you
should consider taking 230.100 Introduction to Academic Writing as one of your Planningrelated Papers.
The papers listed for the first year of any Minor including those listed below are all approved
Planning-related Papers.
115.103
115.105
115.106
115.108
117.152
119.180
120.101
121.103
145.111
145.121
150.110
150.111
150.114
158.100
160.101
176.102
178.100
189.151
199.101
200.161
219.101
230.100
233.101
279.101
283.101
Legal and Social Environment of Business
Fundamentals of Finance
Economics
Organisations and Management
Animals and Agriculture
Introduction to Agribusiness
Biology of Plants
New Zealand Environments
Society, Environment and Place
Introduction to Physical Geography
Te Reo Whakahoahoa: Socialising in Māori
Te Reo Konakinaki: Developing the Language
He Tirohanga o Mua: Māori Custom, lore and Economics
Computer Applications and the Information Age
Calculus I
New Zealand Society
Principles of Macroeconomics
Soil Properties and Processes
Biology of Animals
Introduction to Politics
Media Skills
Introduction to Academic Writing
Introductory Earth Science
Social Policy: An Introduction
Plants in Agriculture
If you have any questions about your Planning-related and Elective Papers please make an
appointment to see the Planning Programme Coordinator.
When you are selecting papers from the recommended papers for your chosen Minor please
use the Paper search function under the Learning button on the Massey homepage to obtain
information on offerings of each paper.
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MINOR PAPERS
The Minor papers are intended to provide knowledge and skills in an area which is
complementary to your Planning paper and which employers consider will help you when you
are a practicing planner. Some of the Minor options that we have developed are taught in
other Colleges and can change with little consultation with our Programme, so please review
the options every year and seek advice from the programme Coordinator if you are not clear
what to do.
The Massey University Calendar contains regulations governing Minors which normally
comprise nine (9) papers in total, of which at least 105 credits are above 100 level and
including at least 45 credits above 200 level from papers listed in Schedule B. The minor
subjects available are:
Agriculture
Geography
Property Management
Ecology
Management
Soil/Earth Science
Economics
Māori Studies
To ensure a smooth progression, students need to check and meet the prerequisite
requirements for papers in any minor.
How do I choose my Minor?
There is no single way to decide on your Minor but here are a few hints
What subjects did you do at school that you enjoyed and would like to continue? Many of our
students enjoyed geography at school and like doing the wider variety of papers that you can
do at university. Similarly, a background in economics or accounting could lead to a Minor in
Economics and those who did sciences or biology might enjoy an Ecology or Agriculture Minor.
Does the business or property development world fascinate you? In that case a Property
Management or Management Minor is the way to go.
Do you come from a rural background and would like to eventually work again with famers? If
that is the case, then look at doing an Agriculture Minor.
AT THE END OF EACH YEAR
•
•
•
Review the requirements for next year
Select your papers for the next year
Seek help from planning programme staff
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CLASHES
Lecture Clashes
Lecture clashes should be avoided as they make it difficult for you to obtain necessary
information, participate in required activities, and manage assignments. If you have a potential
clash then please consider the following:
1.
Core planning papers should be given a priority in your studies.
2.
Lectures are a vital part of the teaching/learning process and therefore you should
attend all classes.
3.
Where there is the choice of internal and distance education modes, it may be
possible to complete the paper via enrolment in distance education mode. We do not
recommend that internal first year students take distance education papers unless it
is absolutely necessary.
4.
It is often possible to plan to enroll in a minor or elective paper in another semester
than the one where the clash occurs.
Exam Clashes
Exam clashes are only allowed in papers that are compulsory for your degree.
Exam clashes may not be as inconvenient as lecture clashes. However, the prospect of
sitting two exams in one day can be daunting. Some points to remember are:
1.
Try to maximise your internal assessment grades for both papers. This will reduce
exam pressure. However, this is only possible if you are well organised during the
semester.
2.
Make sure you keep up with study throughout the semester. Again, this reduces
exam pressure. It also ensures more effective revision before the exam period.
4.
If there is a seminar/workshop offered on campus to assist in exam preparation,
make sure you enroll and discuss exam techniques with the organiser.
If you have timetable problems see the relevant Paper Coordinator
immediately!
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COURSE COSTS
During the four years of the Bachelor of Resource and Environmental Planning degree, you
are likely to incur costs related to purchasing course materials, attending field trips, and using
university computers. All students are expected to maintain an up-to-date copy (incorporating
all amendments) of the Resource Management Act 1991. An updated version is available on
www.mfe.govt.nz. The university website gives details of fees for individual papers and paper
outlines often give details of course texts that are required or recommended. You may find you
can purchase books more cheaply by buying on line or at other bookstores than the campus
bookstore.
FORMAL ASSIGNMENT TYPES
There are various types of formal assessment throughout the course. The following sections
provide information about assessment types, obtaining information, assignment writing and
seminar preparation. Individual lecturers may also require you to undertake studio work,
attend workshops, participate in group projects and carry out practicals. In most papers,
detailed information is provided about assessment requirements. Generally, we try to vary
assessment techniques each year to ensure you develop a range of skills while acquiring
knowledge. Table 1 refers to the range of assessment used. The mix changes from year to
year and with e-learning (Stream) new types of assessment (e.g. forum postings, quizzes, etc)
are being used.
Table 1: A Typical Assessment Matrix
Assessment Type
Essay
Year 1
(2 papers)
2
Year 2
(2 papers)
2
Year 3
(4 papers)
2
Year 4
(4 papers)
4
Report
2
2
2
2
Seminar paper
-
2
1+
- presentation
-
+
2
1
Field trip participation
2
1
1
5
1
1
4
Practical exercises
- studio (maps)
- computer lab
- group project/report
Test
Examination
6
10
1
3
2
2
2
2
4
+ Presentation associated with assessment
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2
NEW ZEALAND PLANNING INSTITUTE (NZPI)
The New Zealand Planning Institute (NZPI) offers student planners a special membership
package in which you receive the following:
• job Information
• discounts for attendance at NZPI functions, and some workshops and seminars organised
by regional branches
The cost of student membership is $45.00 p.a. (reduced if paid before 31 March). This
membership fee is heavily subsidised by full members. Subscription to Planning Quarterly is
extra. You may be sponsored by Dr Caroline Miller, Dr Imran Muhammad, Ms Jo Ross or Prof
Bruce Glavovic who are full members of the Institute. Forms are available from the NZPI
Office (PO Box 52046, Kingsland, Auckland; email: [email protected] or telephone 09 815
2086). A copy of the New Zealand Planning Institute Code of Ethics (see Attachment 2)
should also guide your work in general throughout the four years of your degree. For further
information about NZPI go to http://www.nzpi.org.nz/
The NZPI has established a Young Planners Group (NZYPG) to provide services and support
for student and recently graduated members of NZPI. Some of the functions of NZYPG
include: producing regular newsletters; providing a workshop for young planners at the annual
NZPI conference; organising social and networking opportunities at branch level; and bringing
issues facing young planners to employers and the NZPI National Council.
Massey University has a Young Planners Representative and contact details are on the Young
Planners Group Page on the NZPI webpage. To join the database to receive Young Planners
Group news, contact Genevieve Doube, the NZPI Central North Island Branch Young Planner
representative ([email protected]).
STUDENT LIFE IN THE PROGRAMME
Social Club
One of the features of the BRP is that students organise and enjoy numerous social activities
over the year designed to let students get to know the other students in your year group and
also students from other years. Social events include the Planning Ball, quiz nights, flat crawls,
and the annual indoor netball competition for the Miller Plate. Check out our yearbook on the
website for previous years’ activities and be sure to attend lectures because that’s where you’ll
find out about upcoming social events. Students are also encouraged to help organise
activities by joining the social club committee which you’ll hear about early each semester.
MUSA
The Massey University Students Association is also concerned about the education and
welfare of students. MUSA also organises and co-ordinates many University wide student
activities. Radio Massey and Chaff (student newspaper) are excellent sources of information
and entertainment. Become involved in student life!
Yearbook
An annual review of the BRP is published each year with contributions from staff and students.
The
most
recent
yearbook
is
available
on
the
School
website:
http://www.massey.ac.nz/massey/learning/departments/school-people-environmentplanning/subject-areas/resource-and-environmental-planning_home.cfm?~wwpep/planning/
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If you need help….
