geoff hawkings - Waiariki Institute of Technology

contents DIRECTORY Waiariki Council Members .................................................. 4 

Te Mana Mātauranga Members ......................................... 5 

Waiariki Senior Management Team ................................... 5 

Management Structure ....................................................... 6 

OVERVIEW Te Kaunihera – Report of the Chairperson of Council .......... 8 

Te Pou Tū Mana – Report of the Chief Executive ............... 10 

Te Mana Mātauranga – Report of the Chairperson ......... 12 

Management Statement................................................... 14 

Overview of Waiariki Institute of Technology .................... 15 

STATEMENT OF CORPORATE PERFORMANCE Strategic Objectives and Performance Indicators ............. 18 

School Programmes and Performance Indicators ............ 25 

FINANCIAL STATEMENTS Report of the Audit Office .................................................. 44 

Five Year Financial Performance Summary ...................... 47 

Statement of Accounting Policies ..................................... 48 

Statement of Financial Performance ................................. 51 

Statement of Movements in Equity ................................... 51 

Statement of Financial Position ......................................... 52 

Statement of Cash Flows .................................................. 53 

Statement of Commitments ............................................. 54 

Notes to and Forming Part of the Financial Statements .... 55 

2006 Payments to Councillors .......................................... 63 

2006 Payments to Non Members of Council Te Mana 

Mātauranga Joint Executive.............................................. 63 

2006 Payments to Te Mana Mātauranga .......................... 64 

Statement of Cost of Services .......................................... 65 

STATEMENT OF RESOURCES Statement of Physical Resources ..................................... 71 

Statement of Human Resources....................................... 73 

FURTHER STATEMENTS Statement Of Equal Educational Opportunities ................. 76 

Statement Of Research .................................................... 79 

Waiariki Local Advisory Committees ................................ 85 

2006 ANNUAL REPORT 1

2 2006 ANNUAL REPORT 

Waiariki 

VALUES 

Honesty 

Whakapono

Directory 


Waiariki council MeMbers 

For the Year Ended 31 December 2006 


Ministerial appointment Mr Deryck Shaw M.Appl.Sc.(Hons),B.SC., Dip.Nat.Res. 

Chairperson 

Joint Chairperson, Joint Committee 

Ministerial appointment Mr Tupara Morrison Bachelor of Business, Chartered 

Accountant, New Zealand Institute of Chartered 

Accountants 

Deputy Chairperson 

Forestry sector Bruce Easton 

rural sector David Chemis MEd (Hon) B Ed, DipT.L, DipTch 

(allied) staff representative Eileen Flavell-Brown 

te Mana Mātauranga o te Waiariki trust Reverend Rauhuia Green (deceased 5 May 2006) 

te taura Here 

te Mana Mātauranga o te Waiariki trust Pihopa Kingi 

ngāti Whakaue 

te Mana Mātauranga o te Waiariki trust Montero Daniels 

tuhourangi Chairperson Te Mana Mātauranga 

Joint Chairperson, Joint Committee 

chief executive Dr Pim Borren BSc, MCom(Hons), PhD, DipTchg 

Whakatāne District council Jenny Mahoney 

tourism industry Trevor Maxwell 

Chairperson Audit Committee 

Ministerial appointment Greg McManus BA (Auckland) and MA (Leicester) 

Ministerial appointment Sharon Opai BA,English, Māori LLB 

Māori Women’s Welfare league Donnarae Raukawa-Doughty BBS 

south Waikato District council Gwendolene Robyns Diploma in Speech/Language 

Therapy – London 1959, Licenciate of the College of 

Speech Therapists – also 1959 

(academic) staff representative Sharon Stevens 

taupō District council Brian Upston 

Audit Committee 

auckland employers association Stuart Wilson CA (Chartered Accountant), PP (Public 

Practice Certificate), NCB (National Certificate of Business 

Studies), NDA (National Diploma in Accountancy) 

Student Association Rae Wi CCSW, National Certificate in Employment Skills, 

Safety Management in the Workplace

te Mana Mātauranga MeMbers 


tuhourangi Mr Montero Daniels, Chairperson 

te taura Here Reverend Rauhuia Green (deceased 5 May 2006) 

ngāti kearoa/ngāti tuara Mr Eru George 

ngāti rangiwewehi Mr Sam Hahunga 

ngāti Whakaue Mr Pihopa Kingi 

tūhoe Pōtiki Mr Aubrey Kohunui 

raukawa Mr Ron McGough 

ngāti tahu/ngāti Whaoa Mr Rawiri Te Whare 

Whakatohea Mrs Josie Mortensen 

ngāti awa Mr Pouroto Ngaropo 

ngāti Manawa Mrs Vera Hale 

uenukukopako Mr Pinder Pirika (deceased 24 October 2006) 

ngāti Pikiao Mrs Parehuia Merito 

ngāti Whare Mrs Roberta Rickard 

Waiariki senior ManageMent teaM 


chief executive Dr Pim Borren BSc, MCom(Hons), PhD, DipTchg 

Deputy chief executive John Snook MBA, BPhEd(Hons) 

– academic Quality & strategy 

Deputy chief executive – Māori Miki Roderick BSocSci(Hons) 

kaumātua Ken Kennedy BMS 

Finance Director Jared Dawson ICANZ AT, PGDipMgtSt 

support services Director Christa George MBA, DipMgmt, DipTchg, AFNZIM 

Human resources Manager Richard Bird BSW(Hons) 

Director of Māori advancement Hemi Hireme Dip Tchg, BEd, MEd(Hons) 

Director, school of tourism Allison Lawton MBA, NZCC 

& Management 

Director, school of computing Annabel Schuler M.A. (Mass Comms) J.P. 

technology & communications 

Director, school of Forestry, Jeremy Christmas E.D., B.For.Sci(Cant.), Dip.Acc 

Wood Processing & biotechnology 

Director, school of Māori Development, Dr Lyn Carter BA, MA, PhD - University of Auckland 

social science and education CULT (certificate in University teaching and learning) 

Director, school of nursing Maureen Kelly MEd(Hons), BSc(Hons), BN, DPSN, 

RNT (UK), RN 

Director, school of trade training Kevin Uncles Advanced Trade Certificate – Fitting & 

Welding Section, Advanced Trade Certificate – 

Automotive Engineering 


ManageMent structure 

As at 31 December 2006 

te tari ā te Pou tū Mana 

tuarua Māori 

office of the Deputy chief 

executive – Māori 

business engagement 

library learning centre 

research 

te aro Manaaki 

support services 

Directorate 

Printery 

Marketing 

international 

star/secondary school liaison 

Data Management centre 

information centre 

Health centre 

regional Development Managers 

archives 

te aro Pūtea 

Finance Directorate 

Finance 

Facilities 

information technology 

sawmill 

te aro Mātauranga 

academic Directorate 

Quality & business Development 

sports academy 

strategy & compliance 


te Pou ō te aro tū Māori 

Director of 

Māori advancement 

te Pou ō te aro tāngata 

Human resources 

Manager 

te Pou ō te aro Manaaki 

support services 

Director 

te Pou ō te aro Pūtea 

Finance 

Director 

te kura Mahi-ā-rehe 

school of 

trade training 

te Puna Whai ora 

school of nursing & 

Health studies 

te Pākaro a ihenga 

school of Māori 

Development, social 

science & education 

te kura takawao 

school of Forestry, 

Wood Processing & 

biotechnology 

te kura Pārongo 

school of computing, 

technology & 

communications 

te kura taki 

school of business & 

tourism 

kauMātua 

te Pou tū Mana 

tuarua Māori 

DePuty cHieF 

eXecutiVe Māori 

te tari ā te Pou tū Mana 

office of the chief 

executive 

executive assistant 

council secretary 


cHieF eXecutiVe 


tuarua taHa 

Mātauranga 

DePuty cHieF 

eXecutVe acaDeMic 

Quality & strategy

oVerVieW 


te kauniHera 

council cHairPerson’s rePort 

This is my final annual report as Chair of Council of 

Waiariki Institute of Technology – Te Whare Takiura 

(Waiariki). As at 31 December 2006 after 10.5 years 

on Council and 8 years as Chair my term of office was 

completed. I leave Waiariki in the knowledge that it is well 

placed to continue to meet the tertiary education needs 

of the Waiariki region and nation and that the Council and 

management teams will deliver on Waiariki’s vision. 

Nationally 2006 was a year where there was a 

considerable amount of work in the formulation of 

policy which required a major investment of time and 

resources of the ITPNZ Board and CEO’s of individual 

institutes of technology and polytechnics. Further work 

will be undertaken in the development of policy in 2007 

leading to its implementation in 2008. Waiariki has 

actively contributed to this reform process and is very 

positive moving into this new 

environment. Our new CEO Dr 

Pim Borren started in February 

2006. Pim has worked actively 

around strengthening Waiariki’s 

ability to operate in this new policy 

environment by working closely 

with central government agencies 

such as the Tertiary Education 

Commission (TEC) and Tertiary 

Advisory Monitoring Unit (TAMU) 

(who merged during the later part 

of 2006); bolstering academic 

quality through Institutes of 

Technology Polytechnics Quality 

(ITPQ) and working internally to 

further develop capability. 

If there was an area where Waiariki could do more in 

the future it would be about strengthening delivery and 

presence in our regional campuses in Eastern Bay of 

Plenty, South Waikato and Taupō and providing greater 

options around learning, particularly around successful 

models of distance education. This will only likely happen 

when the funding model for institutions such as Waiariki 

is based on a broader range of objectives. This will 

allow more resourcing on our regional campuses and 

provide more learner options such as short courses, 

block courses, distance education and various forms of 

e-learning. 

Waiariki has a willingness to work in a collaborative 

manner. This approach made us successful in 

working with the TEC and achieving acceptance for 

our applications for stages 2 and 3 of the Quality 

Reinvestment Programme. 


THERE WERE A 

CONSIDERABLE 

NUMBER OF 

SUCCESSES IN 2006. 

ACADEMICALLY THE 

ACHIEVEMENT OF 

qUALITY ASSURED 

STATUS FROM ITPNZ 

WAS A MAJOR 

ACHIEVEMENT. 

The new environment will pose some challenges for 

Waiariki. Under the current policy proposals Waiariki has 

a key regional role in facilitating regional delivery. This 

may lead to some conflicts with other providers. Also 

as an autonomous tertiary institution Waiariki needs a 

flexible policy environment to respond in an appropriate 

and timely manner to regional tertiary educational needs. 

The ability of TEC to direct institutions may limit regional 

responsiveness and flavour to education in the future. 

In 2006 Council and Te Mana Mātauranga (TMM) 

continued the focus on improving governance 

performance. This occurred through participation in 

nationally organised governance programmes and the 

delivery of a customised governance workshop. Also a 

successful workshop on biculturalism produced a set 

of Waiariki values which have been produced and will 

appear in Waiariki facilities in 2007. 

Overall, while Waiariki had a 

surplus of $495,000 after non 

operating revenue in 2006, 

financial performance could have 

been a lot worse given the big 

reduction in EFTS at the start 

of 2006. Management worked 

actively to reduce the projected 

deficit of ($2,014,000). Also other 

financial indicators remained 

reasonably strong and our 

reluctance to borrow in the past 

has paid dividends in reducing 

exposure to a downturn in income. 

While income was below forecast 

management undertook an 

outstanding job in holding expenditure. Waiariki continued 

to maintain prudent financial policies and invested in 

learning environments and facilities that were critical while 

maintaining our cash position. On behalf of Council I 

congratulate the CEO, Senior Management Team, Heads 

of School and all other staff in the efforts that went to 

manage income and expenditure during the year. 

There were a considerable number of successes in 

2006. Academically the achievement of quality assured 

status from ITPNZ was a major achievement. There are 

still some issues around our early childhood programme 

which we will be looking to resolve in 2007. Also CEO 

Pim completed a review of schools with the outcome 

being a reduction from 8 to 6, which also resulted in the 

appointment of a number of new heads of school. Also 

the appointment of deputy CEO (Māori) was a first for 

Waiariki and the sector.

The RADI partnership has completed its work and 2007 

will see the establishment of a major facility to provide 

state of the art training and education in wood processing 

at our main Rotorua campus. 

Council, through the activities of the Joint Committee, 

maintained an effective relationship with TMM and I 

would like to thank the Chairperson of TMM, Monty 

Daniels for his efforts. 

In 2006 long serving Council member Jenny Mahoney 

(Eastern Bay of Plenty) and Chair of Audit Committee 

completed her term of office after 12 years. Also Sharon 

Stevens (staff) was elected president of the national staff 

union and a replacement will be elected by staff in 2007. 

Congratulations also go to Rae Wi (Waiariki students 

association) who joined Council at the beginning of 2006 

and was appointed to the board of ITPQ at the end of 

2006. On behalf of Council I would thank these and 

other Council members for their ongoing commitment 

and constructive governance over the year. We also 

experienced a major loss in 2006 with the passing of the 

Rev. Rauhuia Green, a member of Council for around five 

years and kaumātua to the ITPNZ sector. Rau was a big 

loss to Waiariki and our community. 

There were a number of changes in management 

in 2006 the most significant being a change in Chief 

Executive Officer. Waiariki was fortunate to secure 

the services of Dr Neville Withers on a short term 

appointment as CEO up until early February when Dr Pim 

Borren took office. 

As Waiariki has continued to grow its capital base, it 

will also need to ensure that it can continue to invest in 

new learning environments. Many of the skills that New 

Zealand desperately needs are in areas that are very 

capital intensive such as trades and technology and we 

will need to continue to invest in these areas. There will 

be further opportunities for businesses and community 

organisations to support Waiariki to achieve this mission 

in the future. This is an area I am keen to support into the 

future. 

Overall Waiariki will need to strive to retain its unique 

character that is open, tolerant and supportive of students 

and staff. This has to be undertaken in the context 

of achieving high levels of educational and financial 

performance and accountability to all stakeholders. 

Reflecting on the years of service I would like to pay 

tribute to all CEO’s that I have worked with (Arapeta 

Tahana, Dr Peter Rutland, Nieva Buhay, Dr Reynold 

Macpherson, Dr Neville Withers and Dr Pim Borren) and 

to all of my fellow Council members and the tremendous 

effort that many have put in over time. Few outside the 

tertiary education sector appreciate the complex array of 

educational, financial, business, stakeholder and policy 

requirements that tertiary organisations have to deal with 

in previous and current operating environments. Waiariki 

has had a number of achievements while I have been on 

the Council and all successes could be attributed to an 

effective team environment, particularly between Council, 

management, iwi, business and the wider community. 

A fact often overlooked in annual reports but by far the 

greatest achievement at Waiariki by all staff, students 

and Council has been the graduation ceremonies and 

capping the many nursing, health, computing, business, 

tourism, forestry, education, social science, journalism, 

art and design, engineering and agriculture students at 

Waiariki’s marae and in the Rotorua Convention Centre. 

Waiariki’s core business is about producing graduates 

that will add to the capability of our nation and region and 

enable people to achieve their potential. 

It has been my pleasure to be involved with Waiariki and 

it has been a privilege to Chair the organisation. 

Congratulations to incoming Chairperson Tupara 

Morrison and Deputy Chairperson Sharon Opai and I 

am confident about Waiariki’s future and the ability of 

the Council, CEO and management team to govern and 

manage it into the future. It will be important for Council 

members, members of Te Mana Mātauranga, CEO, 

senior management team, staff, students association and 

students and for members of the advisory committees 

and members of the community to work together to 

achieve the educational outcomes that our region and 

nation need through the growth and development of our 

institution, Waiariki Institute of Technology – Te Whare 

Takiura. 