PERSONAL PROBLEMS
It is not always appropriate for staff to assist with personal problems that students may
have. The Massey PN Health & Counseling Service (ext. 5935) is the best place on
campus to receive assistance. However, staff may be able to assist you in making an
appointment if you feel unsure about what action you should take. See also
http://www.massey.ac.nz/massey/student-life/services-students/
HEALTH AND DISABILITY PROBLEMS
A/Prof Christine Cheyne and Dr Caroline Miller are the Programme contacts if you have
any health problems that are affecting your course work. Caroline is also the Disability
Coordinator for the Programme.
PROBLEMS WITH AN INDIVIDUAL PAPER
If you are having problems in an individual paper, your first contact should be with the
Paper Coordinator. If you feel that the matter is still unresolved, you can then speak to
the Programme Coordinator, who will usually discuss the matter with the student
involved and the staff member. Ultimately, you are still able to use the University
complaints procedure if you feel that your problem remains unresolved.
Problems may include an inability to understand connections between readings or
between lectures and readings. You may not be satisfied with your mark in an
assignment and request reconsideration. You may feel you have been unfairly treated
by an individual staff member.
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FAQs
Where do I go for information?
There are 3 key places:
•
Massey website
•
Massey website
•
Massey website
Just about everything you need is on the web!
See, in particular, the information about the BRP and other information about staff and their
contact details on the School of People, Environment & Planning webpages:
http://pep.massey.ac.nz/massey/learning/departments/school-people-environmentplanning/school-of-people-environment-and-planning_home.cfm
Read the information for Undergraduate students (button near top left).
For information about BRP papers see the College of Humanities and Social Sciences
webpage: http://humsocsci.massey.ac.nz/
About your individual papers under Paper Outlines (button near top right).
When do I need to decide my Minor?
As soon as you start enrolling for BRP you should think about your Minor by reading this
booklet and starting to plan the papers that you will do as your Planning-related papers to give
you the necessary pre-requisites for the 200-level (second year) papers that you need to do for
your Minor. Talk to the Programme Coordinator if you are unsure about the Minor but in the
end we can’t make the decision for you.
What if I don’t like the Minor I have chosen?
If necessary it will be possible for you to change your Minor during the first year.
When do I need to enrol?
See the enrolment information on the Massey homepage at:
http://www.massey.ac.nz/massey/admission/enrolment/
This is updated each semester. Please avoid enrolling close to the deadlines. Even if you
enrol on-line, it can take many days for your enrolment to be processed especially if we have a
deluge of last minute enrolments. Please note there are different deadlines for new and
returning students.
How do I know what papers I should take?
The website has good information on what papers make up a standard package in each year
of the BRP. See http://www.massey.ac.nz/massey/study/programme-course-and-papersearch/programme.cfm?prog_id=92513&major_code=&tab=plan
There will be variations on this if a student fails a paper or does not enrol in 120 credits each
year.
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Can I do Minor papers outside the semesters in which they are listed in that BRP
structure?
Yes in some cases students can complete Minor and Elective papers at any time that the
papers fit in with their timetable (including summer semester). The main thing to know is that
you need to complete BRP 1 before you can proceed to BRP 2, which you need to complete
before you progress to BRP 3 etc.
What if I have papers that I completed at another university?
Massey has a process for students to apply for transfer of credits for papers completed at other
universities towards incomplete qualifications. You can apply for transfer of credit for up to
25% of a qualification - that would be papers to the value of 120 credits as the BRP is 480
credits.
You can be granted specified or unspecified credits. As you can see from the BRP Structure
on the website. http://www.massey.ac.nz/massey/learning/programme-coursepaper/programme.cfm?prog_id=92513&major_code=&tab=plan
You need to complete four Planning-related / Minor papers in year 1 of the BRP and 1 elective.
There is also a requirement to do a second elective later in the degree. Often papers
completed at other universities will count as electives and some may count as specified
Massey Planning or Planning-related papers.
You need to go through the formal process of applying for transfer of credit which you should
do as soon as possible. Please make sure you are familiar with deadlines for enrolment (this
info is available online by clicking on Enrolment on the Massey home page).
The application form for transfer of credit and accompanying information are on pp21-22 of the
Enrolment forms book on the Enrolment website:
http://enrol.massey.ac.nz/massey/fms//Study/Enrol/Documents/2010%20Enrol%20pdfs/Forms/
New_student_enrolment_forms_2010.pdf
You can also read about the regulations for transfer of credits at:
http://www.massey.ac.nz/massey/about-massey/calendar/2009-calendar/statutes-andregulations/recognition-of-prior-learning.cfm
If I started another degree at Massey can the papers I passed be used for the BRP?
Yes, if papers haven't been used for a completed qualification, and are at 100 level or higher
these can be used for the BRP if they are Planning-related papers or Minor papers or Elective
papers. You don't need to apply for transfer of credit since they are Massey papers. However,
when you enrol you need to make sure you indicate your new programme of study (BRP) on
your enrolment.
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PART TWO: PROGRAMME POLICIES AND REQUIREMENTS
The Resource and Environmental Planning Programme has developed policies to ensure there
is consistency in dealing with issues important to students, such as rights and obligations of
students and staff, extensions of time for assignments, and field trip safety procedures. The
staff/student liaison committee has contributed to the development of policies.
RIGHTS AND OBLIGATIONS OF STUDENTS AND STAFF
The purpose of this Policy is to assist students and staff to work together in an environment
which facilitates a professional approach to both learning about and teaching planning. The
aim is to ensure everybody gets a ‘fair deal’ during their time with the Programme, so that
everybody can work towards achieving their own goals, in a supportive and professional
environment.
‘Planning’ involves the ‘public interest’ and therefore carries with it certain responsibilities.
These responsibilities are articulated in the New Zealand Planning Institute's ‘Code of Ethics’,
which practising planners are expected to adhere to (see Attachment 2). This ‘Code of Ethics’
is an important component of professional planning conduct, as well as the conduct of this
School.
Academic obligations of lecturers
Lecturers are responsible for preparing, administering and delivering courses. Lecturers also
have a responsibility to the University to undertake research and to keep up to date with
progress within their particular specialist areas so that they can pass on this expertise and
knowledge to students. All academic staff have dedicated times when they are available to
meet with students. These consulting times are usually posted on staff office doors.
Academic obligations of the student
Vital to student learning and understanding of the material covered in courses are the
assignments, exercises, tests and in some cases formal examinations.
(a)
Work submitted for assessment as a course progresses provides an opportunity for
feedback and is intended to assist you to build up your skills and knowledge. Ultimately,
you will be granted a degree for the work you personally do. Thus, it is a requirement of
the University that the work submitted must be your own. From time to time in specific
situations, a lecturer may prescribe group work or authorise the writing of assignments on
related topics for different papers. The exchange of ideas and the ability to work
collaboratively are seen as desirable and necessary.
Academic dishonesty is unacceptable. This involves failure to acknowledge the source of
material used and/or to present others’ work as your own. Sometimes this constitutes
plagiarism.
The following issues are important when considering implications of academic dishonesty.
1.
Where identical or nearly identical material is submitted, all students involved will be
required to give an explanation, and all may be penalised.
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2.
Co-operative work is not discouraged, but evidence of the individual's own effort must be
shown (unless otherwise stated for a particular assignment). A statement indicating joint
as opposed to individual work should accompany such material.
3.
Material copies from books, journals, or any source other than the student's own unaided
research, must be acknowledged.
4.
When topics overlap between courses within the subject, or between subjects, reference
material and sources of information may be parallel.
5.
Lecturers generally require you to submit written assignments electronically via Stream or
Turnitin (see www.turnitin.com)
6.
Advice on academic dishonesty and how to acknowledge sources used in assignments is
available on myMassey (use the link to OWLL) and from Student Learning Development
Services.
Handing in the same assignment for credit in more than one paper is not only
academically inadvisable, but it is regarded by the University as an absolutely
unacceptable practice. Students are required to hand in separate and distinctively
different assignments for each paper.
The Programme and the University regard dishonest practice in such matters as very
serious. Minor cases may be treated by reprimand and a substantial marks penalty, but
serious cases will be referred to the Vice-Chancellor.