Deryck Shaw 

March 2007 

Council Chairperson: 1998 to 2006 

Member of Council: 1996 to 2006 



cHieF eXecutiVe’s rePort 

INTRODUCTION 

2006 was a particularly difficult year for Waiariki Institute 

of Technology. The decline in our core business through 

campus-based teaching (which was commented on by 

the previous Chief Executive, Dr Neville Withers, in last 

year’s Annual Report) accelerated significantly. It became 

apparent early in the academic year that Waiariki had 

suffered a large decline in new student numbers, 

estimated as up to 30% on average, resulting in an 

overall reforecast of 17% less EFTS and a reduction in 

total revenues of $5.3 million. 

My own estimation on the basis of this sizable reduction 

in core business suggested that if Waiariki was to downsize 

in proportion to the reduction in student numbers, 

that we would need to shed some 70 staff FTEs, half 

academic and half allied. To do this in one hit could have 

been catastrophic for the business as a whole and I was 

very pleased that the Waiariki Council 

agreed to protect our capability 

and capacity through agreeing to 

a reforecast deficit budget for the 

year of $2 million. This enabled 

management to have the breathing 

space to determine whether the 

decline was a one-off (recoverable in 

the future). 

There are, undoubtedly, many factors 

which may have contributed to the full decline in student 

numbers and Dr Withers commented on some of these 

in last year’s report e.g. full employment, increased 

e-learning options, competition from other providers 

etc. However, it remains my view that the overwhelming 

reason for this substantial decline in new students at 

Waiariki related to the poor image of the Institute within 

our own local community. The negative press in relation 

to the BASS qualification and ongoing challenges in 

achieving full quality assured status through ITPQ had 

created a very negative perception around the quality 

of all of Waiariki’s programmes. Mostly this market 

perception was both inaccurate and unfair, but clearly it 

was very damaging. 

While the Institute faced some significant financial and 

budgetary issues, the most critical focus for the 2006 

year was to rebuild Waiariki’s image and community 

perception of quality across our region (rohe). Major 

progress in rebuilding business confidence can be 

attributed to two critical outcomes. The first was the 

success of our ITPQ audit in achieving full four year 

quality assured status for the first time in Waiariki’s 

history. Christa George and John Snook deserve 

particular mention and praise in the achievement of 


this result. The second was the concentrated efforts in 

improving our media image and relationships with the 

Daily Post in particular. The quantity and quality of “good 

news” stories throughout 2006 have had a huge impact 

on the recovery of the Institute’s image and our ongoing 

projects under the “Waiariki means Quality” strategy 

are also contributing to improved confidence within our 

communities. Fortunately, these projects have been 

consistent with the Tertiary Education Commission’s (TEC) 

strategy and were supported through the Government’s 

Quality Reinvestment Programme (QRP). Waiariki’s 

success in winning significant TEC support at Stages 2 

and 3 of the QRP also reduced a great deal of financial 

pressure in 2006 and enabled a real focus on quality 

across all of our structures, processes, and academic 

qualifications. These projects are ongoing as the QRP 

fund flows into 2007 and 2008. 

STAFF 

The decline in core student 

numbers meant Waiariki had little 

choice but to reconfigure its cost 

and organisational structures. 

The Institute consolidated from 

eight schools to six. The Institute 

also removed one layer of 

management in disestablishing 

its Management Executive. There 

were significant personnel changes at Director level with 

a clear focus on capability. The Senior Management 

Team was reduced in size to fourteen with the removal of 

IT and Marketing Directors from SMT, as well as the two 

fewer Head of School positions. Of the fourteen senior 

management staff, eight new appointments were made 

in 2006 including the entirely new position of Deputy 

Chief Executive – Māori (a first for the ITP sector). The 

flow on and “shake down” impact of these structural and 

positional changes will continue into 2007, particularly at 

third tier level. 

THE qUANTITY AND 

qUALITY OF “GOOD 

NEWS” STORIES 

THROUGHOUT 2006 

HAVE HAD A HUGE 

IMPACT 

In terms of non-management staff, the Institute removed 

26 staff FTEs through redundancy and attrition. I would 

particularly like to thank our two union organisations ASTE 

and TIASA in their support in working positively with me 

in achieving these staff FTE reductions. I am very proud 

that all staff who went through forced redundancies 

were treated with dignity and respect and farewelled 

appropriately. 2007 will continue to be a difficult year 

from an HR and employment perspective as the 

business continues its recovery; however, I am confident 

that relationships with staff unions will continue to be 

constructive.

I WOULD LIKE TO HIGHLIGHT SOME 

ADDITIONAL SIGNIFICANT AND NOTABLE 

OCCURRENCES FOR WAIARIKI IN 2006: 

• The RADI Centre of Excellence in Wood 

Manufacturing funding agreement sign-off 

between TEC and Waiariki ($5 million over 

three years). 

• Significant ITP sector leadership roles 

achieved by Waiariki and WITSA staff. I 

would particularly like to congratulate Sharon 

Stevens in her appointment to ASTE National 

President and to Shelley Weir in her reappointment 

to TIASA National President. It 

is unusual that Waiariki staff now head both 

of the sector’s major union bodies. I would 

also like to congratulate our WITSA President 

Rae Wi in her appointment to the ITPQ Board 

as the sector’s only student representative 

on its national quality assurance body. It’s 

great that Waiariki is gaining a reputation for 

producing national leaders. 

• The retirement of our Council Chair, Deryck 

Shaw, after over ten years on the Waiariki 

Council and eight years as Chair. I would like 

to thank Deryck for his significant contribution 

to both Waiariki and the ITP sector as a 

whole and to thank him personally for his 

support of me in my Chief Executive role. 

• Significant staff culture change with respect 

to commercial and “business-like” activity in 

particular focusing on the part-time student, 

school leaver, and international market 

segments. Improved timetabling of courses 

and classes. Rationalisation of course 

offerings. Improved focus on team work. 

Decentralisation and reduced bureaucracy 

and “busy-ness”. 

• A range of new business projects aimed 

at operationalising the strategic direction 

of the Institute and allowing Schools and 

Directorates to be both self-sustainable 

and accountable for all aspects of their 

business through improved reporting and 

accountability. 

• Improved relationships and positive 

communications with various Government 

agencies, community and iwi groups, 

industry, other tertiary education providers. 

OPERATIONS 

In reviewing our financial results for 2006 I need to emphasise the 

impact of significant “one-off” revenue contributions such as the 

RADI fund and QRP. These funds will not be available after 2008. 

Notwithstanding this I am very pleased that the overall result for 2006 

was significantly better than the Council budget signed off earlier in the 

year. 

Total operating and non-operating revenues for 2006 was $27,020,814. 

All operating costs came within their Council-approved budget and this 

included one-off redundancy costs of $415,801. The surplus for 2006 

was $495,000 which includes non operating revenue. This compares 

to the budgeted deficit of $(2,014,000). This was a truly remarkable 

result requiring significant support from all budget managers across the 

Institute. I would particularly like to acknowledge our Finance Director 

Jared Dawson in his support in achieving this outcome. 

THE YEAR AHEAD 

While I am still expecting the 2007 year to be difficult financially for 

Waiariki, I am also hopeful that the new funding model which the 

Government is developing will give Waiariki more confidence and 

security into 2008. The Institute has a clear strategy of moving away 

from the public sector “spend it or lose it” budget mentality towards 

one of all budget managers “outperforming” projections. 

An ongoing review of our quality management system and 

performance of Academic Board is also critical to our continued 

development as a quality provider. This project is being led by our 

Deputy Chief Executive – Academic, John Snook. 

Commitment to biculturalism remains very strong. Important projects 

include the new signage around the campus (in dual languages) and 

the adoption of our eight bicultural values developed with our two 

governance bodies Council and Te Mana Mātauranga (TMM). 

I particularly wish to thank Council and TMM for their positive support of 

me as a new Chief Executive through this period of significant change 

and development for Waiariki. In 2007 I look forward to working closely 

with our new Chair of Council, Tupara Morrison, and our re-elected 

Chair of TMM, Monty Daniels. 

CONCLUSION 

I acknowledge the hard work of all staff during 2006, clearly another 

challenging year. Their dedication to the Institute is enormously 

appreciated. I thank the Senior Management Team for their ongoing 

support. The Institute lost the services of some key senior managers 

during the year – Ian Blackburn, Director of Information Services, 

Rachel Piggin, Director of Marketing, Ngahi Bidois Head of School, 

Elizabeth Pakai Head of School, Gary Dender Head of School, Christine 

Brasell, Academic Manager. We wish them well as they pursue new 

opportunities. 

Dr Pim Borren 

Chief Executive 


te Mana Mātauranga 

cHairPerson’s rePort 

He pō He pō, 

He Aō He Aō 

Takiri mai te ata, 

Kōrihi te manu 

Pō pō ka Ao te ra! 

Tihei mauri ora! 

E ngā mana, e ngā reo, e ngā kārangatanga maha o te 

takutai moana, o tuawhenua hoki. Tēnei ka mihi ake i 

runga i ngā āhuatanga a ō tātau aituā e hinga nei, e hinga 

na, e hinga atu rā, ngā mema o Te Mana Mātauranga, 

nā rātau i huri ai ō rātau kanohi ki tua o te arai, Rauhuia 

Green raua ko Te Amotawa Pirika. Nā reira rātou te 

hunga mate ki a rātau, tātau te hunga ora e pae nei. Tēnā 

koutou katoa. 

Firstly, I would like to take this opportunity to acknowledge 

the sterling work that Dr Pim Borren has made to Waiariki 

during the short period of time 

that he has been with us. Pim has 

demonstrated all of the necessary 

leadership attributes required to take 

Waiariki confidently into the future 

as the preferred tertiary educational 

provider across the Waiariki rohe. 

It is indeed heartening to know that 

the management of the organisation 

is based upon a clear and sound 

vision that Pim continues to provide 

our organisation. Nō reira kei te mihi 

atu ki a koe e Pim. 

I would also like to acknowledge the 

exceptional support Deryck Shaw 

has given to Waiariki not only during 

his time as a counsellor but more 

so in his capacity as chairperson of 

the Waiariki Institute of Technology 

Council. Deryck demonstrated 

unwavering loyalty, passion and 

commitment to the overall well 

being of the institution, our students 

and all of our stakeholders across 

the Waiariki rohe. Moreover, Deryck provided the 

necessary environment within council which has set 

the platform from where the dual governance bodies 

of Waiariki can engage in meaningful discussions 

which are of significant benefit to the institution and our 

stakeholders. 

Overall, 2006 has seen significant gains being made 

towards affirming Waiariki Institute of Technology – Te 


Whare Takiura to be at the leading edge of bicultural 

governance and operational practice within the tertiary 

and wider educational sector. Moreover, Waiariki Institute 

of Technology is demonstrating our commitment to 

the Treaty of Waitangi by consolidating our tangata 

whenua relationships and wider community stakeholder 

responsibilities as a legitimate bicultural practice. 

Central to this approach has been the strengthening 

of our applied dual model of governance between our 

central Council and Te Mana Mātauranga Māori as 

Waiariki’s acknowledged Iwi education authority and dual 

governance partners. 

The primary goal that Te Mana Mātauranga seeks to 

achieve in collaboration with Council continues to be “to 

increase Iwi/Māori access to, and success in, tertiary 

training and education through the provision of quality 

programmes and learning environments that are relevant 

to, and respectful of Iwi/Māori 

needs and aspirations”. As 

WE ARE 

UNAPOLOGETICALLY 

BICULTURAL IN OUR 

VISION AND PRACTICE 

WHICH IS ABOUT 

CREATING A LEARNING 

ENVIRONMENT WHICH 

WILL ENABLE ‘ALL’ OF 

OUR STUDENTS TO 

ENGAGE CONFIDENTLY 

IN DIVERSE CULTURAL 

CONTExTS WITHIN 

THE GLOBAL SETTING 

AS CITIZENS OF THE 

WORLD 

such, Te Mana Mātauranga 

has continued to consolidate 

and strengthen our own 

capacity in terms of ensuring 

that we have a well balanced 

representative body that 

incorporates a strong 

cultural knowledge base 

and a sound understanding 

of matters relating to 

economic development and 

vocational opportunities and 

requirements associated to 

Māori realities and vocational 

aspirations. 

The partnership of 

governance is most explicit 

in the Joint Committee; a 

common sub committee 

of Council and Te Mana 

Mātauranga. This year has 

seen a strengthening of that 

relationship which has seen an increase in collaborative 

activities which have in turn engaged the wider members 

of Council and Te Mana Mātauranga. Joint workshops 

have seen shared outcomes which have reinforced a 

common vision upon which this institution will embrace 

the future. 

An important milestone aligned to the collaborative 

engagement between Te Mana Mātauranga and Council 

has seen the development of the Waiariki bicultural

values poster which emerged from a joint workshop 

which focused on the institutions vision for the future. 

These values were collectively chosen from both Council 

and Te Mātauranga members. There are eight values 

that stand to measure and guide the daily practice of 

the institution at all levels of engagement. Four of these 

values are written in English and four are written in Māori. 

This not only reflects the bicultural nature of Waiariki 

Institute of Technology, but also represents the universal 

nature of strong values. 

The advisory function that Te Mana Mātauranga has 

fulfilled in terms of supporting the institutions curriculum 

development has not therefore been just about 

constitutional compliance to the institute’s fiduciary 

Treaty of Waitangi obligations. Moreover, in this instance, 

the contributions of Te Mana Mātauranga has been 

driven by the need for the institution to respond to 

the increasing demand for vocational skills that now 

require an understanding of Māori approaches and 

world views across a number of sectors in the labour 

market. Additionally, the growing Māori economy has 

influenced a change in the knowledge and skill base 

that Iwi/Māori organisations as employers and industry 

partners are now asking for in terms of what potential 

employees and stakeholders need to have if they 

wish to engage successfully within Māori contexts and 

bicultural vocational settings. Te Mana Mātauranga has 

been pleased to have been able to provide the advice 

and support necessary to enhance the curriculum and 

learning capacity of our institution. 

Whilst I am forever mindful that the main function of 

Te Mana Mātauranga is one of governance, I am also 

mindful of the responsibility that Te Mana Mātauranga 

has in serving as the ‘Whakaruruhau’ (guardian) 

of Waiariki’s marae, Tangatarua. Central to that 

responsibility is ensuring that the tikanga (customs) and 

kawa (practice) which also incorporates the Kaupapa 

(philosophical ideologies) of ‘tangata whenua’ are 

actively promoted and protected across the institution. 

Tangatarua stands as the focal point of reference to 

that responsibility and the commitment and contribution 

to Waiariki’s bicultural practice. As such, Te Mana 

Mātauranga has continued to play a significant role in 

any major event that occurs at the Marae. The essence 

in added value contributions that members of Te Mana 

Mātauranga have made to ensuring that the ‘mana’ 

of the marae and the institution are upheld are most 

evident in their application of ‘manaakitanga’ (caring) 

at the numerous ‘powhiri’ (welcoming ceremonies) that 

the members of this body attend as official speakers for 

the marae. These types of activities will continue to be a 

‘normal’ part of our institutional practice which provides a 

significant point of difference from other institutions. 

As a parting reflection I think we do have things to 

celebrate regarding our achievements for 2006 and the 

direction in which we are heading. We have embraced 

change as a process of positive evolution from which 

we can confidently face the future as a strong and 

vibrant tertiary institution. We are consolidating our 

dual governance partnerships and strengthening our 

relationships with our communities and stakeholders. We 

are unapologetically bicultural in our vision and practice 

which is about creating a learning environment which 

will enable ‘all’ of our students to engage confidently 

in diverse cultural contexts within the global setting as 

citizens of the world. 

Nā reira, 

Mā te Atua koutou e manaaki e tiaki i ngā wā katoa tēnā 

koutou, tēnā koutou, ā, tēnā tātou katoa. 