(b)
Attendance at Lectures
Attendance at lectures is essential except in situations of illness or bereavement. It is in
the interest of students to attend. Academic staff will not be prepared to spend extra time
answering queries and/or tutoring students who are absent from lectures for reasons
other than illness or bereavement.
(c)
Attendance at Tutorials, Laboratory, Workshop or Studio Sessions & Fieldtrips
Unless special circumstances approved by a staff member apply, attendance at tutorial,
laboratory, workshop or studio sessions and on fieldtrips is compulsory. As planning is an
interactive activity, students will be required to actively participate in these sessions and a
roll may be taken.
UNPROFESSIONAL OR DISCRIMINATORY CONDUCT
It is our wish that all students and staff should be free to pursue their scholarly and cultural
interest without fear of discrimination, in an atmosphere of trust and mutual respect.
The University supports the position espoused by the Human Rights Commission, i.e. that
discrimination on the basis of sex, race, marital status, religious or ethnic belief is
unacceptable, and has formally adopted a policy on 'harassment'. In accordance with this
policy, the University has a number of trained 'mediators' who are available to assist students
and staff who experience harassment. Names of these mediators are posted on notice boards
around the campus.
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FORMAL ASSESSMENT AND GRADES
Lecturers will use the following marking scale in assessment of student work in papers at all
levels unless you are notified to the contrary in the course outline:
A+
A
AB+
B
BC+
C
R
D
E
85+
80-84
75-79
70-74
65-69
60-64
55-59
50-54
47-49
40-46
<39
The College of Humanities and Social Sciences has guidelines for grade distribution. Paper
Coordinators are expected to apply these guidelines. The College guidelines are included as
Attachment 3.
Restricted Pass:
The University’s Generic Regulations for courses undertaken in the Humanities and Social
Science College state that “Candidates may be credited with restricted passes. A candidate
with a restricted pass in any paper may subsequently enroll in the same paper in order to
attempt to improve the grade of pass. However, the paper can be credited only once. The
maximum points able to be credited from restricted passes are 45 for a 300 or 400 point
degree; 30 for a 200 point diploma and 15 for a 100 point certificate or diploma. A restricted
pass shall not qualify as a pass for prerequisite purposes”.
DEADLINES AND EXTENSIONS OF TIME
(a)
Students are notified of all deadlines by the Paper Coordinator at the outset of the
Semester, and students should plan completion accordingly. Generally, this information
is in the course outline or in relevant modules on Stream.
(b)
Extensions beyond deadlines set for written work must be authorised by academic staff
(or tutors). The expectation by students should be that extensions are the exception, not
the rule. Extensions will only be given without penalty in the following circumstances:
i. In cases of illness, supported by a medical certificate or letter from a doctor confirming
that the illness is of sufficient duration or severity to impair assignment preparation
and completion.
ii. Where personal circumstances mean that the student is unable to meet the deadline,
the request should be supported by a letter from a professional counselor, or other
information provided as requested by individual lecturers.
(c)
Students should normally contact the Paper Coordinator as soon as they become aware
that they may have difficulties meeting a deadline for an assignment, and, if appropriate,
arrange an extension. You need to provide supporting documentation (refer to (b) above)
to the Paper Coordinator.
15
(d)
Unless otherwise indicated in the course outline, written work submitted after the
deadline, without prior approval of a staff member, may not be accepted and, where
accepted, will automatically receive a penalty.
(f)
Notwithstanding the provisions under (c) and (d) above, written work will not be accepted
for marking after the return of marked scripts on the same or similar subject matter to any
other students taking that paper.
RETURN OF COURSE WORK
Students should ensure they complete all coursework requirements.
Staff will endeavor to mark and return written work to students within three (3) weeks of the
assignment deadline. This goal may be difficult to achieve with large classes, but staff will
keep you informed of when work will be marked and returned.
Assignments not returned in class are likely to be available from School reception (SST 3.09)
during office hours. You’ll need to show your student ID when collecting work.
RECEIVING THE BRP WITH HONOURS
The Bachelor of Resource and Environmental Planning may be awarded with or without
Honours. A candidate who has fulfilled the requirements prescribed in the Regulations and
whose work has been of a sufficiently high standard may be recommended by the Academic
Board for admission to the degree with First or Second Class Honours. Candidates awarded
Second Class Honours shall be listed in Division I or Division II.
Students are eligible to graduate with Honours if they obtain a B- average in their core planning
papers in Parts 2, 3 and 4 (including 132.403 Honours Research Project) of the BRP.
Level of Honours depends on the GPA achieved. The GPA is the average of all the GPA units
of the relevant papers. Each letter grade has a GPA unit value as outlined in the table below.
The table also outlines the cut-off points for different levels of Honours. Please note, all grades
including DNC, are used in the calculation of the average.
Grade
Class of Honours
A+
A
AB+
B
BC+
C
GPA Unit Value of
Grade
9
8
7
6
5
4
3
2
1st Class Honours
GPA Cutting
Points
7.00 - 9.00
2nd Class Division I
2nd Class Division II
5.50 - 6.99
4.00 - 5.49
Pass
less than 4.00
D
E
DNC
0
0
0
Fail
Fail
Fail
16
OTHER ACTS
Health and Safety in Employment Act 1993
The University is required to comply with the Health and Safety in Employment Act 1993.
The Programme is therefore conscious of its responsibility to provide safe conditions for
students involved in field trips. Students are therefore asked to refer to policies about Field
Trips and General Safety Procedures.
The University is also concerned about injuries related to Occupational Overuse Syndrome
(OOS). The University provides computer areas with adequate spaces and adjustable chairs.
Students are able to obtain information about OOS management and gain assistance from
Student Health. Information from Massey's Health and Safety Coordinator about OOS
management is contained in Attachment 4.
Privacy Act 1993
The objective of the Privacy Act 1993 is "To provide protection for individual privacy in relation
to the collection, use, access, correction and disclosure of personal information held".
The implication of the Privacy Act for students and staff of the Programme is that assignments
must be handed back individually to the student concerned. Lecturers will therefore endeavour
to hand back assignments during allocated lecture times. Students who do not receive their
assignments during these times must collect them, in person, from the School Reception
Office.
17
FIELD TRIPS: GENERAL SAFETY PROCEDURES
The Resource and Environmental Planning staff are dedicated to providing a safe and healthy
environment within which learning can take place. We aim to ensure that all activities are conducted in a
safe manner so as to prevent harm to people, damage to property, or disruption of programmes or
processes. Effective safety management requires the involvement of everyone and while it is the
School’s responsibility to ensure that the physical environment is a safe place to be, under the Health
and Safety in Employment Act (1992) we all have a responsibility for our own health and safety. We
must also ensure that our actions (or inactions) do not harm others.
Its intended that all students and staff behave in a manner consistent with the requirements of the Act.
In general, keep your mind on what you are doing and think ahead for possible problems you might
encounter. If you have any doubts about any aspect of your work, ask staff before you proceed and
remember there is no substitute for common sense!
Disability Disclosure
Any student with a mental or physical problem which may affect their performance during a course or
during an activity within a course is encouraged to inform the Course Controller, or, if preferred, the
Head of Programme. Where work beyond the classroom is involved and/or overnight stays with catering
are involved then students should inform their supervisor if they have allergies or special food
requirements. The provision of this information is voluntary but it is important that you make known any
health conditions which may affect your safety or the safety of others. Students will be required to
participate in all aspects of the course that they are studying
General Behaviour
Field work or field courses are vital parts of many papers offered and there is a variety of procedures
and precautions that you must be aware of so that field work is safe and enjoyable.
Field work is an activity involving some inherent special risks and hazards, eg, coastal sections, farms,
river sections, areas of bush, mountains, quarries etc, or changeable and severe weather conditions.
Leaders will take safety precautions, however, the potential dangers make it imperative that students
use common sense, co-operate with others in the group, and behave responsibly in order to reduce the
risks.
All persons taking part in activities beyond the lecture room, or internal laboratory, are asked to observe
suitable standards of behaviour, to conduct themselves with good manners and consideration for others
and not to damage property in any way For example, students must observe Marae protocol at all times
during their stay on a Marae. No alcohol or drugs are permitted on a Marae, and students are asked not
to return to the Marae if under the influence of either. Climbing over fences, leaving gates as you find
them, trampling crops or disturbing animals). Remember that usually you are visiting or joining someone
else’s “patch” and that other groups will probably follow you in later years.
•
•
•
•
•
Do not disturb the environment more than necessary.
Do not disturb living communities (plant or animals) unnecessarily.
Do not remove material from National Parks without formal permission.
Do not leave litter.
Do observe conservation regulations and guidelines.
Disciplinary Measures
Students not complying with Marae protocol or exhibiting unacceptable behaviour in any field
trip venue will be asked to leave and the matter may be taken to the University Disciplinary
Committee who will take it forward to a disciplinary hearing as being prejudicial to the
University and its reputation.
18
RULES OF CONDUCT FOR FIELD WORK
A student will, while attending field courses:
1.
Comply with the University Disciplinary Regulations as laid down in the Massey University
Calendar.
2.
Comply promptly with any directive issued by a person in authority
eg, bus drivers, members of University staff, land owners etc.
3.
Take all practicable steps to ensure:
(a) the student’s own safety, and
(b) that no action or inaction of the student causes harm to any other person.
4.
Act always in a professional manner, upholding the reputation of the University.
5.
Neither consume, purchase or possess any alcoholic beverages without the trip controller being
aware of this.
6.
Stay with the party, except by clear arrangements with the leaders.
7.
Report any personal injury, illness or special personal circumstances to a staff member.
8.
Eat adequately, given the activities that are to be undertaken.
9.
Wear adequate clothing and footwear for the type of weather and terrain likely to be encountered.
Outdoor shirt, loose fitting trousers, warm sweater, brightly coloured raincoat with hood, are all
desirable as are water-proof trousers in wet weather. Jeans are NOT suitable in wet
conditions because they permit chilling. Hats and sunscreen should be worn in hot sunny
weather. Shoes with strong durable soles are desirable.
Leaders may refuse to allow ill equipped students on fieldwork courses.
10.
Avoid leaving rubbish on premises (including buses).
11.
Avoid wearing muddy footwear/clothing on buses.
12.
Treat all information obtained from invited presenters/hosts as confidential (unless informed
otherwise) and abide by the Privacy Act (1993).
13.
Take all reasonable steps to be punctual and inform staff as soon as changes to arrangements
have been made (or are required).
14.
Always treat your hosts or “local” people with decency and respect.
15.
Refrain from taking any action which could destroy or damage in any way property belonging to
any other person or business, eg, close gates, cross fences at strainers or posts etc.
16.
Avoid steep slopes, quarries, cliff edges etc., especially in strong winds. Ensure that rock faces
are stable before venturing below them. Do not work directly above another person unless both
are aware of each other. Do not run down steep slopes. Avoid wet or soft areas of mire.
17
Do not climb cliffs or rock faces unless this has been approved.
18.
Take great care when walking or climbing over slippery rocks below high water mark.
19.
Be aware of changing tide levels and larger than normal waves when you are working around a
coast.
20.
Be aware of changing river levels when there is prolonged rain in its headwaters.
21.
Be aware of traffic when you are leaving or joining a bus and walk on the right hand side of the
road, so as to face oncoming traffic.
22.
Keep away from stock and machinery or hazardous equipment.
23.
Do not climb cliffs, rock faces or crags unless this has been approved as an essential part of the
fieldwork. Take great care when walking or climbing over slippery rocks below high water mark on
rocky shores. Keep to identified paths
24.
Always obtain permission to enter private property.
25.
If possible, carry a cell phone.
19
PART THREE: ADVICE FOR STUDENTS
HELP YOURSELF
The Programme aims to offer a range of knowledge and specific skills which provide you with a
good education, and meet most of the basics required to begin your career as a planner.
However, the capacity of students to make the most of papers, and to excel, may sometimes
be limited by specific difficulties they may have.
Self Organisation
How can you best organise your time in order to cope with the demands of gaining a tertiary
education?
Our experience shows that, with the apparent freedom at University, the major problem for
students is that they do not know how to make the best possible use of their time. Students
may not have to conform to a rigorous timetable or schedule of activities, and consequently
they may not know how to manage their time.
When you study at an advanced level you are expected to work independently. Therefore, it is
vitally important that you understand some of the basic principles of learning so that you can
organise your time and type of study to the best advantage.
Basic Principles of Learning
1.
Effective study and learning are largely dependent on your desire to learn.
However, a generalised determination to succeed is not enough. You must know what
you want to learn.
2.
Rates of learning differ between individuals as well as between tasks or areas. Do
not be too despondent or too complacent if you are either behind or ahead of your group
at any particular time.
3.
Spaced learning is more effective than massed learning. This means that if you are
studying four papers, it is better to work at each paper every day than to spend a whole
day on one paper, the next on another, and so on.
4.
Concentration and efficiency tend to decrease over a period of time. To overcome
this it is wise to allow a few minutes for relaxation after about one hour of study. Get up,
relax your muscles and if possible have a breath of fresh air. Do not extend this
relaxation for too long or you will have to spend further time re-orientating yourself to the
work in hand.
5.
The learning of one skill may help or interfere with the learning of another. Learning
about development planning in New Zealand immediately after learning about
comparative planning systems in other countries may lead to confusion.
It would be much better to allow for a neutral period before moving on to development
planning. Make use of the principle of reinforcement by relating, comparing and unifying
your knowledge within and between particular fields.
20
6.
Memory or retention of knowledge is much better tested by recall than by
recognition. When studying use frequent tests of recall. After a lecture, test your
memory by recalling the main points made, then check with your notes and fill in the
gaps. A similar technique in reading will be profitable - read a chapter or section, jot
down main points and then re-read the material to check for any omissions.
7.
Learning is improved and increased by repetition. Therefore, allow time to learn and
re-learn.
Source: Anderson, J. et al, Study Methods. McGraw-Hill, New York.
HOW MUCH TIME PER PAPER?
Schedule your study so that you allocate appropriate time for one paper. For
example, you would need to spend 15 hours per week on a 15 credit paper including contact time in lectures, studio workshops and seminars.
Your Timetable
Work out, in pencil, a trial timetable of activities for yourself over the semester. Use the
University Academic Timetable. Here are some suggestions for filling the periods available for
study.
1. Apportion time to each paper according to your needs.
2. Do not concentrate on one paper at the expense of others. Paradoxically
students spend more time on papers they are best in and neglect the papers
needing most time. You must avoid this temptation.
3. Intersperse study periods with recreation.
4. Provide for assignment preparation in your schedule, so you do not leave
assignments until the last moment. Also allow time to test learning at
frequent intervals.
5. Have study periods for a paper as close as possible to lectures in that paper.
A study period before and after a lecture is ideal.
6. Allocate the time between lectures to suitable study activities. Much of this
time is wasted by students.
7. Allow time at the end of each day for a review of the day's learning in each
paper.
8. Allot your difficult papers to time when you are most alert.
21
Organising Study Time
Study time will also vary depending on the semester stage. Talk to lecturers if you have
problems with types of study.
Semester Stage
Type of Study
• Note all deadlines
• Familiarise yourself with new definitions,
Semester - Start
vocabulary, techniques
• Listening and reading about lecture topics
increases understanding
Semester - Middle
• Continue the above
• Begin reviewing and organising previous learned
material with current topics
• Emphasise revision and consolidation of your
Semester - End (preparing for
examinations)
acquired knowledge
• Make amendments to timetable to cope with order
of exams and intense review
Self Evaluation
For your timetable to be effective, you should constantly check and evaluate your actual
behaviour with the ideal behaviour of the timetable. At least once a week review and evaluate
your academic activities. Record these evaluations on a Self-Evaluation Check List. By
recording these evaluations you will have a better idea of how you are faring and you should
therefore avoid last-minute panic and examination jitters.
The following questions may be useful in your self-evaluation. This list is not exhaustive and
you may want to add more. Questions you should ask yourself:
1.
2.
3.
4.
5.
6.
7.
8.
9.
Did I attend all my lectures and other classes?
Did I hand in my assignments on time?
Did I review and organise my lecture notes for each paper?
Did I read any of the references given in the lectures?
Did I seek help with any problems in my work?