Montero Daniels 

Chairperson, Te Mana Mātauranga 

Chairperson, TMM 2005 to present 

Member of TMM 2003 to present 


ManageMent stateMent 



In terms of section 41 of the Public Finance Act 1989, we hereby certify that: 

• we have been responsible for the preparation of these financial statements and the judgements therein; 

and 

• we have been responsible for establishing and maintaining a system of internal control, designed to 

provide reasonable assurance as to the integrity and reliability of financial reporting; and 

• we are of the opinion that these financial statements fairly reflect the financial position and operations of 

this institution for the year ended 31 December 2006. 

D Shaw P Borren J Dawson 

Council Chairperson Chief Executive Director of Finance

oVerVieW oF Waiariki 

Waiariki Institute of Technology – Whare Takiura first 

opened in Rotorua as Waiariki Community College, back 

in February 1978. In its early years, the Mokoia campus 

provided secretarial and technical training. Courses were 

launched in the early 1980s in business management, 

tourism and hospitality, nursing and Māori studies. 

Forestry training and education were added to the range 

of courses in 1987. 

Regional campuses at Taupō, Tokoroa and Whakatāne 

were established during the 1980s. By the time the 

community college changed its name to Waiariki 

Polytechnic in 1987, it was the largest polytechnic outside 

of the main centres. 

Waiariki further changed its name to Waiariki Institute of 

Technology in mid-1998 to reflect its focus on the use 

of technology in all programmes at the institute, and the 

vital role technology plays in education and training, both 

nationally and globally. Later, the term Whare Takiura, 

meaning “house of skills,” was added to the Waiariki 

branding. 

Today, Waiariki remains New Zealand’s largest regional 

polytechnic, servicing a population of approximately 

175,000 

throughout 

the districts of 

Rotorua, Taupō, 

South Waikato, 

Kawerau, 

Whakatāne 

and Opotiki. In 

addition, the 

Tauranga and 

WAIARIKI REMAINS 

NEW ZEALAND’S 

LARGEST 

REGIONAL 

POLYTECHNIC 

Western Bay of Plenty districts fall on the fringe of the 

Waiariki region. 

On the southern outskirts of Rotorua, there is a smaller 

campus at the Waipa Sawmill which specifically delivers 

forestry and wood processing courses and a satellite 

facility for construction trades training. Waiariki also has 

a collaborative arrangement for delivery of its Bachelor 

of Nursing programme at the Bay of Plenty Polytechnic’s 

Windermere campus. A pilot ‘point of presence’ facility 

in the Rotorua CBD, called “Waiariki In Focus”, provides 

lower-level computing courses to the community. The 

Waiariki e-Campus caters to distance/flexible delivery 

demands in line with modern technology. A Business 

Development Unit and Tourism Incubator have also been 

established to encourage entrepreneurs and industryspecific 

niches. 

In 2000, the governing body for Waiariki signed a 

Tangata Whenua Deed of Agreement with the Te Arawa 

Steering Committee tertiary educational authority, Te 

Mana Mātauranga. This accord recognises the Treaty of 

Waitangi principles of partnership and good faith between 

the institution and the tangata whenua of the Waiariki 

region, as represented by Te Mana Mātauranga. 

THE INSTITUTE’S MISSION IS TO PROVIDE 

SKILLED AND EDUCATED PEOPLE, ACCESS 

TO EMPLOYMENT, AND CAPABILITY BUILDING. 

IT DELIVERS SKILL SETS AND INTELLECTUAL 

CAPITAL NEEDED IN OUR REGION THROUGH: 

• people and families – to transform their life 

chances, 

• Iwi and communities – to achieve their social, 

cultural and economic goals, and 

• businesses – to build capacity and create wealth. 

WAIARIKI’S VISION IS TO BE THE NEW 

ZEALAND BENCHMARK OF: 

• regional tertiary education, 

• partnership with tangata whenua in governance, 

and 

• vocational education and training developed in 

partnership with the community and provided 

within a bicultural framework. 




VALUES 

Unity 

Kotahitanga

stateMent oF 

corPorate 

PerForMance 


strategic objectiVes anD PerForMance inDicators 

strategic goal a : be stuDent-centreD anD ProViDe stuDents WitH suPPortiVe 

learning, cultural anD social eXPeriences. 

objective indicator(s) 1 2006 target outcome 

Strategy A1.1 – Provide teaching and support at times and in ways to suit students. 

a1.1.1: research research project completed Project Project completed and recommendations 

potential new learning and implemented. completed and confirmed and implemented into a number of 

environments and recommendations programme developments. 

implement suitable confirmed 

concepts. 

a1.1.2: implement a new courses with a flexible >40% 80% 

flexible learning delivery component or 

strategy. capability. 

Strategy A1.2 – quality learning, social and cultural experiences are provided. 

Strategy A3.1 – All programmes will be part of an internal or external pathway. 

Pathways information on all programmes 100% 

website, brochures etc for the 

student. 

with pathways 

Strategy A4.1 – Information provided to students will be clear, accurate and easily read by prospective 

students. 

a4.1.1 core central library data is available. library Facilities & services identified student satisfaction 

information will be established satisfaction levels at: 

available from a 

central library of 

information. 

88% library meets my needs. 

98.1% of the students surveyed agreed that the 

library staff are approachable and provide excellent 

service. 

84.7% of the students surveyed found the information 

literacy sessions helpful/useful. 

92.3% of the students surveyed agreed that the 

library provides a supportive learning environment. 

Strategy A4.2 – A phased plan is implemented to enhance facilities and resources. 

a4.2.1 a capital 

requirement analysis 

is undertaken. 

implementation Plan approved. Plan approved Plan not completed within timeframe 


existing courses with a flexible >20% 45% 

delivery component or 

capability 

a1.2.1 student student satisfaction relating to >70% satisfied Facilities & services evalutions identified student 

enrolment process is the enrolment experience. satisfaction levels at 94% enrolment system is fast 

integrated and and efficient, 93% explanations about course options 

student friendly. appropriate and timely, 98% registry staff friendly, 

efficient and helpful. 

a1.2.2 a closer Mou in place between implementation Mou in place within target timelines. 

relationship is Waiariki and Witsa. objectives implemented and achieved. 

developed with Witsa 

to develop the 

student experience. 

a3.1.1: Pathways will Programmes have identified >80% 100% 

be mapped and and agreed lead-in and 

information made flow-on programmes. 

available to students. 

a4.1.2: information satisfaction rating. >80% the annual library survey (2006 – 157 respondents) 

checked annually by indicated an average of 81.5% satisfaction across 

student reference the 17 service areas. 

group. 

1 Dependent upon funding and enrolment 

student satisfaction with >80% Facilities & services evaluations identified student 

facilities. satisfaction levels at: 

85% equipment and facilities up-to-date and 88% 

equipment and facilities available when needed.

strategic goal b : to be recogniseD as a ProViDer oF HigH Quality PrograMMes 

DeliVereD across tHe region in FleXible anD innoVatiVe Ways. 


Strategy B1.1 – Programmes are taught by staff with current subject knowledge, able to teach to a high 

standard using flexible delivery. 

b1.1.1: indentify competencies identifies in included in competencies are now included in the programme 

competency of staff new programme approval approval process approval process and annual Programme reviews. 

to meet programme process. 

requirements. 

all existing programmes review complete all existing programmes were reviewed in 2006, 

reviewed to identify identifying staff competencies. 

competencies. 

b1.1.2: all staff have identified competencies Performance Procedures reviewed to include competencies 

required linked to professional appraisals and e.g. t1-t2 progression. 

competencies development priorities. professional 

development 

policies reviewed 

staff have 100% of identified >60% 70% 

competencies 

Strategy B1.2 – Systems to monitor the quality of programmes and the learning experience will be 

implemented. 

b1.2.1: improve Mis system installed. system installed an improvement project was implemented in 2006 to 

system to provide enhance monthly reporting. this project is not yet 

regular reports on key complete. 

quality parameters to 

all managers. 

Programme outputs. baseline data as above. 

established 

Strategy B1.3 – Programmes will, as far as possible, be integrated across disciplines and have flexibility 

of course options. 

b1.3.1: Programme recommended changes to recommended Portfolio analysis project objectives agreed. 

structures will be programme structures are changes are business rules established to complete a full review 

reviewed. implemented. adopted. of programme structures in 2007. 

Strategy B2.1 – The programme profile aligns with national objectives for growth and innovation. 

b2.1.1: Programme % eFts in courses related to % improvement % improvement not available to date. national and 

development, 

approval and review 

processes will include 

strategy criteria. 

national and regional goals. over baseline regional goals included in development process. 

Strategy B3.1– Establish a network of alliances that enable a full provision of quality programmes and 

services. 

b3.1.1: enhance number of programmes being >2005 2005 = 10 

relationships with offered in association with 2006 = 13 

adjacent teos. other teos. 

Strategy B4.1 – Establish a management information capability that enables effective and efficient 

management of programmes and services 

b4.1.1: implement extent of integration. student investigations have continued regarding the 

systems that enable management integration of multiple databases. Full integration is 

better integration of system is used to not yet complete. 

databases. its full potential. 


strategic goal c : DeVeloP graDuates WHo are tecHnologically current, globally 

enableD anD Vocationally reaDy. 


Strategy C1.1 – Programme development and review will give higher priority to graduate profiles. 

c1.1.1: graduate graduate profile mapping revise approval approval process reviewed to include graduate 

profile requirements included into programme processes profile mapping. 

in programme development processes. 

approval and review 

procedure criteria will 

be reviewed. 

Strategy C4.1 – Graduate profiles will be available to prospective and current students. 

c4.1.1 Profiles student handbooks and Profile included in objective achieved. 

included in student website contains the graduate handbook and 

handbooks and profiles and continuing website where 

website. education possibilities. developed 

strategic goal D : Maintain eFFectiVe relationsHiPs WitH key stakeHolDers anD 

coMMunities. 


Strategy D1.1 – Relevant stakeholders and community representatives will have input into programme 

development and review. 

D1.1.1: an effective Policy included in PMF. new stakeholder achieved. stakeholder consultation also incorporated 

stakeholder policy on PMF into academic statute (section 12), including specific 

relationship policy will terms of reference for local and regional advisory 

be implemented. committees. consultation strategies outlined in 

charter and Profile 2008-2009 and QrP stage 3 

proposal. 

D1.1.2: Have effective Waiariki’s schools have compliance achieved. 

relationships with regular meetings with 

relevant itos, stakeholders that are effective 

regional and and are recorded. 

professional bodies. 

D1.1.3: effective internal quality audits. compliance achieved. 

input from 

stakeholders will be 

included in 

programme approval 

and audit procedures. 

1 Dependent upon funding and enrolment 

20 2006 ANNUAL REPORT

strategic goal e : be a Desirable Place to Work tHat Has an inclusiVe culture anD 

suPPorts ProFessional stanDarDs. 

objective indicator(s) 2006 target outcome 

Strategy E1.1 – Staff will be supported to undertake applied research and scholarship that have 

institutional and regional application but meet national quality standards. 

e1.1.1: research adopted recommendations review Waiariki research coordinator appointed May 2006. 

priorities and support are implemented. completed and research strategy was developed with support from 

processes will be policy adopted senior management and staff. research activities 

reviewed. included a research retreat held in july 2006; 

monthly research breakfast meetings held; monthly 

seminar series held; an excess of 90 outputs were 

identified and 4 nominations were received for the 

2006 Waiariki excellence in research award. 

Strategy E3.1 – Staff can better support students through having a wider knowledge base. 

e3.1.1: Protocols staff satisfaction with Measurable staff communication tools in place such as a 

relating to staff consultation, communication improvements fortnightly Quality Quips publication, acoustic 

consultation and input in staff surveys. publication and important date calendars. an 

communication and electronic staff survey was undertaken in 2006. ce 

input will be holds regular all staff meetings. 

established. 

Strategy E4.1 – Develop and implement clear professional standards and responsibilities relating to all 

positions. 

e4.1.1: review the skills and competencies >50% of staff 90% 

system of role profiles needed for role are clearly 

and job descriptions. defined. 

Professional development is >50% of staff 90% 

directly linked to role skills. 

strategic goal F : becoMe sustainable by HaVing a range oF Viable stuDent 

coMPonent anD selF-FunDeD eDucational serVices. 


Strategy F1.1 – Self funded educational activity will be increased. 

F1.1.1: a new increase in income from >20% over 5% over baseline change of strategy with new ce. 

business model will non-student component baseline 

be developed which funding. 

supports self-funded 

educational activity. 


strategic goal g : oPerate WitHin a bicultural FraMeWork tHat iMPleMents tHe treaty 

oF Waitangi 


Strategy G1.1 – A systematic approach to the “indigenisation” of the curriculum will be undertaken. 

g1.1.1: strategy and strategy and action plan strategy and approval process for new programmes and major 

action plan will be implemented. action plan modifications amended to allow indigenisation 

developed. adopted opportunities to occur at the concept approval stage. 

Strategy G.3.1 – New ways to increase Māori participation will be implemented. 

g3.1.1: Wiri projects number of students involved 30 changes to ace funding criteria and a strategic shift 

will be enhanced. in Wiri projects. to credit-bearing community programmes saw this 

programme return back to schools ace provision. 

g3.1.2: new projects number of new projects 2 1. Mou signed with te ope take Mātauranga o ngāti 

will be instigated with commenced annually. Manawa to address tertiary education and 

iwi and other vocational needs. community survey conducted. 

organisations. 2. commenced relationship-building initiatives with 

ngāti tūwharetoa at both governance and 

operational levels. 

Strategy G.3.1 – A bicultural framework is developed and implemented. 

g3.1.1: new bicultural implementation of investigation investigation identified the biculturalisation of the 

frameworks will be recommendations. complete and curriculum, PMF, staff professional development and 

investigated and recommendations kaupapa Māori research as an effective initial 

recommendations adopted bicultural framework. Major structural adjustments in 

adopted. later half of year have provided a strong foundation 

for operationalising these recommendations in 2007. 



VALUES 

Mana 

Honour 

Prestige 

Guiding values 



FELICITY KAIWAI 

Bachelor of Computing 

Systems 

“I was really glad I was able to 

stay in Rotorua, there was no 

need to leave and lose the good 

friends I had made. Waiariki has 

a really friendly atmosphere and 

there is a lot of support from the 

tutors”. 

Twenty-three year old Felicity Kaiwai is 

a great example of tertiary study paying 

off. 

In 2000 she was a student at Rotorua 

Girls’ High School, now she is a teacher 

there with three qualifications under her 

belt. 

When Felicity had completed her 

secondary education at girls’ high 

she took a Certificate in Business 

Computing course at Waiariki then 

completed the Bachelor in Computing 

Systems degree. 

Through 2006 Felicity went back to 

Rotorua Girls’ High as a part time 

teacher and completed her teaching 

qualification with the Christchurch 

College of Education at its Waiariki 

outpost. Now she teaches computing 

studies fulltime. 

Students like Felicity can specialise 

in subjects which particularly interest 

them as they progress through their 

computing degree. For Felicity it was 

multi media and web design, others 

could choose networks, programming, 

data base administration, design, 

systems analysis or web applications. 

The final assessment in the degree is 

a “capstone project” where students 

go out into the real world and put their 

learning to work. Felicity designed a 

web application for the gallery of well 

known Rotorua artist, June Grant. 

“What is so great about Waiariki 

is that you carry on getting 

mentoring from the tutors long 

after you have left the classroom. 