Did I do the necessary preparation for tutorials and/or studio work?
Did I neglect any papers because I was catching up on others?
Am I satisfied with the amount of work I have done this week?
Would the lecturers be satisfied with my efforts this week?
Where your answers to these questions indicate unsatisfactory performance, it would be in
your interests to ask yourself why? In the long run, you are the one who has to do something
about any problems. Discuss problems with relevant lecturers. This assessment should not
take more than a few minutes each week. If you are honest with yourself, you should find it an
invaluable guide.
22
Assignment Preparation
ORGANISE YOUR WORK TOWARDS ASSIGNMENTS. It is important to begin work as early
as possible. This allows for unforeseen delays, perhaps due to sickness, or difficulties in
obtaining references. A late assignment will lose marks and may be handed back without
comments, thus affecting preparation for tests and exams.
By Third Year in particular, you are expected to adopt an analytical approach to your
assignments. Overuse of definitions and descriptive material will be penalised.
What does this mean?
• Be clear about the type of assignment required. Is it a report, essay, or seminar
report? Check if you are unsure of lecturer's requirements about presentation.
• You should not give your personal opinions about the topic, unsupported by
authoritative sources. Authoritative source include authors in refereed or professional
journals, government reports, statistical or other secondary information, submissions
from individuals to agencies concerning issues, and personal communication if you
have retained a record of the interview.
• You must show you understand the issues relevant to the topic - but do not just report
arguments, be able to evaluate the argument of others based on your reading.
• You are expected to be critical by determining whether the evidence available justifies
the conclusions which different authors have drawn from it. Are basic assumptions
stated?
Obtaining Information
In preparing assignments, you will use information from the material provided in lectures,
Stream and the Library. Lecturers will obtain information from regional councils, territorial
authorities and government departments where applicable, as external organizations prefer not
to have numerous similar requests for information from students.
If you feel you need additional material to complete an assignment, make your request to those
organisations through your lecturer. We have a good relationship with most local authorities in
New Zealand. They provide us with a lot of material for teaching and research. If individual
students make unreasonable requests, our relationship is affected and benefits for future
students are lost.
Please do not request information directly from
external organisations, unless approved by your lecturer!
23
Referencing:
There are a number of appropriate methods for referencing. It does not matter which
referencing convention you choose as long as you are consistent throughout the assignment in
the text and in the reference list. Hacker (2008) provides useful information about referencing
within the text of your assignment and compiling a reference list. The University Library and
SLDS have many other resources for academic writing. All students are advised to refer to the
SLDS publication available on line: Academic Writing: A Guide to Tertiary Level Writing
http://owll.massey.ac.nz/academic-writing/academic-writing-e-book.php
We also strongly encourage students to purchase the following:
Hacker, Diana (2008) A Pocket Style Manual (5th ed), Bedford/St Martin’s, Boston.
This publication is an excellent source of practical advice about grammar and referencing, and
will be useful in all your papers throughout your degree.
There are also online resources listed on the Library webpage and also myMassey (OWLL –
Online Writing and Learning Link).
In addition, information and advice is available from Student Learning Development Services
on the ground floor of the Geography Block – see http://www.massey.ac.nz/massey/studentlife/manawatu-campus/services-for-students/student-learningcentre/services/services_home.cfm
ASSIGNMENTS AND TAKING ACCOUNT OF SPECIAL
NEEDS
If you have special needs or require assistance because of a disability, make sure you have
advised the University and have received the booklet "A Guide for Students with a Disability"
from the Registry. The School is also happy to discuss your individual arrangements where
you need special consideration.
Contact either A/Prof Christine Cheyne or Dr Caroline Miller early in each semester so we can
assist you in developing your work programme for each paper.
If you suffer a sudden illness or have an accident, have a friend or family member contact the
lecturers concerned urgently, so we can help you plan the rest of the semester. If you don't
plan, you may lose a significant part of the semester’s assessment.
If you feel your performance is impaired by illness or disability you should complete an aegrotat
application. Be aware that if a medical practitioner or counselor does not support your
application you will lose all the marks for a piece of work (assignment, test, score etc) that you
do not complete. If you have a minor ailment (e.g. cold) it is unwise to use it as grounds for an
aegrotat.
24
Checklist: Report
KEY QUESTION: HAVE I ANSWERED MY OBJECTIVES?
Covering Note
Do I need to include a covering note?
Have I used the appropriate format?
Is it professionally presented?
Title Page
Is my title brief and descriptive?
Have I formatted this page correctly?
Executive Summary
Is an executive summary required?
Does my executive summary stand alone (i.e. without referring)
Does it outline the key objective and findings?
Table of Contents
Is a table of contents required? (i.e. is the report 2,000 words)
Is it formatted professionally?
Have I used an appropriate numbering system and descriptive
headings?
Introduction
Have I included: context, purpose, and objectives?
Discussion
Have I fully analysed the present context?
Have I prepared the ground for my recommendations?
Have I supported my analysis with appropriate theory?
Have I divided my discussion into useful subsections?
Conclusions
Have I listed my key findings in order of importance?
Are my conclusions grounded in the present?
Recommendations
Are they:
References
practicable
specific
action oriented
clear?
Are my references formatted in a consistent way according to a
recognised convention?
Is my reference list complete?
Appendices
Has each appendix been given a clear title and numbered?
Style
Have I written in a style which is accessible to my audience?
Have I written with my reader's needs in mind?
Have I explained theoretical terms?
Have I proofread my work carefully?
Presentation
Is my report professionally presented?
25
Checklist: Essay
KEY QUESTION: HAVE I ANSWERED THE QUESTION(S) POSED BY THE TOPIC?
Introduction
Is my opening interesting and eye-catching?
Is there too much detail here?
Have I stated my proposition clearly?
Body
Does each paragraph have a topic sentence?
Have I kept to one idea per paragraph?
Are my paragraphs fully developed?
Have I used transitions to connect my ideas?
Conclusion
Have I summed up my argument effectively?
Is there a clear restatement of my proposition?
Have I given the essay a sense of completion?
Style
Have I varied the length and structure of my sentences?
Can I cut out any unnecessary words?
Is there anything I could write more clearly, more simply?
Referencing
Are quotations introduced smoothly?
Are quotations relevant and accurate?
Have I commented on each quote?
Are my references formatted in a consistent way according to a
recognised convention?
Grammar
Have I checked my habitual errors?
Check:
sentence fragments
spelling
punctuation
Presentation
Is my essay professionally presented?
26
USING MASSEY UNIVERSITY SERVICES TO ENHANCE
SKILLS
There are additional ways in which you can help yourself improve some skills and achieve
additional skills while you are at University. The following list has been prepared following
discussions with the Planning Programme's former students and MUSA.
WRITING PROBLEMS
• Enrol in a university paper on academic writing.
• Contact the writing consultants at the Student Learning Development Services (SLDS) ext. 2251
for an appointment.
• Take advantage of seminars and workshops offered by SLDS (e.g. examination techniques).
COMPUTER/WORD PROCESSING
• From the beginning, learn to use a word processor for assignments. Typed assignments are
preferred and you learn computer skills, which you will need in the workplace.
• Become familiar with the facilities available to you (e.g. library information commons and
undergraduate computing labs), restrictions on use, and the hours of operation.
• During holiday periods, extramural students have priority access to labs. The Labs close for the
year at the end of the spring semester study week.
• During the summer vacation, undergraduate students needing access to computer labs should
report to the IT Services Reception, where you will be directed to an appropriate computer.
SPEAKING IN GROUPS
• Help yourself develop your verbal skills and overcome shyness by joining community groups
(e.g. Toastmasters) which give you an opportunity to practice public speaking.
• Attend council meetings and committee meetings. Observe the operating styles of councilors
and the officers and applicants who address councilors on various issues. Council websites have
details of the times, venues and agendas of Council and Council committee meetings.
READING
• Planners must read a lot of material and be able to understand and communicate information.
• Consider doing a speed reading course or use community library facilities which assist
development of reading skills.
• Read the DominionPost or New Zealand Herald every day (available on the ground floor of the
library, near the entrance).
• Read the Planning Quarterly and National Business Review to be familiar with current issues.
• Read general magazines such as the Listener and Metro, to understand how people think about
issues in New Zealand.