I still call my old tutors whenever 

I need some help”.

scHool PrograMMe anD PerForMance 

inDicators 

school of business and computing 

– te kura taki 

CURRENT PROGRAMME OFFERINGS 

Degrees 

• Bachelor of Computing Systems 

Diplomas 

• New Zealand Diploma in Business 

• Diploma in Information and Communications Technology (Level 5) 

Certificates 

• Certificate in Office Skills 

• Certificate in Computer Skills (Level 2) 

• Certificate in Computing (Level 3) 

• National Certificate in Computing (Level 3) 

• Certificate in Information and Communications Technology (Level 4) 

• National Certificate in Business Administration and Computing (Level 3) 

• National Certificate in Business Administration (Level 4) 

• New Zealand Institute of Management Certificate in Small Business Management 

• Certificate in Business 

• Computerwise 

• International Computing Drivers’ Licence (ICDL) 

Indicator(s) 2006 2006 

Quantity: eFts enrolments 

TARGET ACTUAL 

Government subsidised 444 430 

Non government subsidised 15 11 

equity: student enrolments (%) 

Māori 40 33 

Non-European 8 10 

Pacific Island 3 5 

Women 73 73 

People with disabilities 6 5 

Quality (%) 

Retention rate of students by programme 95 98 

Retention rate of students by course 90 94 

Successful programme completion 50 46 

Courses provided with formal academic approval 100 100 

Student satisfaction of programme 80 94 

cost: gross costs ($000) 

Per EFTS 9 

Total Cost 4,159 


school of engineering and rural studies 

– te kura tauhanga-taiwhenua 


Diplomas 

• National Diploma in Agribusiness Management (Level 5) 

Certificates 

• Certificate in Mechanical Engineering (Level 2) incorporating National Certificate in General 

Engineering (Level 2) 

• Certificate in Introduction to Welding and Fabrication (Level 2) 

• Certificate in Advanced Welding (M.I.G. and T.I.G) (Level 3) 

• National Certificate for Entry to Automotive Trades (Level 2) 

• Certificate in Automotive Engineering Transmission and Electrics (Level 3) 

• Certificate in Automotive Engineering Vehicle Repair and Electronics (Level 3) 

• Certificate in Automotive Engineering Fault Diagnosis, Repair and Administration (Level 4) 

• Certificate in Automotive Engineering Vehicle Service and Electronics Control (Level 4) 

• Certificate in Introduction to Trade Skills (Level 2) 

• National Certificate in Horticulture (Level 4) 

• National Certificate in Horticulture (Level 2) 

• Certificate in Horticulture (Level 3) incorporating National Certificate in Horticulture (General) 

(Level 3) 

• Certificate in Agriculture (Level 2) incorporating National Certificate in Agriculture (Level 2) 

ITO Programmes (block courses, day release courses, night classes) 

• Block courses for Competenz (engineering ITO): 

• Maintenance & Diagnostics year 1,2,3. 

– Fabrication year 1 

– Night class tutorials and day release classes and block courses for MITO 

• Day release classes for Agriculture ITO: 

– National Certificate in Agriculture (Level 2) Dairy and Sheep & Beef (units towards) 



– National Certificate in Production Management (Level 4) Dairy and Sheep & Beef (units 

towards) 

Short Courses 

• GROWSAFE Introductory Certificate 

• GROWSAFE Applied Certificate 

• Basic Gas and Arc Welding 

• Hobby Engineering 

• DIY Landscaping 

• Vegetable Gardening for Beginners 

• Floral Sculpture – Flower Arranging with a Difference 

• DIY Mountain Bike Maintenance 

• DIY Car Care and Maintenance 

STAR Funded Courses 

• Introduction to Computer Aided Drawing 

• Introduction to Horticulture 

• Introduction to Milking Cows 

• Introduction to Tractor Driving 

• Introduction to STV/ATV Bikes 

• Introduction to Automotive Gas Welding 

• Introduction to Automotive Engineering 

• Introduction to Gas Welding 

• Introduction to Automotive Engineering and Welding 

• Introduction to Metal Fabrication and Machining and Toolmaking 

• Introduction to Mechanical Engineering and Welding 

• Introduction to Engineering Drawing and Design 





TARGET ACTUAL 




ITO Off Job Training 40 37 


Māori 38 19 



Women 20 15 


Quality (%) 







Per EFTS 11 




LIZ RAMEKA 

National Certificate in 

Business Administration 

Level 3. 

“Why be satisfied with a little 

piece when you have so much… 

returning to study is one of the 

best decisions I have made in a 

long time”. 

A loss of career direction for a 

while and a realization that formal 

qualifications counted for a lot in the 

workplace encouraged Liz Rameka, 

Ngapuhi, to start on a journey of study 

at Waiariki Institute of Technology. It 

has opened up a whole new world for 

her. 

Liz had made her mark in the 

hospitality industry, working her 

way up from waitress to restaurant 

supervisor but she found when her 

career came to a halt that a lack of 

formal qualifications were holding her 

back. 

A chat with a staff member at 

Waiariki’s In Focus computing shop 

saw her enrol on a free computing 

course. That gave her the push she 

needed and there was no holding 

her. She moved onto the Certificate 

in Office Skills Level 2, then full time 

study on the National Certificate in 

Business Administration Level 3. 

Liz was on her way. She graduated 

with the annual Lakeland Credit Union 

Trophy for Effort and Application. 

It has not stopped there. Liz knows 

she can have much more and she 

has enrolled on a Level 4 NZ Diploma 

in Business paper. What is more 

she has a job at the Waiariki data 

management centre. 

Now she is hooked on study she is 

encouraging her friends to do the 

same. 

“It has been awesome, 

absolutely awesome, all the 

tutors are supportive they are 

brilliant….going back to study is 

one of the best decisions I have 

made in a long time”.


VALUES 

Spiritualism 

Wairuatanga 



TODD BRADY 

National Diploma in Forestry 

“I could not have come this far 

without completing the National 

Diploma in Forestry” 

A solid testimonial from Todd Brady 

who is currently working as a Forest 

Engineer with Pan Pac Forests, 

a company with extensive forest 

holdings and a large processing plant 

in the Napier area. 

Todd has always enjoyed the outdoors 

and worked on farms for 11 years 

after he finished school. He joined 

forest harvesting crews and quickly 

worked his way up to a foreman’s 

position. 

After 11 years in harvesting he 

needed a new challenge. He loved 

the forest industry and wanted to 

move into a managerial or planning 

role within it. 

Todd decided to ‘bite the bullet’ 

and commit to two-and-a-half 

years of study on the National 

Diploma in Forestry programme at 

Waiariki Institute of Technology. He 

specialised in forest management. 

“You have to have faith that you 

can upskill even at an older age 

and Waiariki provided an ideal 

learning environment for me”. 

He found he thrived on the learning 

experience and assignment workload 

and graduated the top student of his 

year with Distinction. 

Todd’s experience and qualifications 

enabled him to get his forestry 

position with Pan Pac. Now he is 

involved in planning harvesting, and 

liaising with harvesting and roading 

crews, plus regulatory bodies such 

as councils, The Historic Places Trust, 

Department of Conservation and 

Transit NZ.

school of Forestry and Wood Processing 

– te kura takawao 


Diplomas 

• National Diploma in Forestry (Forest Management) (Level 6) 

• National Diploma in Wood Manufacturing (Level 5) 

• National Diploma in Wood Manufacturing (Level 6) 

Certificates 

• National Certificate in Solid Wood Processing (Level 2) 

• Certificate in Wood Manufacturing (Level 3) 

• Certificate in Saw Doctoring 

• Certificate in Timber Machining 

• National Certificate in Elementary Construction Skills 

• National Certificate in First Line Management (Communications and Quality) (Level 3) 

• National Certificate in First Line Management (Level 4) 

• Certificate in Practical Logging (Level 3) 

• National Certificate in Health and Safety (Level 3) 

• National Certificate in Health and Safety (Level 4) 

• National Certificate in Occupational Health and Safety (Workplace Safety) (Level 3) 

• National Certificate in Occupational Health and Safety (Co-ordination ) (Level 4) 



TARGET ACTUAL 





Māori 57 55 



Women 12 11 


Quality (%) 







Per EFTS 9 




GEOFF HAWKINGS 

Bachelor of Nursing 

“I am not saying that doing the 

Bachelor of Nursing programme 

was easy – but it was one of 

my best – if not the best, life 

decisions I have made”. 

Geoff Hawkings moved from Opotiki in 

the Eastern Bay of Plenty to study on 

Waiariki’s nursing programme. He had 

been working in a rest home and left his 

home and his whānau to make the step 

up from carer to registered nurse. 

Now, with a Bachelor of Nursing degree 

he has begun work as a registered 

nurse in the orthopaedic unit at Rotorua 

Hospital. Geoff started working as a 

staff nurse at Lakes DHB in January this 

year and is currently enrolled in their 

12 month new-graduate programme, 

along with other Waiariki graduates 

from his intake year. 

Being “50 something” meant that 

although programme content and study 

were new to him, he had a number 

of life skills he could bring to class, 

and he was a popular choice for the 

BN’s ‘outstanding Mokoia all-round 

student‘ in 2006, Geoff’s support of 

colleagues, his quiet thoughtful curiosity 

and his thoughtful contributions to class 

discussions have been appreciated by 

staff and lecturers. 

Geoff is also grateful for the support 

and guidance he had from Waiariki 

staff. As a mentor, Alison Anderson, 

challenged him to think in new ways, 

and she is one of a number of lecturers 

he identifies as significant in his student 

journey. 

Although sensitive to others, new 

understanding of the history of 

New Zealand/Aotearoa through the 

Cultural Safety component of nursing 

brought a new dimension into Geoff’s 

understanding of potential health 

care needs for his own and other 

communities. 

He can identify a number of challenges 

during the BN programme, and he 

has a real sense of achievement from 

meeting and beating them all. 

“There were so many new things 

for me to learn, to become used 

to and to assimilate – not the 

least of them the cold Rotorua 

winters…but I overcame them all 

and am now building in a new 

career with the best possible 

training behind me”.

school of nursing and Health studies 

– te Puna Whai ora 


Degrees 

• Bachelor of Nursing (Level 7) 

• Bachelor of Nursing for Registered Nurses (Level 7) 

Certificates 

• Health Care Assistants Certificate (Level 3) 

• Certificate in Infection Control (Level 5) 

• Certificate in Cervical Smear Taking (Level 7) 

• Certificate in Kaupapa Ma¯ori Health (Level 3) 

• Certificate in Homeopathy (Level 5) 

Short Courses 

• First Aid (Unit standards 6400, 6401, 6402) (Level 1 and 2) 

• Unit Standard 4098 (Level 4) 

• Preceptor (Level 6) 

• Portfolio (Level 7) 

• Clinical Nurse Educator (Level 6) 

• Physical Assessment (Level 7) 

• Nursing in New Zealand (Level 7) 



TARGET ACTUAL 




Māori 30 24 



Women 90 83 


Quality (%) 







Per EFTS 11 




CAMPBELL SHAW 

Certificate in Elementary 

Construction Skills 

“I am happy I decided to 

start my building career off at 

Waiariki with the construction 

course. With the demand 

for qualified builders in New 

Zealand, I am confident that 

I made the right decision. 

Ultimately I would love to own 

my own construction business”. 

And there is no reason why 

Campbell Shaw cannot do this. He 

has completed his Certificate in 

Elementary Construction Skills and 

is still studying while gaining some 

practical work experience as well. 

Campbell left school in 2005 and 

worked full time at McDonalds for 

a while but he started thinking hard 

about a career and where he wanted 

to go in life. 

He had always been interested in 

construction so he enrolled on the 

Certificate in Elementary Construction 

Skills at Waiariki Institute of 

Technology. 

“I loved the course. The tutor 

was very supportive and always 

made sure we understood 

the work before moving on to 

the next area. I really enjoyed 

going out in the community and 

working on jobs like building 

fences and decks with our 

class”. 

“We also gained our first aid, 

Site Safe and Ramset tickets 

during the course which you 

need to work on construction 

sites”. 

Campbell now works part time in 

the Trade Yard at Bunnings while he 

continues studying towards his level 3 

and 4 construction qualifications.

school of social science and education 

– te kura Mātauranga tū tangata 


Degrees 

• Bachelor of Applied Social Science. (Teach out 2006/07) 

• Wintec Bachelor of Applied Social Science 

Diplomas 

• Diploma of Teaching (ECE) He Tohu Mātauranga Mō Te Whakaako Kōhungahunga (Level 7) 

Certificates 

• Certificate in Community Social Work (Level 4) 

• Certificate in Adult Teaching (Level 4) 

• Certificate in Adult Teaching and Learning (Level 4) 

• National Certificate in Human Services (Level 4) 



TARGET ACTUAL 




Māori 49 50 



Women 80 88 


Quality (%) 







Per EFTS 11 




SIONE NIUPALAU 

Bachelor of Māori Studies 

“I enjoyed learning in the 

whānau environment at Te 

Pākaro a Ihenga. I had good 

tutors … they were positive role 

models who encouraged and 

supported me.” 

Sione is of both Māori and Tongan 

descent. Raised and schooled in 

Rotorua, he completed the Waiariki 

Bachelor of Māori Studies in 2005 

and a teaching diploma through 

Christchurch College of Education at 

its Waiariki outpost in 2006. In 2007, 

he entered the teaching profession 

when he took up the position of te reo 

Māori teacher at Rotorua Girls High 

School. 

“I have maintained networks 

with my fellow graduates who 

have entered different areas of 

the workforce, but teaching was 

a natural choice for me because 

it runs in the family. Mum is a 

teacher, and she always wanted 

me to follow in her footsteps. I 

enjoy my job: it’s good, steady 

employment, and I can give 

back to the community in which 

I grew up.” 

The subjects Sione studied on the 

degree all have relevance in his work. 

He particularly enjoyed whaikōrero, 

arts, and weaving, and admits that 

the academic and research skills he 

learned have prepared him well for 

the masters degree he will undertake 

on becoming a fully registered 

teacher. 

“I am the male Māori presence 

at the school. My knowledge 

of things Māori—te reo, arts, 

whaikōrero, tikanga, traditions, 

Treaty, and waiata—all come 

into play in my role. I am also 

able to express my Tongan side 

by teaching the Polynesian 

performing group at the school.”

te Pā karo a ihenga 

(school of Mā ori studies, journalism, Fashion, arts and Design) 


Degrees 

• Bachelor of Māori Studies 

Diplomas 

• Diploma in Te Reo Māori (Level 5) 

• Diploma in Journalism – Print (Level 5) 

• Diploma in Interior Design (Level 5) 

• Diploma in Art and Design (Level 5) 



Certificates 

• Certificate in Creative Writing (Level 4 ) 

• Certificate in Art (Level 4) 

• Certificate in Interior Design (Level 4) 

• National Certificate in Journalism (Level 3) 

• Certificate in Fashion Technology (Level 3) 

• Certificate in Māori Studies (Level 3) 

• Certificate in Māori Studies (Level 4) 

Other 

• Various community courses including Te Reo Māori, Mau Taiaha, Raranga 



TARGET ACTUAL 




Māori 70 68 



Women 60 62 


Quality (%) 







Per EFTS 9 



school of tourism and Hospitality 

– te kura atawhai 


Degrees 

• Bachelor of Tourism Management (Level 7) 

Diplomas 

• Diploma in Tourism Management (Level 7) 

• Diploma in Sustainable Tourism Management (Level 7) 

• Diploma in Hospitality Management (Level 5) 

Certificates 

• Certificate in Adventure Tourism (Level 3) 

• Certificate in Tourism and Hospitality (Level 3) 

• Certificate in Tourist Attraction Guiding (Level 3) 

• National Certificate in Travel (Level 4) 

• Certificate in Tourism and Travel (Level 3) 

• Certificate in Professional Cookery and Patisserie (incorporates City & Guilds Certificate in Patisserie 

(Level 4) 

• Certificate in Café Operations (Level 3) 

• Certificate in Food and Beverage Service (Level 3) 

• Certificate in Professional Catering Craft (Level 3) 

• Certificate in Hairdressing (Level 4) 

• Certificate in Hairdressing (Level 2) 

Short Courses 

• Certificate of Proficiency - Food Safety 

• Certificate of Proficiency - Food Safety Development 

• Food Safety - STAR 

• Food Safety Facilitator Training 

• Hairdressing ITO - apprentices training and assessment 

• Hairdressing STAR 

• Hairdressing GATEWAY 

• Hospitality Short Courses 

• Hospitality ITO Apprenticeship training and assessment 

• Hospitality STAR Courses 

• Hospitality GATEWAY 

• National Licence Controller Qualification 

• New Zealand Wine Experience 

• Barista and Café Services 

• Tourism and Hospitality Short Courses 

• Tourism Guiding Short Courses 



– te kura atawhai 


TARGET ACTUAL 






Māori 24 31 



Women 72 77 


Quality (%) 







Per EFTS 10 



school of transition education 

– te aru Mātauranga tauwhiro 



• Study Skills Seminar (4 days) 

Certificates 

• Certificate – New Start (Level 4) 

• Certificate – English (Levels 1 – 6) 

• Certificate – Work and Life Skills (Level 1) 

• Certificate – Foundation Skills – Business & Tourism Management (Level 4) 



TARGET ACTUAL 




Māori 35 26 



Women 70 74 


Quality (%) 







Per EFTS 12 

Total Cost 1,252

Waiariki institute of technology 


TARGET ACTUAL 






Māori 48 38 



Women 60 57 


Quality (%) 




Successful course completion 68 68 




Per EFTS 12 

Proportion of students in institution from contributing schools divided by total school leavers 

from contributing schools 


FIrst year school leavers from contributing schools enrolled 

TARGET ACTUAL 

at Waiariki Institute of Tehnology as a % of all school 

leavers from contributing schools 

7.5% 8.9% 

First time enrolments unemployed in the previous year 


TARGET ACTUAL 

FIrst time formal enrolments unemployed in the previous year 200 845 




VALUES 

Aroha 

Unconditional giving

Financial 

stateMents 


waiariki_auditors_report.pdf 23/4/07 11:44:12 AM 

rePort oF tHe auDitors oFFice 


AUDIT REPORT 

TO THE READERS OF 

WAIARIKI INSTITUTE OF TECHNOLOGY’S 

FINANCIAL STATEMENTS AND PERFORMANCE INFORMATION 

FOR THE YEAR ENDED 31 DECEMBER 2006 

The Auditor-General is the auditor of Waiariki Institute of Technology (the Institute). The Auditor- 

General has appointed me, B H Halford, using the staff and resources of Audit New Zealand, to 

carry out the audit of the financial statements and statement of service performance of the 

Institute, on his behalf, for the year ended 31 December 2006. 

Unqualified Opinion 

In our opinion: 

? � the financial statements of the Institute on pages 17 to 69: 

⎯ comply with generally accepted accounting practice in New Zealand; and 

⎯ fairly reflect: 

• the Institute’s financial position as at 31 December 2006; and 

• the results of its operations and cash flows for the year ended on that 

date. 

? � the performance information of the Institute on pages 17 to 41 fairly reflects its service 

performance achievements measured against the performance targets adopted for the 

year ended on that date. 

The audit was completed on 23 April 2007, and is the date at which our opinion is expressed. 

The basis of our opinion is explained below. In addition, we outline the responsibilities of the 

Council and the Auditor, and explain our independence. 

Basis of Opinion 

We carried out the audit in accordance with the Auditor-General’s Auditing Standards, which 

incorporate the New Zealand Auditing Standards. 

We planned and performed the audit to obtain all the information and explanations we considered 

necessary in order to obtain reasonable assurance that the financial statements and statement of 

service performance did not have material misstatements whether caused by fraud or error. 

Material misstatements are differences or omissions of amounts and disclosures that would affect 

a reader’s overall understanding of the financial statements and statement of service performance. 

If we had found material misstatements that were not corrected, we would have referred to them 

in our opinion.



The audit involved performing procedures to test the information presented in the financial 

statements and statement of service performance. We assessed the results of those procedures in 

forming our opinion. 

Audit procedures generally include: 

? � determining whether significant financial and management controls are working and can 

be relied on to produce complete and accurate data; 

? � verifying samples of transactions and account balances; 

? � performing analyses to identify anomalies in the reported data; 

? � reviewing significant estimates and judgements made by the Council; 

? � confirming year-end balances; 

? � determining whether accounting policies are appropriate and consistently applied; and 

? � determining whether all financial statement disclosures are adequate. 

We did not examine every transaction, nor do we guarantee complete accuracy of the financial 

statements and statement of service performance. 

We evaluated the overall adequacy of the presentation of information in the financial statements 

and statement of service performance. We obtained all the information and explanations we 

required to support our opinion above. 

Responsibilities of the Council and the Auditor 

The Council is responsible for preparing financial statements in accordance with generally accepted 

accounting practice in New Zealand. Those financial statements must fairly reflect the financial 

position of the Institute as at 31 December 2006. They must also fairly reflect the results of its 

operations and cash flows for the year ended on that date. The Council is also responsible for 

preparing performance information that fairly reflects the service performance achievements for 

the year ended 31 December 2006. The Council’s responsibilities arise from the Education Act 

1989 and the Crown Entities Act 2004. 

We are responsible for expressing an independent opinion on the financial statements and 

reporting that opinion to you. This responsibility arises from section 15 of the Public Audit Act 2001 

and the Crown Entities Act 2004. 

Independence 

When carrying out the audit we followed the independence requirements of the Auditor-General, 

which incorporate the independence requirements of the Institute of Chartered Accountants of 

New Zealand. 




In addition to the annual audit of the Institute, we have performed an audit of the Institute’s 

preliminary opening balance sheet under New Zealand International Financial Reporting Standards. 

This assignment is compatible with those independence requirements. Other than the annual audit 

and this assignment, we have no relationship with or interests in the Institute. 

B H Halford 

Audit New Zealand 

On behalf of the Auditor-General 

Tauranga, New Zealand 

Matters relating to the electronic presentation of the audited financial statements, 

performance information and the other requirements 

This audit report relates to the financial statements, performance information and the other 

requirements of Waiariki Institute of Technology for the year ended 31 December 2006 included 

on the Waiariki Institute of Technology’s web-site. Waiariki Institute of Technology’s Council is 

responsible for the maintenance and integrity of Waiariki Institute of Technology’s web-site. We 

have not been engaged to report on the integrity of Waiariki Institute of Technology’s web-site. 

We accept no responsibility for any changes that may have occurred to the financial statements, 

performance information and the other requirements since they were initially presented on the 

web site. 

The audit report refers only to the financial statements, performance information and the other 

requirements named above. It does not provide an opinion on any other information which may 

have been hyperlinked to or from the financial statements, performance information and the other 

requirements. If readers of this report are concerned with the inherent risks arising from electronic 

data communication they should refer to the published hard copy of the audited financial 

statements, performance information and the other requirements as well as the related audit 

report dated 23 April 2007 to confirm the information included in the audited financial statements, 

performance information and the other requirements presented on this web site. 

Legislation in New Zealand governing the preparation and dissemination of financial information 

may differ from legislation in other jurisdictions. 


Five Year Financial Performance Summary 

Proportion of government grants to: 

2006 2005 2004 2003 2002 

Total Income (%) 58.38% 60.36% 56.03% 55.68% 52.65% 

Total Cost of Operations per EFTS $10,838 $8,942 $9,347 $8,630 $9,375 

Average Government Grant per EFTS $6,761 $5,834 $5,680 $5,199 $4,847 

Debt (as a percentage of net assets) 0.34% 0.90% 3.04% 2.99% 6.19% 

Debt per EFTS $55.88 $92.59 $324.29 $288.12 $512.75 

Government Grants ($000) 15,970 16,696 15,292 15,104 13,111 

Net Surplus/(Deficit) ($000) 495 646 769 807 (761) 

Working Capital Surplus/(Deficit) ($000) 1,428 (462) (1,166) (1,690) (2,801) 

Net Assets ($000) 39,060 29,334 28,688 27,938 22,402 

EFTS 2,362 2,862 2,692 2,905 2,705 


stateMent oF accounting Policies 

reporting entity 

Waiariki Institute of Technology was established as a Polytechnic under Section 162 of the Education Act 1989. The 

Institute changed its name during 1998 - previously it was known and traded as Waiariki Polytechnic. This annual 

report has been produced pursuant to Section 203 of the Education Act 1989, Section 41 of the Public Finance Act 

1989 and generally accepted accounting practice. 

Measurement base 

The financial statements have been prepared on an historical cost basis, modified by the revaluation of certain fixed 

assets. 

accounting Policies 

The following accounting policies, which materially affect the measurement of results and financial position, have been 

applied: 

budget Figures 

The budget figures are those approved by Council on 19 April 2006. 

The budget figures have been prepared in accordance with generally accepted accounting practice and are 

consistent with the accounting policies adopted by the Council for the preparation of the financial statements. 

goods and services tax (gst) 

All items in the financial statements are exclusive of GST, with the exception of receivables and payables, which are 

stated GST inclusive. Where GST is not recoverable as an input tax then it is recognised as part of the related asset or 

expense. 

taxation 

Tertiary institutions are exempt from the payment of income tax as they are treated by IRD as charitable organisations. 

Accordingly, no provision for income tax has been made. 

revenue recognition 

Government Grants and Student Tuition Fees 

Government Grants are recognised as revenue when entitlement to the grants is established. Student tuition fees are 

recognised as revenue on a course percentage of completion basis. 

equity 

Equity is the community’s interest in Waiariki Institute of Technology and is measured as the difference between total 

assets and total liabilities. Public equity is disaggregated and classified into Accumulated Funds and Capital reserve 

which was a creation of the Council. It enables a clearer identification of the specified uses that the Council makes of 

its accumulated surpluses. 

capital reserve 

This is a component of equity. It was established by Council decision. Transfers to and from these reserves are at the 

discretion of the Council. 

accounts receivable 

Account receivables are stated at expected realisable value after providing for doubtful and uncollectable debts. 


investments 

All investments are stated at the lower of cost and net realisable value. Any write-downs are recognised in the 

Statement of Financial Performance. 

inventories and Work in Progress 

Inventories are valued at the lower of cost (determined on a first-in, first-out basis) and net realisable value. This 

valuation includes allowances for slow moving and obsolete inventories. Work in progress is valued at cost price. 

employee entitlements 

Provision is made in respect of Waiariki Institute of Technology ‘s liability for annual leave. 

Fixed assets 

VALUATION 

a. All Fixed Assets 

The majority of our land and buildings were owned by the Ministry of Education. In accordance with generally 

accepted accounting practice, they have been included in our financial statements. All fixed assets excluding 

periodicals, library cassettes and text books and motor vehicles were valued by the firm of Rolle Limited MREINZ as 

at 31 December 2003. The basis of valuation was the fair value as per FRS-3. 

In 2006, only the land and buildings were revalued by Reid and Reynolds as at 30 October 2006. 

b. Depreciation 

Fixed Assets are depreciated at rates that will write off the cost or value of the assets over their estimated useful life. 

The depreciation rates used in the preparation of these statements are as follows: 

Equipment 2% - 100% straight line 

Furniture and Fittings 5% - 100% straight line 

Periodicals, Library Cassettes and Text Books 25% straight line 

Motor Vehicles 20% straight line 

Plant and Machinery 4% - 100% straight line 

Computers 20% - 100% straight line 

Buildings 2% - 33% straight line 

Work in Progress Not depreciated 

Course and Degree Development Cost 33% straight line 

Assets are depreciated from the date of purchase. 

assets under construction 

Capital Work in Progress is valued on the basis of expenditure incurred and Certified Gross Progress Claim 

Certificates up to balance date. Work in Progress is not depreciated. The total cost of a project is transferred to the 

relevant asset class on its completion and then depreciated. 

course and Degree Development costs 

Costs incurred on development of new courses are capitalised to the extent that such costs are expected to be 

recovered. Capitalised costs are amortised from the commencement of a particular course on a straight line basis 

over the period of their expected benefit, which is three years. 


leases 

FINANCE LEASES 

Leases which effectively transfer to Waiariki Institute of Technology substantially all the risks and benefits of ownership 

of the leased item are classified as finance leases. These are capitalised at the lower of the fair value of the asset 

or the present value of the minimum lease payments. The leased assets and corresponding lease liabilities are 

recognised in the Statement of Financial Position. The leased assets are depreciated over the period Waiariki Institute 

of Technology is expected to benefit from their use on a straight line basis. 

statement of cash Flows 

Cash means cash balances on hand, held in bank accounts, demand deposits and other highly liquid investments in 

which Waiariki Institute of Technology invests as part of its day to day cash management. 

Operating activities include cash received from all income sources of the Institute and record the cash payments 

made for the supply of goods and services. 

Investing activities are those activities relating to the acquisition and disposal of non current assets. 

Financing Activities comprise activities that change the equity and debt capital structure of Waiariki Institute of 

Technology. 

Financial instruments 

Waiariki Institute of Technology is party to financial instruments as part of their normal operations. These financial 

instruments include bank accounts, investments, debtors, creditors and loans. All financial instruments are recognised 

in the statement of financial position and all revenues and expenses in relation to financial instruments are recognised 

in the statement of financial performance. 

Except for loans, which are recorded at cost, and those items covered by a separate accounting policy, all financial 

instruments are shown at their estimated fair value. 

cost of service statements 

The Cost of Service Statements, as provided in the Statements of Objectives and Service Performance, report the 

net cost of services for significant activities of Waiariki Institute of Technology and are represented by the costs of 

providing the service less all revenue that can be allocated to these activities. 

cost allocation 

Waiariki Institute of Technology has derived the net cost of service for each significant activity to Waiariki Institute of 

Technology using the cost allocation system outlined below. 

COST ALLOCATION POLICY 

Direct costs are charged directly to significant activities. Indirect costs are charged to significant activities based on 

cost drivers and related activity/usage information. 

CRITERIA FOR DIRECT AND INDIRECT COSTS 

“Direct Costs” are those costs directly attributable to a significant activity. 

“Indirect Costs” are those costs which cannot be identified in an economically feasible manner with a specific 

significant activity. 

COST DRIVERS FOR ALLOCATION OF INDIRECT COSTS 

The costs of internal services not directly charged to activities are allocated as overheads using appropriate cost 

drivers such as actual usage, Equivalent Full Time Students (EFTS), staff numbers and floor area. 

Direct costs assigned to significant activities 

Indirect costs accounted for 35.06% of Waiariki Institute of Technology ’s total costs in 2006 (35.44% in 2005, 35.36% 

in 2004 and 36.86% in 2003). 

changes in accounting Policies 

There have been no change in accounting policies since the date of last audited financial statements. The policies 

have been applied on basis consistent with prior years. 


Statement of Financial Performance 

For the year ended 31 December 2006 

revenue 

Actual Budget Actual 

Note 2006 2006 2005 

$000s $000s $000s 

Income from bulk and other grants 1 15,970 15,863 16,696 

Student tuition fees 2 5,958 6,551 7,211 

Other Revenue 3 1,029 713 1,297 

Access/Link Grants 995 1,135 984 

Interest Income 261 90 195 

Sawmill Trading Revenue 1,071 1,100 1,008 

Income – Special Funds 293 269 

Operating Revenue 25,577 25,452 27,660 

Other Government Funding 1 1,778 

Total Revenue 27,355 

expenditure 

Cost of Services Expenditure 5 25,601 26,390 25,592 

Sawmill Trading Expenditure 966 1,076 1,153 

Expenditure from Special Funds 293 269 

Total Cost of Operation 26,860 27,466 27,014 

NET SURPLUS/(DEFICIT) FOR THE PERIOD 4 495 (2,014) 646 

Statement of Movements in Equity 



Note 2006 2006 2005 

$000s $000s $000s 

Opening Public Equity 29,334 29,334 28,688 

Revaluation Reserve 9,231 - - 

Net Surplus/(Deficit) for the period 495 (2,014) 646 

TOTAL PUBLIC EqUITY CARRIED FORWARD 39,060 27,320 29,334 

The accompanying accounting policies and notes from pages 47 to 62 form an integral part of these financial statements. 