27
SCHOLARSHIPS, BURSARIES AND AWARDS
There are a variety of scholarships, bursaries and awards that you may be eligible for. We
recommend that you look carefully at the Massey website: http://scholarships.massey.ac.nz
Some of these opportunities are open to all students, while others have specific eligibility
criteria, so you should look carefully at the details of different awards and scholarships. In
addition to the general scholarships, bursaries and awards open to Massey Humanities, Social
Science and Arts students, there are some opportunities that are of particular relevance to
BRP students:
New Zealand Planning Institute Bursary Award: The NZPI Bursary may be awarded to a
selection of applicants from the student member class of the NZPI. Applications are to be
submitted with a recommendation from a person recognised by the Council as being
responsible for the conduct of the recognised planning course the applicant is undertaking.
Applications are to be received prior to 31 March. The bursary will recognise students who,
because of exceptional personal circumstances, might not otherwise be able to take or to
complete any course of planning studies approved by the Council as leading to any
qualification recognised by the Institute; and will take into account, as appropriate, the
student’s progress in their planning qualification. All nominations must be in writing and
received at the office by 31 March. Please send them to the Executive Director, NZPI, PO Box
52-046, Kingsland Auckland. For further information, phone the Executive Director on (09)
8152086.
Manaaki Whenua Landcare Research Study Bursary: Bursaries are being offered to Maori
students enrolled as full-time and internal students in the Institute of Natural Resources
(College of Sciences) and Resource and Environmental Planning Programme (College of
Humanities & Social Sciences) at Massey. Each bursary is worth $2,000. Applications are
restricted to full-time students of New Zealand Maori descent who are studying internally at
Turitea Campus. One bursary will target Maori students in their final year of study for the
BApplSc degree and one bursary will target undergraduate Maori students enrolled in the BRP
degree. For further information see Nick Roskruge, Kia Arahi Maori at the College of Sciences
or visit the website: http://kaiarahi.massey.ac.nz. Applications close March.
Palmerston North City Council Annual Planning Prizes: Every year, the Palmerston North
City Council awards a prize to the top student in each year of the BRP. The following prizes are
awarded: David Spring Planning Prize (1st year), Ken Nairn Planning Prize (2nd year), J.T.
Stewart Planning Prize (3rd year), and Bernard J. Forde Planning Prize (4th year). These prizes
acknowledge excellent academic performance. Prize winners are invited to attend an awards
ceremony at a Council Meeting, where they are congratulated by Councilors and the Mayor.
Wanganui District Council offers a Planning Scholarship [in partnership with Massey
University], for the purposes of providing financial support during the final year of the Bachelor
of Resource and Environmental Planning (BRP) Degree, and of creating a pathway towards
their eventual employment with the Council. The value of the award is $6,000 to be paid by the
Wanganui District Council [plus a fees waiver to a maximum of 120 credits in the fourth year of
the BRP degree at Massey University, to be met by Massey University]. The recipient will
undertake fulltime employment as a planner with the Wanganui District Council in the year
following the completion of the BRP Degree, At the end of that year of employment, may
receive an offer of ongoing employment from the Wanganui District Council.
28
North Shore City Council Environmental Services Planning Scholarship was by
Environmental Services, North Shore City Council, in support of BRP students enrolled fulltime
in the fourth year at Massey University. One Scholarship is be awarded per annum. The
Scholarship will be in the form of a contribution towards the tuition expenses of the successful
candidate up to a value of $4,000. Recipients of the Scholarship will also be encouraged to
apply for summer employment with Environmental Services, North Shore City Council, in the
summer preceding the receipt of the Scholarship. All students who will have completed the
third year of study in the BRP degree at Massey University in the calendar year in which
application for the Scholarship is made and who intend to enroll in the succeeding year as a
fulltime student undertaking the fourth year of the degree are eligible to apply.
Horizons Regional Council offers the Don Linklater Memorial Bursary to students studying
full time at any New Zealand university in an area relevant to Horizons' business (including
resource management, river and drainage engineering, environmental planning, land
management and Maori studies in relation to resource management). Bursary recipients
receive $4000 per year for up to three years depending on eligibility. Applications normally
close at the end of October.
Information about additional scholarships that are offered will be posted on the main
Programme noticeboard at the top of the stairs on level 2 of the Geography Block.
HOLIDAY EMPLOYMENT
From time to time potential employers advise the Programme of holiday work for students.
Information will be circulated via Stream and/or posted on the student noticeboard on level 2 of
the Geography Block. There is a range of jobs which will provide you with skills and knowledge
of importance in planning. Any job where you liaise with people, investigate a problem and
suggest a number of solutions, or assist in an office and carry out instructions is important
experience.
EXAMPLES OF HOLIDAY WORK carried out by planning students in the past include:
Kitchen design
Retail surveys
Data entry for GIS
Building and town planning consents
Camping Ground Surveys
Updating town planning maps
Residential area surveys
Carpark and road-use surveys contour maps
Although your home territorial authority and regional council are the first "ports of call" in job
hunting, be prepared to travel and live in different places across New Zealand. Often remote
local authorities have opportunities for temporary staff.
Some local authorities and private companies employ planning students using that agency.
Talk to staff members about completing a curriculum vitae and letter requesting temporary
employment.
29
PREPARING FOR THE WORKPLACE
From time to time throughout the course of your degree you will have the opportunity to attend
sessions aimed at preparing you for the workplace. In 2010 the 3rd and 4th year students heard
from a senior planner from one of New Zealand’s leading consultancies, who gave an overview of
what makes a good planner and preparing for the workplace.
A “good” planner is someone who:
• has good technical skills and intellectual intelligence – skills learned through the course of
the degree and on the job;
• is a good communicator, able to listen as well as to report verbally, or in written form;
• is a good project manager – you need to be able to deliver outcomes in full, on time and to
budget;
• understands the context of an issue and the role of planning in achieving appropriate
outcomes;
• has emotional intelligence, able to pick up on, assess and manage, the emotions of
yourself and others.
A good planner will also bring individual strengths to a project that might relate to their particular
area of passion or enthusiasm, such as your Minor.
It is never too early to start thinking about who you would like to work for when you graduate, and
the kind of work you’d like to do. In fact, you are already well down the track in terms of setting
career goals, firstly by choosing to do a BRP, and secondly by deciding on your Minor.
Setting career goals (both short term and long term) is a task that you will do throughout your
career as a planner. You will find that opportunities for Planners are always arising and that as you
realise the goals you made earlier, or as your interests evolve, you will need to set new goals to
challenge yourself further!
If you want a successful and rewarding career you need to take personal responsibility for
achieving those goals – for seeking out those opportunities, and really making a commitment to
making this happen. To do this it is important to build networks within the industry – get to know
people who you are doing the type of work you’d like to be doing. You might want to get a mentor,
and whilst employers may have a mentoring scheme it is up to you to make the most of this type of
opportunity. When you are out in the workplace regularly ask for feedback. Recognise what your
strengths and weaknesses are, and make a plan to address the latter and to make the most of the
former. Set your career goals and talk these through regularly with your manager.
For further information talk to staff in the Planning programme or Massey University’s Career and
Employment Service: http://www.massey.ac.nz/massey/student-life/services-students/careers/
The Career and Employment website has a wide range of resources relating to searching and
applying for a job and Service staff are happy to give feedback on your draft CV.
If you are interviewed for a position take notice of the following hints offered by the National
Association of Personnel Consultancies!
30
Preparation for Interviews
1. Be prepared and learn something about the organisation in which you are
applying for a position. If you are interviewing through a consultancy, the
consultant will tell you something about the organisation and details of the
position. If you are applying directly and the organisation is a large one, there
may be a place where information on the organisation is freely available. If it is
a smaller organisation, the receptionist will almost certainly be able to provide
some insights about the organisation. You will appear well organised and
create a positive impression by doing a little homework.
2. Consider suitable questions you can ask and consider possible responses to
questions you will be required to answer. You can assume that in the interview
you will be asked if you have any questions and you should ask something
about the organisation and/or the job. The interviewer will take your questions
as a sign of interest, and enthusiasm is one of the most important attributes you
can exhibit. You may be asked what you can bring to the job or where your
strengths lie. Prepare some answers in advance.