Statement of Financial Position 


equity 



Note 2006 2006 2005 

$000s $000s $000s 

Accumulated Funds 6 23,809 21,300 23,314 

Capital Reserve 7 1,000 1,000 1,000 

Revaluation Reserve 21 14,251 5,020 5,020 

TOTAL PUBLIC EqUITY 39,060 27,320 29,334 

current assets 

Cash at Hand and at Bank 1,617 1,534 

Accounts Receivable 8 & 15 853 255 311 

Pre-payments 43 236 18 

Investment in Bank Deposits 9 & 17 2,847 954 864 

Inventories 10 36 89 89 

Total Current Assets 5,396 1,534 2,816 

less current liabilities 

Bank Overdrawn 1,072 

Fees in Advance 293 211 211 

Account Payable 13 3,603 2,471 2,783 

Current Portion of Lease and Term Liabilities 14 57 265 

Special Funds 16 179 19 

Total Current Liabilities 3,969 3,933 3,278 

WORKING CAPITAL 1,427 (2,399) (462) 

non current assets 

Investments in Shares 20 20 20 

Fixed Assets 11 37,658 29,694 29,771 

Course and Degree Development Costs 12 44 19 19 

Total Non Current Assets 37,722 29,733 29,810 

non current liabilities 

Trust Funds 14 14 14 

Finance Leases 14 75 

Total Non Current Liabilities 89 14 14 

NET ASSETS 39,060 27,320 29,334 

The accompanying accounting policies and notes from pages 47 to 62 form an integral part of these financial statements.

Statement of Cash Flows 


operating activities 


Note 2006 2006 2005 

$000s $000s $000s 

Bulk Grant – Operating Portion 14,556 17,064 16,446 

Student Fees 5,927 6,442 6,961 

Trust and Special Funds 160 (17) 

Other Inflows 6,657 1,804 3,787 

Net GST Inflow 116 (73) 94 

Interest Earned 261 90 195 

Less 

27,517 25,487 27,466 

Payments to Employees and Suppliers 23,936 24,585 24,255 

Interest Paid 20 100 30 

Trust and Special Funds 4 

Net GST Outflow 

23,960 24,685 24,285 

NET CASH FLOWS FROM OPERATING ACTIVITIES 16 3,557 802 3,181 

investing activities 

Net Decrease/(Increase) in Term Investments (1,982) (90) 9 

Gain(loss) on Sale of Assets 13 4 

Less 

(1,969) (90) 13 

Degree Development Expenditure 40 26 

Fixed Asset Expenditure 1,332 3,053 2,214 

Financing activities 

Lease Finance Raised 189 

(3,341) (3,143) (2,227) 

Lease Finance Payments (322) (265) (608) 

(133) (265) (608) 

total cash Flows 83 (2,606) 346 

Plus Opening Cash and Bank Balance 1,534 1,534 1,188 

CLOSING CASH AND BANK BALANCE 1,617 (1,072) 1,534 

Represented by: 

Cash at Hand and at Bank 1,617 1,399 

Bank Balance/(Overdraft) (1,072) 135 

CLOSING CASH AND BANK BALANCE 1,617 (1,072) 1,534 

The accompanying accounting policies and notes from pages 47 to 62 form an integral part of these financial statements. 


Statement of Commitments 


Details of the commitments under these contracts are as follows: 

contracts 

50 54 2006 ANNUAL REPORT 

2006 2005 

$000s $000s 

Not later than one year 260 472 

Later than one year and not later than two years 138 220 

Later than two years and not later than five years 195 157 

TOTAL COMMITMENTS 593 849 

Statement of Contingent Liabilities 


The Institute is defending one personal grievance claim brought by a former employee. The 

proceedings are covered by litigation insurance and the only cost that could be incurred by Waiariki 

Institute of Technology is a maximum of $10,000 per proceeding, representing the excess under this 

policy. 

Statement of Contingent Liabilities 


The Institute is defending one personal grievance claim brought by a former employee. The 

proceedings are covered by litigation insurance and the only cost that could be incurred by Waiariki 

Institute of Technology is a maximum of $10,000 per proceeding, representing the excess under this 

policy. 

The accompanying accounting policies and notes from pages 47 to 62 form an integral part of these financial statements.

Notes to and Forming Part of the Financial Statements 


note 1: government grants 

These include monies received from Government by way of an Operational Bulk Grant, which is 

based on equivalent full time student (EFTS) levels and the funding category levels of these EFTS, 

and specific purpose-related grants. An analysis of Government grant funding is as follows: 

2006 2005 

$000s $000s 

Operational Bulk Grant 13,954 16,542 

Non-EFTS Funding 2,016 154 

TOTAL GOVERNMENT GRANTS 15,970 16,696 

other government Funding 

Funding for National Centre of Excellence in Wood Manufacturing 1,778 

note 2: student tuition Fees 

2006 2005 

$000s $000s 

Domestic 4,789 5,408 

International 1,169 1,803 

TOTAL STUDENT FEES 5,958 7,211 

note 3: other revenue 

2006 2005 

$000s $000s 

Trading Income 116 155 

Other Income 913 1,142 

TOTAL OTHER REVENUE 1,029 1,297 

note 4: net surplus 

The net surplus is after charging: 

2006 2005 

$000s $000s 

Audit Fees 45 44 

Audit Fees – Other Services 9 - 

Councillors Fees 74 87 

Depreciation: 

Computer Assets 567 579 

Building Assets 805 793 

Motor Vehicles 129 80 

Equipment 467 405 

Furniture & Fittings 209 207 

Library 258 251 

Plant 241 260 

Course and Degree Development Cost 15 24 

Interest Expense 6 9 

Finance Charges on Finance Leases 14 21 

Bad Debts Written Off 41 40 


note 5: cost of services 

Cost of services, by School, is broken down as follows: 


Total Related Net Net 

Cost Revenue Cost Cost 

2006 2006 2006 2005 

$000s $000s $000s $000s 

Tourism & Hospitality 3,448 3,644 196 482 

Te Pākaro a Ihenga 2,840 2,793 (47) (362) 

Social Science and Education 2,150 2,450 300 (37) 

Forestry and Wood Processing 3,758 4,125 367 454 

Business and Computing 4,159 4,070 (89) (296) 

Nursing & Health Studies 3,611 4,644 1,033 914 

Engineering and Rural Studies 2,807 3,123 316 (23) 

Transition Education 1,252 1,059 (193) (36) 

Academic Directorate 1,576 83 (1,493) (306) 

NET COSTS OF SERVICE 25,601 25,991 390 790 

Represented by: 

costs 


2006 2006 2005 

$000s $000s $000s 

Salaries and Wages (direct) 12,278 12,199 12,185 

Consumables 1,615 1,457 1,867 

Occupancy Costs 374 403 304 

General Expenses 867 1,109 878 

Depreciation (direct) 1,051 1,179 783 

Overhead Allocation 9,416 10,043 9,575 

TOTAL COSTS 25,601 26,390 25,592 

revenue 

Government Funding 13,825 13,872 16,319 

Student Fees 5,712 6,114 6,800 

Access/Link 995 1,135 985 

Trading Revenue 109 239 144 

Other Revenue 446 348 535 


Total Revenue 25,991 24,352 26,382 

NET COSTS 390 (2,038) 790 

Further details for the cost of services figures are given in the individual school statements.

note 6: accumulated Funds 

2006 2005 

$000s $000s 

Opening Balance of Accumulated Funds 23,314 22,668 

Net Surplus/(Deficit) 495 646 

Decline in value of Institute-owned Land and Land Improvements - 

CLOSING BALANCE 23,809 23,314 

note 7: council created reserves 

These are reserves established by Waiariki Institute of Technology for a 

specific purpose and for which conditions have been imposed by Council. 

capital reserve 2006 2005 

$000s $000s 

Opening Balance 1,000 1,000 

CLOSING BALANCE 1,000 1,000 

note 8: accounts receivable 

2006 2005 

$000s $000s 

Sundry Debtors including Trade Debtors 722 327 

Enrolment Debtors 184 116 

Accrued Interest 6 1 

912 444 

Less: Provision for Doubtful Debts (59) (133) 

note 9: investments 

853 311 

2006 2005 

$000s $000s 

Bank of New Zealand 2,847 53 

ASB Bank 546 

ANZ Bank 265 

TOTAL CURRENT INVESTMENTS 2,847 864 

note 10: inventories 

Inventories were held in the following areas: 

2006 2005 

$000s $000s 

Sawmill 9 44 

Printery 20 35 

Tourism and Hospitality 7 10 

TOTAL 36 89 


note 11: Property, Plant and equipment 


Cost or Accumulated Net Book 

Cost Valuation Valuation Depreciation Value 

2006 $000s $000s $000s $000s $000s 

Equipment and Computers 1,964 3,591 5,555 3,027 2,528 

Plant and Machinery 116 2,789 2,905 787 2,118 

Furniture and Fittings 234 1,875 2,109 653 1,456 

Motor Vehicles 299 394 693 285 408 

Library 3,206 3,206 2,618 588 

Institute Owned Buildings 6 16,505 16,511 74 16,437 

Crown Owned Buildings 10,306 10,306 46 10,260 

Crown Owned Land and Land Improvements 3,528 3,528 3,528 

Institute Owned Land and Land Improvements 121 121 121 

Work in Progress 214 214 214 

TOTAL 6,039 39,109 45,148 7,490 37,658 

Cost or Accumulated Net Book 

Cost Valuation Valuation Depreciation Value 

2005 $000s $000s $000s $000s $000s 

Equipment and Computers 1,468 3,591 5,059 2,083 2,976 

Plant and Machinery 105 2,789 2,894 547 2,347 

Furniture and Fittings 184 1,875 2,059 445 1,614 

Motor Vehicles 96 394 490 157 333 

Library 2,902 2,902 2,359 543 

Institute Owned Buildings 2,409 10,300 12,709 889 11,820 

Crown Owned Buildings 7,774 7,774 701 7,073 

Crown Owned Land and Land Improvements 2,732 2,732 2,732 

Institute Owned Land and Land Improvements 19 100 119 119 

Work in Progress 214 214 214 

TOTAL 7,397 29,555 36,952 7,181 29,771 

note 12: course and Degree Development costs 

Development costs relate to costs of setting up a new course. Movements in the balance of unamortised 

development costs were as follows: 

2006 2005 

$000s $000s 

Opening Balance 19 17 

Plus: Costs Capitalised 40 26 

Less: Costs Expensed (15) (24) 

TOTAL 44 19

note 13: accounts Payable and accruals 

2006 2005 

$000s $000s 

Creditors 2,284 1,766 

Holiday Pay 686 539 

ACC Levy Accrual 79 80 

Payroll Suspense, Deductions and Accruals 256 216 

GST Payable 298 182 

TOTAL PAYABLES 3,603 2,783 

note 14: Finance leases and term loan 

2006 2005 

$000s $000s 


Repayments (322) (608) 

Finance Leases Raised 189 

CLOSING BALANCE 132 265 

current Portion 

Lease Liabilities 57 265 

Current Portion 31 December 57 265 

term Portion 

Lease Liabilities 75 

Term Portion 31 December 75 

CLOSING BALANCE 31 DECEMBER 132 265 

The effective interest rate on the finance leases is 6.22% (2005: 4.25%). 

The finance leases are secured over the assets to which they relate. 

note 15: Movement in Provisions for Doubtful Debts 

2006 2005 

$000s $000s 


Charged against provision for the year (74) (18) 

CLOSING BALANCE 59 133 


note 16: reconciliation of the net surplus from operations with the net cash Flows 

from operating activities 


2006 2005 

$000s $000s 

Net Surplus from Operations 495 646 

Add (Less) Non-cash Items: 

Depreciation 2,691 2,599 

Add (Less) Movements in Working Capital Items: 

(Increase)/Decrease in Accounts Receivable (542) (17) 

(Increase)/Decrease in Pre-payments (25) 285 

(Increase)/Decrease in Inventories 53 (16) 

(Decrease)/Increase in Fees in Advance 82 (409) 

(Decrease)/Increase in Accounts Payable 820 114 

Add (Less) Items Classified as Investing Activities: 

Net Loss/(Gain) on Sale of Assets (13) (4) 

Add: Net Cash Outflows from Trust/Special Funds (4) (17) 

NET CASH FLOW FROM OPERATING ACTIVITIES 3,557 3,181 

note 17: Financial instruments 

Cash and bank, accounts receivable (net), accounts payable, investments and non-current liabilities 

are financial instruments. The maximum credit risk is disclosed in the Statement of Financial Position. 

The only collateral or security in respect of financial instruments relate to non-current liabilities 

disclosed in Note 14. 

Cash, bank and accounts receivable are the main credit risks. The bank risk is reduced by spreading 

short term investments over high credit quality financial institutions. There is no major concentration of 

credit risk with respect to accounts receivable. 

Financial instruments in the current section of the Statement of Financial Position are shown at values 

equivalent to their fair values. The investments are shown at cost. 

The Institute anticipates that these liabilities will be held to maturity and, accordingly, settlement at the 

reported fair value of these financial instruments is unlikely. 

All the Institute’s financial instruments are in New Zealand dollars so there is no currency risk. 

Weighted average effective interest rates 

2006 2005 

Call Account 7.3% 6.8% 

note 18: Post balance Date events 

There has been no event or activity likely to significantly affect the financial position of the Institute as at 

31 December 2006.

note 19: segmental information 

Waiariki Institute of Technology operates predominantly in one industry (tertiary education) and in one 

geographical area within the central North Island, New Zealand. 

note 20: Major budget Variances 

*2006 *2006 

Actual Budget Variance 

school Variances to budget $000s $000s $000s 

Tourism and Hospitality 196 (77) 273 

Te Pākaro a Ihenga (47) (391) 344 

Social Science and Education 300 180 120 

Forestry and Wood Processing 367 282 85 

Business and Computing (89) (519) 430 

Nursing & Health Studies 1,033 350 683 

Engineering and Rural Studies 316 (172) 488 

Transition Education (193) (158) (35) 

Academic Directorate (1,493) (1,534) 41 

Sawmill 105 24 81 

SURPLUS/(DEFICIT) 495 (2,014) 2,509 

* After allocation of overheads 

Total operating income compared to budget resulted in a positive variance of $125,000 due to 

active management. 

Total expenses compared to budget resulted in a positive variance of $606,000 due to active 

management. 


note 21: asset revaluation reserve 

equipment and computers 

2006 2005 

$000s $000s 

Balance 1 January 1,404 1,404 

Revaluation 

Balance 31 December 1,404 1,404 

Plant and Machinery 

Balance 1 January 186 

Revaluation 186 

Balance 31 December 186 186 

Furniture and Fittings 

Balance 1 January 799 799 

Revaluation 


Motor Vehicles 


Revaluation 


buildings 

Balance 1 January 2,179 2,179 

Crown Owned Revaluation 3,646 

Institute Owned Revaluation 4,787 

Balance 31 December 10,612 2,179 

land and improvements 


Crown Owned Revaluation 798 

Balance 31 December 1,168 370 

TOTAL REVALUATION RESERVE 14,251 5,020 

note 22: related Party 

2006 

During the year, Waiariki Institute of Technology purchased $1,518.75 services from APR Consultants, 

a firm of which Mr Deryck Shaw, the Chairperson of Waiariki Institute of Technology, is a director. These 

services were supplied on normal commercial terms (2005: cost $21,674.25). 

There was $330.00 paid to Techlogic NZ for the services provided to the Institute in 2006. The councillor 

Ms Raukawa-Doughty’s interest in the company was by way of a 50% share (being a marital share of her 

husband’s company). 

There were no other related party transactions. 

2005 

During the year, Waiariki Institute of Technology purchased $21,674.25 services from APR Consultants, 

a firm of which Mr Deryck Shaw, the Chairperson of Waiariki Institute of Technology, is a director. These 

services were supplied on normal commercial terms (2004: cost $181,542.50). 

There was $540.00 paid to Techlogic NZ for the services provided to the Institute in 2005. The councillor 

Ms Raukawa-Doughty’s interest in the company was by way of a 50% share (being a marital share of her 

husband’s company). 

There were no other related party transactions. 


2006 Payments to Councillors 

Total Total 

Paid Paid 

2006 2005 

Chemis David 2,650 4,860 

Flavell-Brown Eileen 2,140 3,520 

Green Rauhuia 1,655 4,580 

Kingi Pihopa 4,995 3,100 

Mahoney Jennifer Gaye 6,833 9,690 

Maxwell Trevor H 2,295 2,810 

McManus Greg 2,820 5,070 

Morrison Tupara 7,498 9,250 

Opai Sharon 1,295 2,930 

Raukawa-Doughty Donnarae 2,860 4,470 

Robyns Gwendolen 2,855 2,840 

Shaw Deryck J 19,500 19,500 

Steven Sharon 2,310 3,710 

Upston Brian David 6,795 3,710 

Wilson Stuart 2,540 2,980 

Zinsli Fred - 3,760 

Easton Bruce 2,315 

Wi Rae 2,535 

TOTAL 73,891 86,780 

2006 Payments to Non Members of Council Te Mana 

Mātauranga Joint Executive 

Total Total 

Paid Paid 

2006 2005 

Daniels Montero 1,282 960 

Kohunui Aubrey 1,221 840 

Meroiti Barney 810 

Mortensen Josie 351 300 

Te Whare Rawiri 1,225 120 

Pirika Pinder 377 - 

Mcgough Ron 705 - 

Hale Vera 257 - 

Rickard Roberta 257 - 

Hahunga Sam 186 - 

TOTAL 5,861 3,030 


2006 Payments to Te Mana Mātauranga 

Total Total 

Paid Paid 

2006 2005 

Daniels Montero 6,860 5,392 

George Eru 900 1,020 

Green Rauhuia 600 1,890 

Hahunga Sam 750 600 

Kingi Pihopa 1,500 1,800 

Kohunui Aubrey 2,040 1,650 

Meroiti Barney - 2,645 

Mortensen Josie 1,590 1,170 

Te Whare Rawiri 1,440 1,320 

Hale Vera 1,770 1,740 

McKenzie Chris 300 450 

Pirika Pinda 1,050 600 

Rickard Roberta 900 300 

McGough Romald 840 - 

Merito Parehuia 900 - 

TOTAL 21,440 20,577 


Statement of Cost of Services 


– te kura taki Actual Budget Actual 

2006 2006 2005 

$000s $000s $000s 

Salaries and Wages 1,744 1,672 1,816 

Consumables 263 246 280 


General Expenses 68 70 114 

Depreciation 60 120 58 


TOTAL COSTS 3,448 3,420 3,800 


Student Fees 1,042 1,018 1,583 

TOPS/LINK/ITO/Skills Enhancement 114 209 160 



Overhead Allocation 693 345 265 

TOTAL REVENUE 3,644 3,343 4,282 

NET COST OF SERVICES 196 (77) 482 

Total Cost per EFTS 10 12 8 

te Pākaro a ihenga 

– school of Māori studies, journalism, Fashion, arts & Design 


2006 2006 2005 

$000s $000s $000s 







TOTAL COSTS 2,840 2,879 3,123 


Student Fees 378 504 466 

TOPS/LINK/ITO/Skills Enhancement 48 51 

Trading Revenue 



TOTAL REVENUE 2,793 2,488 2,761 

NET COST OF SERVICES (47) (391) (362) 



school of social science and education 

– te kura Mātauranga tū tangata 


2006 2006 2005 

$000s $000s $000s 


Consumables 

Occupancy Costs 

92 80 39 




TOTAL COSTS 2,150 2,281 1,956 


Student Fees 

TOPS/LINK/ITO/Skills Enhancement 


656 721 586 



TOTAL REVENUE 2,450 2,461 1,919 

NET COST OF SERVICES 300 180 (37) 


school of Forestry and Wood Processing 

– te kura takawao 


2006 2006 2005 

$000s $000s $000s 







TOTAL COSTS 3,758 3,720 3,889 




Trading Revenue 3 10 



TOTAL REVENUE 4,125 4,002 4,343 

NET COST OF SERVICES 367 282 454 



school of business and computing 

– te kura taki 


2006 2006 2005 

$000s $000s $000s 


Consumables 


309 232 763 




TOTAL COSTS 4,159 4,293 5,105 


Student Fees 



739 811 910 



TOTAL REVENUE 4,070 3,774 4,809 



school of nursing and Health studies 

– te Puna Whai ora 


2006 2006 2005 

$000s $000s $000s 







TOTAL COSTS 3,611 4,050 3,370 


Student Fees 



1,398 1,400 1,308 



TOTAL REVENUE 4,644 4,400 4,284 

NET COST OF SERVICES 1,033 350 914 






2006 2006 2005 

$000s $000s $000s 






Overhead Allocation 1,041 1,003 816 

TOTAL COSTS 2,807 2,727 2,389 







TOTAL REVENUE 3,123 2,555 2,366 

NET COST OF SERVICES 316 (172) (23) 


school of transition education 

– te aru Mātauranga tauwhiro 


2006 2006 2005 

$000s $000s $000s 

Salaries and Wages 769 768 856 

Consumables 


26 25 27 




TOTAL COSTS 1,252 1,335 1,432 

Government Funding 498 497 664 

Student Fees 


291 410 545 

Trading Revenue 115 



TOTAL REVENUE 1,059 1,177 1,396 




academic Directorate 

– te aro kura Actual Budget Actual 

2006 2006 2005 

$000s $000s $000s 

Salaries and Wages 1,073 1,140 450 

Consumables 15 (34) 

Occupancy Costs 4 




TOTAL COSTS 1,576 1,685 528 

Government Funding 73 135 

Student Fees 




Overhead Allocation 1 

TOTAL REVENUE 83 151 222 

NET COST OF SERVICES (1,493) (1,534) (306) 




VALUES 

Whanaungatanga 

Mohiotanga 

Whanaungatanga 

Inclusion 

Family 

Together

stateMent oF 

resources 


stateMent oF PHysical resources 

Waiariki Institute Of Technology occupies two campus in Rotorua. The main Mokoia Campus is situated on Crown 

Land within the City of Rotorua. The Forestry and Wood Processing campus is located on the Waipa Bypass Road off 

SH5. The other leased property is the City Focus and is located in the central square of the Rotorua Business District. 

Waiariki also occupies four other premises in the Bay Of Plenty region: one in Bridge Street and one in Rosebery 

Street, Tokoroa, one in Kaimanawa Street, Taupō, and one in Cutler Crescent, Whakatāne. 

Mokoia campus 

ADDRESS: Mokoia Drive, Rotorua 

LAND: 27 Acres 

BUILDINGS: 22948m 2 

SPECIALIST AREAS: • Kaiwhata Restaurant • Hairdressing Salon 

• 2 Hairdressing Labs • 20 Computer Labs 

• Automotive Workshop • 2 Welding Workshops 

• 2 Mechanical Engineering Workshops • 2 Commercial Teaching Kitchens 

• Library • Childcare Centre – 173m2 

• Greenhouse • 2 Videoconferencing Suite 

• Tangatarua Marae • Art Resources – Foundry, Kilns, Māori 

• Science Labratory Weaving Studio, Photography Studio 

• 2 Nursing Skills Labratories 

RESIDENCE: Caretakers Property – 153m 2 

Waipa campus 

ADDRESS: Waipa Bypass Road, Off State Highway 5 

LAND: 5.286 hectares 

BUILDINGS: 785 m 2 

SAWMILL: 2404m 2 

WORKSHOPS: 1003m 2 

SPECIALIST AREAS: • 1 Sawdoctoring Workshop • Training Sawmill 

• 2 Kiln • 2 Planer Rooms 

tokoroa campus 

The Waiariki Institute of Technology campus in Tokoroa is situated over three different locations in Tokoroa. 

The three properties are leased on a long term basis. 

ADDRESS: 27 – 31 Bridge Street 

BUILDINGS: 759m 2 

SPECIALIST AREAS: • 2 Computer Labs • Videoconferencing Suite 

ADDRESS: 226 Roseberry Street 

SPECIALIST AREAS: • Hairdressing Salon 

ADDRESS: Braeside Avenue 

Whakatāne campus 

The buildings are located in Cutler Crescent in Whakatāne. 

LAND: 1.1218hectares 

BUILDINGS: 1,569m2 SPECIALIST AREAS: 

taupō campus 

• 2 Computer Labs 

• Videoconferencing Suite 

• Hairdressing Salon 

The Taupō campus is located in Kaimanawa Street in Taupō. 

ADDRESS: Cnr Kaimanawa Street & Heu Heu Street 

LAND: 2024m2 BUILDINGS: 1408m2 SPECIALIST AREAS: • 2 Computer Labs 

• Videoconferencing Suite 

• Hairdressing Salon 

city Focus campus 

The City Focus Campus is located opposite the InFocus Square in the heart of the Rotorua CBD. 

SPECIALIST AREAS: • 1 Computer Lab containing 18 Computers 


stateMent oF HuMan resources 

Ka kii mai koe ki ahau he aha te mea nui i roto i tēnei ao, 

Māku e kii atu ki a koe, he tāngata he tāngata he tāngata. 

If you should say to me, what is the most important thing in this world, 

I would say to you, it is people, it is people, it is people. 

Programme Delivery 2005 2006 

SCHOOL OF BUSINESS & COMPUTING – TE KURA TAKI 

Mokoia, Taupō, Tokoroa, Whakatāne 34.70 30.50 

SCHOOL OF ENGINEERING & RURAL STUDIES – TE KURA TAUHANGA – TAIWHENUA 

Mokoia, Taupō, Whakatāne, Tokoroa 19.40 18.80 

SCHOOL OF FORESTRY & WOOD PROCESSING – TE KURA TAKAWAO 

Mokoia, Tokoroa, Whakatāne, Kawerau, Taupō, Turangi, Opotiki, Napier, Wellsford, 

Warkworth, Waipa 33.00 30.00 

SCHOOL OF MĀORI STUDIES, JOURNALISM, ART & DESIGN – TE PĀKARO A IHENGA 

Mokoia, Taupō, Whakatāne, Tokoroa 17.70 20.90 

SCHOOL OF NURSING & HEALTH STUDIES – TE PUNA WHAI ORA 

Mokoia, Tauranga – BN (Bay of Plenty Polytechnic) 26.00 25.20 

SCHOOL OF SOCIAL SCIENCES & EDUCATION – TE KURA TŪ TANGATA 

MĀTAURANGA 

Mokoia, Taupō, Whakatāne, Tokoroa, Gisborne – ECE (Tairawhiti Polytechnic). 15.00 18.90 

SCHOOL OF TOURISM & HOSPITALITY – TE KURA ATAWHAI 

Mokoia, Whakatāne, Taupō, Tokoroa 33.85 27.75 

SCHOOL OF FOUNDATION & BRIDGING EDUCATION – TE ARU HĀPORI 

Mokoia, Tokoroa, Taupō, Whakatāne 16.45 14.70 

Programme support 

OFFICE OF THE CHIEF ExECUTIVE OFFICER 

Te Pou Tū Mana, Kaumātua, Executive Assistant, Council Secretary 4.00 3.67 

ACADEMIC DIRECTORATE – TE ARO KURA 

PMF, Academic Quality, Research 5.90 14.04 

OFFICE OF THE DEPUTY CHIEF ExECUTIVE – MĀORI 

TE TARI Ā TE POU TŪ MANA TUARA MĀORI 

Learning Resources, Business Engagement - 8.47 

DIRECTORATE OF MĀORI ADVANCEMENT – TE ARO TŪ MĀORI 2.03 1.53 

FINANCE DIRECTORATE – TE ARO PŪTEA 

Facilities Department, IT Department, Sawmill 29.70 36.38 

HUMAN RESOURCES AREA – TE ARO TĀNGATA 4.57 4.57 

SUPPORT SERVICES DIRECTORATE – TE ARO MANAAKI 

Marketing, Data Management Area, Regional Management, International, 

Health & Counselling, Learning Resources (2005 year) 58.70 30.81 

TOTAL 301.00 286.22 


equity Policy 

Waiariki Institute of Technology – Whare Takiura 

(Waiariki) through its Chief Executive (CE) accepts 

responsibility to be an ‘equal opportunity’ institution. 

Waiariki is committed to policies, practices and 

programmes which ensure the absence of all forms of 

discrimination in employment and education, including 

the requirements of the Human Rights Legislation. This 

equity policy includes Equal Employment Opportunity 

(EEO) and Equal Educational Opportunity (EEdO) and is 

to give special consideration to the requirements of: 

• Māori 

• Women 

• Pacific Islands People and other ethnic minorities 

• People with Disabilities 

• People in Rural Communities 

• Low Income Groups 

In the implementation of this policy it is Waiariki’s 

intention to give effect to the principles of the Treaty of 

Waitangi and to allow for the development of the Iwi 

represented in the Waiariki region. 

% 

80 

70 

60 

50 

40 

30 

20 

10 


0 

2005 

2006 

Female 

staff 

2005 

2006 

Maori 

staff 

1% 

4% 

ACTIVITIES THAT HAVE REFLECTED THIS 

POLICY COMMITMENT INCLUDE: 

• The establishment of a Deputy Chief Executive 

Māori position to Waiariki’s commitment to a 

bicultural framework, provide increased Māori 

management representation, and greater 

focus and impetus to Māori Development 

• The review and maintenance of an effective 

Harassment, Bullying and Discrimination 

procedure that enables a harassment and 

discrimination free employment environment. 

• Formal establishment and promotion of an 

Employee Assistance Programme 

• Māori staff hui held on campus that ensure 

Māori input to decision-making processes and 

improved networks and support. 

• Recruitment process that ensure fair and 

equitable appointments and that take account 

of the kawa of the district and encourage 

support people to participate. 

• Professional development procedures 

recognise the important role of Māori hui in 

professional development. This includes a 

marae based induction programme. 

• Extensive use of Waiariki’s Tangatarua Marae 

for staff hui, staff training and induction 

• Staff are encouraged to undertake free 

courses in Te Reo and Tikanga Māori, 

including the introduction of an on-line learning 

option. 

ethnic groups as of December 2006 

12% 

20% 

1% 

29% 

33% 

New Zealander 

Pacific Islander 

Not Known 

Other 

Maori 

European 

Asian

FurtHer 

stateMents 


stateMent oF eQual eDucational oPPortunities 

(eedo) 

Waiariki Institute of Technology is committed to equal educational opportunities for all students. A wide range of 

support services are available in addition to the day-to-day support given by lecturers in the classroom. 

The commitment to EEdO is evidenced through enabling equitable educational access, appropriate support services 

and barrier-free facilities for all students. Services are primarily co-ordinated through five main service areas: 

1. Te Wairere Library/Learning Centre 

2. Mokoia Health Centre 

3. Information Centre 

4. Disability Co-ordination 

5. Secondary School Tertiary Alignment Team 

1. te Wairere library/learning centre 

The highlight for 2006 was the successful integration of Learning Support staff and Library staff to ensure 

a vibrant centre where students enjoy integrated and effective services. The Centre focussed on improved 

attendance at school whānau support-groups hui, extensive networking and liaison with lecturing staff and 

Students’ Association and embedding of learning skills in all courses. 