3. Dress up. The employer has the right to recruit a person they feel represents
their organisation in the manner in which they want it represented. A suit is
appropriate professional attire. Remember, first impressions count out of all
proportion to the time in which it takes to form them. Put your best foot forward.
4. Thank the interviewer for their time at the start of the interview and when you
leave and remember, the reason you are there is because the organisation
needs someone with the skills you are providing. It's a win/win situation.
We look forward to working with you
Keep in touch with your lecturers
Work hard and have fun!
oo00oo
31
Attachment 1
PLAN YOUR BRP PROGRAMME
Name:__________________
Minor: _____________________________
LEVEL
PAPERS (each paper is 15 credits unless noted)
Credits
Year 1
3 Core Papers
132.106 Introduction to GIS
132.111 Planning and the Environment
132.112 Planning for Sustainable Development
45
Choose 4 Papers
–These papers are
prerequisites in
most of the minor
options (Check
Massey website
each year for
availability of
papers).
60
15
Total 120
1 Elective Paper
Year 2
Core Papers
132.212
132.213
132.217
132.218
150.201
Professional Practice I
Policy Analysis and Evaluation Techniques
Planning Hazard Resilient Communities
Building Collaborative Communities
Treaty of Waitangi
Choose 3 Papers
from Minor
75
45
Total 240
Year 3
Core Papers
132.305
132.311
132.312
132.313
132.314
Natural Resource Policy and Planning
Planning Theory
Planning Law
Advanced Planning Techniques
Transport and Urban Planning
3 Papers from
Minor (Total 200
and 300 level
papers - 105
credits – 45 must
be 300 level)
Year 4
Core Papers
75
45
Total 360
132.412
132.414
132.415
132.419
132.403
Professional Practice II
Urban Planning and Design
Environmental Planning
Professional Practice Studio
Honours Planning Project
60
30
2 - 3 Papers
from Minor if
needed, and an
elective if needed
30
Total 480
Papers
NB: Check availability of papers every year
All single semester papers are worth 15 credits.
The Massey University Calendar contains regulations governing Minors which normally comprise nine (9) papers
in total, of which at least 105 credits are above 100 level and including at least 45 credits above 200 level
32
Attachment 2
NEW ZEALAND PLANNING INSTITUTE CODE OF ETHICS
The Planner's Responsibility to the Public
A planner shall maintain an appropriate professional awareness of contemporary planning
philosophy, practice and techniques.
A planner shall, subject to respecting a client's or employer's right of confidentiality, endeavour
to ensure that full, clear and accurate information is available, and that there are meaningful
opportunities for public input and participation.
A planner shall ensure that special attention is paid to the inter-relatedness of decisions and
the environmental, social and economic consequences of planning actions.
A planner shall recognise the need to maintain and promote high environmental standards and
outcomes.
The Planner's Responsibility to the Profession and to Colleagues
A planner shall uphold the dignity of the profession and the reputation of the Institute.
A planner shall act in a friendly, fair and tolerant manner to other professional planners.
A planner shall do nothing calculated to injure unjustly or unfairly the reputation of another
professional planner.
A planner shall co-operate in advancing the art and science of planning by exchanging and
fellow planners.
A planner shall not advertise for work in a misleading manner, or in a manner injurious to the
dignity of the profession, or other planners.
The Planner's Responsibility to Clients and Employers
A planner shall carry out all professional work with integrity, and in a spirit of fairness, infidelity
and objectivity.
A planner shall ensure that any private dealings with or ownership or any position on any local
authority, board of directors and the like, do not create any conflict of interest with any client or
employer.
A planner shall not make any misleading claims, or attempt to influence any decisions by
improper means.
A planner shall not accept any financial inducement offered in order to influence or affect their
advice.
The Planner's Self Responsibility
A planner shall strive to ascertain the appropriate factual situation, and maintain unbiased and
objective judgment, and shall not give professional advice of evidence which is other than their
true professional opinion.
A planner shall strive to attain a high standard of professional competence.
A planner shall continue to seek and receive professional education throughout a planning
career, and to keep abreast of the development of planning practice and techniques.
33
Attachment 3
Guidelines for Grade Distributions
Information for students enrolled in papers offered by the
College of Humanities and Social Sciences
1. Rationale for these guidelines
The main reason for having guidelines and a system for approval of exam results by College
Examinations Committees is equity. Students are in competition with each other in many
respects: especially for jobs, but also for scholarships (for the top few percent of students) and
for selection for courses with limited entry. The College must ensure students do not gain from
or be penalised by their choice of papers, or differing practices within the College.
Students are therefore advised that all grades received as part of the assessment for a paper
will be subject to final moderation by the Chief Examiner (Head of School), and may be
adjusted in accordance with the guidelines for the distribution of final grades approved by the
College Board.
2. Management of Final Grades:
•
Marks are not scaled. However, the College does not recognise a fixed
relationship between marks and grades.
•
First, the minimum for a C grade is set, normally at 50.0. Then the minimum marks for
grades above C are selected to give a distribution of grades that recognises different
levels of student achievement, and that conforms to College guidelines.
•
The guidelines which have been approved by the College Board are as follows:
100-Level
200-Level
300-Level
Percentage of
Passes
Percentage of
Passes
Percentage of
Passes
A grades
10 – 20%
10 – 25%
15 – 30%
B grades
35 – 50%
35 – 50%
35 – 50%
Not less than
50%
nor more than
65%
Not less than
50%
nor more than
70%
Not less than
50%
nor more than
75%
35 – 50%
30 – 50%
25 –50%
Calculation Basis
A+B
C, R, and AEG
It is reasonable for the proportion of passing students who are awarded A- or higher grades to
increase at higher levels, and the proportion who are awarded C or C+ grades to decrease.
Consequently the guidelines allow for upward movement in the ranges at later years of a
programme.
Note also that there are no guidelines with respect to the percentage of passes (out of total
enrolments) expected. Papers with 100% pass rates are acceptable to the College
Examinations Committees.
34
3. Departures from the Guidelines
Sometimes, especially in papers with small enrolments (less than 20 students), the students in
one semester may form a particularly good class, or a particularly weak class, and examiners
may recommend distributions outside the guidelines. College Examinations Committees have
no desire to penalise students in a good class or favour students in a weak class by forcing the
grade distribution within the guidelines. Grade distributions outside the guidelines will be
accepted if the Paper Coordinator provides evidence for an unusual class, either via
comparison with the same paper in previous semesters, or from the past records of the
students in the class.
35
Attachment 4
MANAGEMENT OF MUSCULAR SKELETAL DISCOMFORT
Muscular Skeletal Discomfort occurs as the result of long periods of static muscle contraction.
Such postures can result in a number of medical conditions which are generalised as
occupational overuse syndrome (OOS). OOS can occur amongst students and often may
result from periods of intense computer activity such as assignment preparation, data
entry/analysis and thesis preparation. The risk for OOS is increased if the study workload is
poorly organised or study conditions are less than optimum, and if appropriate rests such as
micropauses are not taken.
There are five key areas you need to consider in the management of muscular skeletal
discomfort. These are:
• micro pauses and task variation
• the organisation of your work
• the design of your equipment and tasks
• your working environment, and
• early attention to any muscular skeletal discomfort
Each of these is considered in turn.
Where tasks require long periods of static muscle contraction you should take micro pauses
(very short but frequent rests) and if possible arrange for other tasks to provide variation.
Your work should be organised so that there is a variety, and make sure that appropriate
breaks are taken. You should avoid setting unrealistic targets or rewarding yourself on the
basis of work rates which involve long periods of static posture.
You need to ensure that the equipment you are using is appropriate for your size. If you are
using fixed equipment you may need to consider having it altered to avoid having to hold an
undesirable posture of long periods of time.
Social and physical factors in your work environment may contribute to earlier onset of
muscular skeletal discomfort. Social factors which may influence the work environment
include: workload, deadlines, inter-personal relationships, supervision styles, your control over
your work environment and your mental attitude towards new software and/or
project/assignments. Undesirable physical aspects of the environment may also add to
background stress. You need to ensure that the lighting, ventilation, humidity, temperature and
noise levels are not providing additional stress.
If detected early there are a number of strategies available to avoid OOS. The strategies for
avoidance usually include awareness of the provocative causes and a minimisation of these.
Medical therapy is also available depending on the specific nature of the OOS condition.
Advanced cases of OOS often involve diffuse muscle discomfort and this can be particularly
disabling.
36
Schedule A – Planning papers
Part I
132.106
132.111
132.112
Introduction to Geographic Information Systems
Planning and the Environment
Planning for Sustainable Development
15
15
15
Part II
Before enrolling for Core Planning papers in Part II, BRP candidates shall normally have passed or been
credited with all Core Planning papers in Part I of the Schedule A.
132.212
132.213
132.217
132.218
150.201
Professional Practice I
Policy Analysis and Evaluation
Planning Hazard-Resilient Communities
Building Collaborative Communities
Te Kawenata o Waitangi: The Treaty of Waitangi in
New Zealand Society
15
15
15
15
15
Part III
Before enrolling for Core Planning papers in Part III, BRP candidates shall normally have passed or
been credited with all Core Planning papers in Part II of the Schedule A.
132.305
132.311
132.312
132.313
132.314
Natural Resource Policy and Planning
Planning Theory
Environmental and Planning Law
Advanced Planning Techniques
Transport and Urban Planning
15
15
15
15
15
Part IV
Before enrolling for the Core Planning papers in Part IV, BRP candidates shall normally have passed or
been credited with all Core Planning papers in Part III of the Schedule A.
132.403
132.412
132.414
132.415
132.419
Planning Project
Professional Practice II
Urban Planning and Design
Environmental Planning
Professional Practice Studio
30
15
15
15
15
Notes
1.
In approved circumstances students transferring from another degree or another university
may be permitted to take 132.111 and 132.112 in Part II.
2.
Papers with significant overlap of content will not be approved for inclusion in the degree.
Paper 132.221 Planning Studies cannot be credited to the BRP degree.
37
Schedule B – Minors
A minor consists of 135 credits, with at least 75 credits above 100-level and at least 45 credits above
200-level.
Agriculture
117.152
119.180
189.151
283.101
117.254
119.258
283.201
283.301
283.305
283.321
283.322
Animals and Agriculture
Introduction to Agribusiness
Soil Properties and Processes
Plants in Agriculture
Principles of Animal Science and Production
Agricultural Systems
Pasture and Crop Agronomy
Pasture Production and Practice
Seed and Crop Science
Trees on Farms
Landscape Revegetation
15
15
15
15
15
15
15
15
15
15
15
Biology of Plants
Biology of Animals
The Flora of New Zealand
Environmental Science I
Ecology and Conservation
The Fauna of New Zealand
Limnology
Applied Ecology and Resource Management
New Zealand Plant Ecology
Community and Ecosystem Ecology
Vegetation Studies in New Zealand
Plant Biodiversity
Environmental Microbiology
Environmental Science II
Behavioural Ecology
Animal Biodiversity
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
Ecology
120.101
199.101
120.218
188.263
196.205
199.206
196.313
196.315
196.316
196.317
196.321
120.303
162.304
188.363
199.312
199.317
Economics
115.103
115.105
115.106
178.200
178.201
178.240
178.242
178.300
178.301
178.360
178.370
Legal and Social Environment of Business
Fundamentals of Finance
Economics
Intermediate Macroeconomics
Intermediate Microeconomics
Managerial Economics
Land Economics
Advanced Macroeconomics
Advanced Microeconomics
Natural Resource and Environmental Economics
Development Economics
38
15
15
15
15
15
15
15
15
15
15
15
Geography
145.111
145.121
145.201
145.213
145.214
145.216
145.218
145.222
145.223
145.224
145.225
145.301
145.303
145.304
145.311
145.318
145.320
145.327
145.330
Society, Environment and Place
Introduction to Physical Geography
Geographical Research Techniques
Resource Conservation and Sustainability
Social Change and Environment
Urban Environments
Development and Inequality
Rivers and Slopes
Climate Change and Natural Hazards
Biogeography
Glaciers and Glaciation
Research Practice in Human Geography
Field Work: Alpine Physical Geography
Applied Field Geomorphology
Geographies of Globalisation
Geopolitics
Quaternary Biogeography and Environmental Change
River Dynamics
Coastal Dynamics
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
Management
115.103
115.105
115.108
152.200
152.203
152.204
152.232
152.252
152.261
152.304
152.329
152.333
152.341
Legal and Social Environment of Business
Fundamentals of Finance
Organisations and Management
Contemporary Management
Business and Society
Investigative Management Skills
Small Business Management
Project Management
International Business
Managing Services
Leadership and Governance
New Venture Project
Strategy and Change
15
15
15
15
15
15
15
15
15
15
15
15
Māori Studies
150.110
150.111
150.114
150.202
150.204
150.210
150.211
150.213
150.216
150.301
150.302
150.303
150.311
Te Reo Whakahoahoa: Socialising in Māori (Note 1)
Te Reo Kōnakinaki: Developing the Language (Note 2)
He Tirohanga o Mua: Māori Custom, Lore and Economics
Hauora Tāngata: Māori Health Foundations
Mana Māori: Māori and Politics
Te Reo Kōrerorero: Māori Language IIA
Te Reo Whakanakonako: Embellishing the Language
Tikanga-ā-Iwi: Tribal Development
He Huarahi Rangahau: Māori and Research
Te Mana Te Kāwanatanga: Māori Policy and the State
Planning for Māori Health
Mana Wāhine: Māori Women
Te Papā o te Reo: Māori Language III
Notes
1.
This paper is for beginners.
2.
Previous experience in Māori language necessary.
39
15
15
15
15
15
15
15
15
15
15
15
15
15
Property Management
115.103
115.105
115.106
127.241
127.242
138.281
155.201
178.242
127.341
127.342
127.343
138.382
138.383
Legal and Social Environment of Business
Fundamentals of Finance
Economics
Real Estate Valuation and Management
Applied Valuation I
Building Technology: Construction and Design
Law of Property
Land Economics
Property Management and Development
Real Estate Investments
Applied Valuation II
Building Technology: Services
Building Technology: Commercial Buildings
15
15
15
15
15
15
15
15
15
15
15
Soil/Earth Science
121.103
145.121
189.151
233.101
145.222
145.223
145.225
189.251
189.252
233.200
233.202
233.205
233.208
233.250
233.251
145.303
145.304
145.320
145.327
189.362
189.363
233.301
233.302
233.304
233.305
233.307
233.350
New Zealand Environments
Introduction to Physical Geography
Soil Properties and Processes
Introductory Earth Science
Rivers and Slopes
Climate Change and Natural Hazards
Glaciers and Glaciation
Soil Fertility and Fertilisers
Land, Soil and Water
Stratigraphy and Structure
Earth Science Field Work I
Volcanology and Mineralogy
Plate Tectonics and New Zealand Geology
Understanding New Zealand Geology
GIS and Remote Sensing
Field Work: Alpine Physical Geography
Applied Field Geomorphology
Quaternary Biogeography and Environmental
Change
River Dynamics
Soil Fertility and the Environment
Soil Resources and Sustainable Land Use
Advanced Remote Sensing
Earth Science Field Work III
Geographic Information Systems
Volcanology and Mineralogy
Sedimentology and Paleoenvironments
How the Earth Works
40
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
15
Schedule C – Planning Related Papers
115.103
115.105
115.106
115.108
117.152
119.180
120.101
121.103
145.111
145.121
150.110
150.111
150.114
158.100
160.101
176.102
178.100
189.151
199.101
200.161
219.101
230.100
233.101
279.101
283.101
Legal and Social Environment of Business
Fundamentals of Finance
Economics
Organisations and Management
Animals and Agriculture
Introduction to Agribusiness
Biology of Plants
New Zealand Environments
Society, Environment and Place
Introduction to Physical Geography
Te Reo Whakahoahoa: Socialising in Māori
Te Reo Konakinaki: Developing the Language
He Tirohanga o Mua: Māori Custom, lore and Economics
Computer Applications and the Information Age
Calculus I
New Zealand Society
Principles of Macroeconomics
Soil Properties and Processes
Biology of Animals
Introduction to Politics
Media Skills
Introduction to Academic Writing
Introductory Earth Science
Social Policy: An Introduction
Plants in Agriculture
41