Positive survey feedback confirmed the value of Library Learning Centre facilities and the quality of service 

provided by staff. Respondents indicated an average of 81.5 % satisfaction across the 17 service areas. 

The Centre has been actively involved in institute-wide developments in e-Learning, generic and foundation skills 

programs and research activities. Regional students have become active library users with a 32% increase in 

items going out to the regions compared to the previous year. The 274 Information Literacy classes conducted 

during 2006 ensured that students and staff have become confident users of electronic information resources 

which led to the record high usage of databases/electronic resources: 86,617 hits were recorded. 

Te Wairere Library/Learning Centre offers effective support services to all students including Literacy 

and Numeracy, Academic skills, IT Literacy, Mentoring and Study coaching. It also provides support and 

programmes that enable more Māori and Pacific Learners to complete their courses of study. 

Waiariki is fortunate to have its own Marae on the Rotorua Campus which offers many opportunities for 

educational and spiritual wellbeing in a strong cultural environment. There is a full time Kaumātua and Te Mana 

Mātauranga Council members make themselves available for manaakitanga (pastoral support). 

Across all Waiariki Campuses, learner support staff held 1,504 individual consultants and 601 group 

consultations. 

2. Mokoia Health centre 

The needs of the diverse nature of students are met in the areas of health and counselling. These services are 

provided at no cost to the student. As the counselling services are contracted in, students can see counsellors 

at times convenient to them and there are no waiting lists. An effective healthy learning environment is promoted 

and encouraged with the assistance of two Occupational Health Nurses. At Rotorua there is a Doctors service 

available on site but health services are accessible from all campuses. 

Occupational Health Nurses provided 2108 individual consultations, Doctors held 397 individual consultations 

and Counsellors held 164 individual consultations. 


3. information centre 

A team of Student Advisors, supported by tutors, provide guidance and support for enrolment. Besides 

programme and course information, Student Advisors provide information on Scholarships, offer an 0800 

telephone number for free access and provide pastoral care. Student Advisors provide continued advice until 

students complete their study. 

Waiariki is a signatory to the Code of Practice for the Pastoral Care of International Students. 

The International Team receives regular progress updates on international students from academic staff in order 

to identify any early assistance required. Accommodation services are also available and International Advisors 

speak a number of languages between them. 

Students can access the services of a Budget Advisor. Financial assistance is also provided to students who 

meet the Student Emergency Fund criteria. During 2006, 33 students benefited from the Emergency Fund. There 

is a constructive relationship with Study Link, who are now located next to the Student Advisors to provide a 

seamless student service. 

4. Disability co-ordination 

Waiariki fosters the development of a learning environment that supports the needs of students with disabilities, 

with a view to enhancing equity of access to education. This is achieved through: 

• A Disabilities Co-ordinator who supported 31 students accessing the service in 2006. 

• An active Disability Advisory Committee enables relevant stakeholder input. 

• Kia Ōrite, Achieving Equity - Code of Practice endorsed by Waiariki’s Council. 

• Assessment undertaken of Waiariki’s current position against the best practice standards and Action Plan 

in place. 

• Disability Co-ordinator takes part in student orientation. 

• Promotion of Disabilities Co-ordinator role to all Waiariki staff, but particularly School Liaison and Student 

Advisors to offer support from first student contact. 

• A proactive relationship with relevant community agencies to maximize students’ opportunities. 

5. secondary school tertiary alignment team 

Waiariki works in partnership with thirty eight secondary schools over the Waiariki rohe. A curriculum Alignment 

Strategy was put in place with the aims of: 

• Designing seamless transitions from secondary school to tertiary education or employment. 

• Reducing barriers for secondary school students to access tertiary institutions. 

• Ensuring students are given credit for their vocational learning. 

• Increasing school leaver participation. 

During 2006, there were 60 enrolments from students who had previously been on a STAR course. 

983 students attended STAR courses at Waiariki. 




VALUES 

Caring and 

Supportive 

Manaakitanga

stateMent oF researcH 

2006 saw a marked increase in research activity across the organisation’s degree teams, particularly in the Bachelor 

of Nursing. Senior academic staff, working in both multi-disciplinary teams and as individuals, continued to gain 

increased recognition in both the national and international arena. 

Although research activities will always be relatively modest in comparison to teaching activities, applied, vocational 

research underpinned teaching in all of the five degrees offered by Waiariki in 2006. Waiariki believes that this 

research activity provides a critical link back to our community by addressing the community’s research questions, , 

maintaining currency of knowledge and practice among our lecturing staff, and enhancing strong business linkages, 

thus providing graduates with skills necessary for critical thinking and industry. 

During 2006, 30% of degree staff were actively involved in producing 18 written research outputs at a rate of 1.5 

outputs per researcher. Other degree staff were involved in research which resulted in non-written outputs e.g. 

conference presentations, supervision of students completing master’s studies at other tertiary institutions, keynote 

presentations at national and international seminar, and article review. 

BOOKS/MONOGRAPHS (>150PP) AUTHORED 

New Zealand International publisher 

Spurdle, R., & Frewin, W. (2006). NCEA Level 2 accounting. Auckland: ESA Publications (NZ) Ltd. 

BOOKS/MONOGRAPHS (EDITED)/TExTBOOKS (>150PP) 

International publisher 

Williams, M. (2006). Review of concept/outline of book and sample on behalf of Elsevier with purpose of potential publication. 

Williams, M. (2006). High level review of 13 chapters of D. Brown & H. Edwards (Eds.). Lewis’s medical-surgical nursing: Assessment and 

management of clinical problems (2nd Australasian edition to be published 2008). Sydney: Mosby. 

CHAPTERS IN BOOKS 

International publications 

Framp, A. (In print). Edited Chapter 40 Nursing management: Upper gastrointestinal problems. In D. Brown & H. Edwards (Eds.). Lewis’s 

medical-surgical nursing: Assessment and management of clinical problems (2nd Australasian edition to be published 2008). Sydney: 

Mosby. 

McPherson, B. (In print). Edited Chapter 39 Nursing management of nutritional problems. In D. Brown & H. Edwards (Eds.). Lewis’s 

medical- surgical nursing: Assessment and management of clinical problems (2nd Australasian edition to be published 2008). Sydney: 

Mosby. 

McPherson, B. (in print). Edited and developed Chapter 40 Nursing management: Obesity. In D. Brown & H. Edwards (Eds.). Lewis’s 

medical-surgical nursing: Assessment and management of clinical problems (2nd Australasian edition to be published 2008). Sydney: 

Mosby. 

BOOK REVIEWS 

International journal 

Guy, I. (2006). Peer reviewer for international nursing journal Nurse Education in Practice. London: Elsevier. 

Kelly, M. (2006). Peer reviewer for British disability journal The Journal of the Association of Practitioners in Learning Disabilities. York: Lazy 

Cat Productions. 

National journal 

Booth, W. (2006). Peer reviewer Nursing Praxis in New Zealand Inc. Palmerston North: College of Nurses Aotearoa/New Zealand. 

Buckley, L. (2006). Peer reviewer Nursing Praxis in New Zealand Inc. Palmerston North: College of Nurses Aotearoa/New Zealand. 

Mercer, C. (2006). Peer reviewer Nursing Praxis in New Zealand Inc. Palmerston North: College of Nurses Aotearoa/New Zealand. 


PAPERS IN PERIODICAL/JOURNALS 

International journal 

Framp, A. (2006). Diffuse gastric cancer. Gastroenterology Nursing (USA), 29(3), 232-236. 

Mercer, C., Benn, C., McBride-Henry, A. (2006). Fear of death in social isolation and putting life ‘on hold’ when one’s spouse is hospitalised 

in a non-local tertiary setting. Manuscript submitted for publication. 

National journal 

Mercer, C., Andersen, P., Booth, W., Hocquard, T., Kelly, M., Williams, M., Wood, P. (2006). Being in a place for a writing retreat: Reflections 

on the constraints and achievements of a writer’s retreat. Manuscript submitted for publication. 

Non-refereed journals 

Matthews, S. (2006). Well child week. Thriving in the Bay: A publication for parents of under 5 year olds, 1, (1), 11. 

Matthews, S. (2006). Healthy nutrition for families. Thriving in the Bay: A publication for parents of under 5 year olds, 1, (1), 16-17. 

Matthews, S. (2006). Child development and promoting safety. Thriving in the Bay: A publication for parents of under 5 year olds, 

1, (1), 20-21. 

Matthews, S. (2006). Immunisation. Thriving in the Bay: A publication for parents of under 5 year olds, 1, (1), 12. 

Matthews, S. (2006). Women’s wellbeing. Thriving in the Bay: A publication for parents of under 5 year olds, 1, (2), 4-5. 

Matthews, S. (2006). Driveway safety. Thriving in the Bay: A publication for parents of under 5 year olds, 1, (2), 17-18. 

Matthews, S. (2006). What’s all the fuss about – to smack or not to smack. Thriving in the Bay: A publication for parents of under 5 year olds, 

1, (2)24-25. 

Matthews, S. (2006). Child safety – water, water everywhere – birth to 5 years. Thriving in the Bay: A publication for parents of under 5 year 

olds, 1, (3), 19-20. 

Matthews, S. (2006). Caring for ourselves and our families in an earthquake. Thriving in the Bay: A publication for parents of under 5 year 

olds, 1, (3), 24-25. 

Matthews, S. (2006). Childhood immunisation Thriving in the Bay: A publication for parents of under 5 year olds, 1, (3), 37. 

CREATIVE OUTPUTS 

National curated exhibition at major venue. 

Thyne, D. & Kara, E. (2006). He korowai ma Hinetekakara. Generation of artwork that celebrates the tenth anniversary of the opening of 

Tangatarua, Waiariki Institute of Technology, 5 November, 2006. 

National film festival screening or primetime broadcast. 

Williams, M. (2006). Development of technology-based learning resources. Showcased on Primetime News, TV3, Monday, 14 May, 2006. 

Other creative outputs 

Campbell, C. (2006). Registered Nurse Lecturer in health history and physical assessment for nurses – cardiovascular. DVD for registered 

nurses. Manufactured November, 2006. 

Campbell, C. (2006). Registered Nurse Lecturer in health history and physical assessment for nurses – respiratory. DVD for registered nurses. 

Manufactured November, 2006. 

Campbell, C. (2006). Registered Nurse Lecturer in health history and physical assessment for nurses – abdominal. DVD for registered 


Campbell, C. (2006). Registered Nurse Lecturer in health history and physical assessment for nurses – eyes. DVD for registered nurses. 

Manufactured November, 2006. 

Campbell, C. (2006). Registered Nurse Lecturer in health history and physical assessment for nurses – ears. Manufactured November, 2006. 

Campbell, C. (2006). Registered Nurse Lecturer in health history and physical assessment for nurses – neurological. DVD for registered 


Campbell, C. (2007). Registered Nurse Lecturer in health history and physical assessment for nurses – musculoskeletal. Manufactured 

November, 2006. 


CONFERENCE PRESENTATIONS 

National conference 

Andersen, P. (2006). A model for understanding grounded theory. Annual Graduate Conference, Speaking Out, University of Waikato, 16-17 

October, 2006. 

Andersen, P., & Booth, W. (2006). Student perceptions of objective structured clinical examination: An evaluation of pre-clinical competency 

assessment. Presentation at the 4th Biennial, ITPNZ Research Conference, Napier, 28-29 September, 2006. 

Fraser, L., & Langridge, Y. (2006). The W.R.I.T.E.R. project stage 1 – Categorising ICT sector jobs and skill sets. In ITPNZ (Compiler) 4th 

Biennial, ITPNZ Research Conference, Napier, 28-29 September, 2006 

Fraser, L., Radicevic, M., Langridge, Y., & Bartholomew, R. (2006). The W.R.I.T.E.R. Project. Poster presentation at the NACCQ Conference, 

Wellington, 7-10 July, 2006. 

Fraser, L., Radicevic, M., Langridge, Y., & Bartholomew, R. (2006). The W.R.I.T.E.R. Project - Stage A1:Research and analysis leading to 

categorising ICT sector jobs. Poster presentation at the NACCQ Conference, Wellington, 7-10 July, 2006. 

George, C. (2006). Measuring and enhancing student engagement with learning. Paper presented at ATEM Conference, Tauranga, New 

Zealand, 3 July, 2006. 

Hocquard, T. (2006). Soc it to em. An investigation of the stability of the sense of coherence for those attending a three week rehabilitation 

programme. In NZHPR (Compiler) New Zealand Professionals in Rheumatology (NZHPR) Conference, Queenstown, 1-2 

September, 2006. 

Kannangara, D. (2006). The suitability of JAVA language for teaching introductory programming. Poster presentation at the NACCQ 

Conference, Wellington, 7-10 July, 2006. 

Kelly, M. (2006). Evaluating an innovative and unique three way partnership: Te Manu Toroa, Ministry of Social Development and Waiariki 

Institute of Technology. Presentation at the 4th Biennial, ITPNZ Research Conference, Napier, 28-29 September, 2006. 

Kelly, M., & Mercer, C. (2006). Creating a time, space and place for writing research. In ITPNZ (Compiler) the 4th Biennial, ITPNZ Research 

Conference, Napier, 28-29 September, 2006. 

Mercer, C. (2006). Using e-learning to close the geographical gaps and widen the opportunities for learning. Presentation at NZARE 

Conference, Rotorua, 5-7 December, 2006. 

Schollum, L., & Morrison, A. (2006). Piloting a collaborative relationship between nursing and the educational development centre at Bay of 

Plenty Polytechnic. Presentation at the Association of Tertiary Learning Advisors Aotearoa/ New Zealand (ATLAANZ) Conference, 

Tauranga, 21-23 November, 2006. 

Schuler, A. (2006). The use of indigenous language in the mainstream media. Presentation at the Jeanz/Jea conference, Auckland, 

December, 2006. 

Truter, E. (2006) Unmasked in the operating room: Could we be? Presentation at the National Infection Control Conference, Christchurch, 17 

August, 2006. 

REPORTS TO ExTERNAL BODIES (ExCLUDING MILESTONE REPORTS) 

Hoods, C., & Asby, C. (2006). Web-based technology collaboration in higher education - VidTrainer©: Informal participatory action research. 

Report prepared for Waiariki Institute of Technology, Key business stakeholders, Rotorua, and Secondary Schools, Rotorua. 

Mercer, C. (2006). Flexible education research. Report on implementation of 3 Smartboards at Waiariki Institute of Technology, Tairawhiti 

Polytechnic, and Bay of Plenty Polytechnic to close the geographical gap and open the opportunities for quality education. Unpublished 

report for TEC as part of QRP2 funding. 

HIGHER DEGREE AWARDED 

Doctorate 

Mercer, C. (2006). ‘Being there’ when one’s spouse is hospitalised in a non-local tertiary centre. Unpublished doctoral dissertation, Massey 

University, Palmerston North. 

Masterate 

Buckley, L. (2006) Completion of course work in fulfilment of the award of Master of Nursing, Massey University, Palmerston North. 

Hocquard, T. (2006). An investigation into the stability of the sense of coherence for those attending a three-week rehabilitation programme. 

Unpublished master’s thesis, Massey University, Palmerston North. 

Schuler, A. (2006). Michael King: Journalism. A study of the influence of journalism on King’s later writing. Unpublished master’s thesis, 

Canterbury University, Christchurch. 

Williams, M. (2006). The lived experience of having a close relative in an intensive care unit. Unpublished master’s thesis, AUT, Auckland. 


MISCELLANEOUS SCHOLARLY ACTIVITY 

New Zealand Seminars/workshops 

Hocquard, T. (2006). Power over pain. Presentation to Arthritis New Zealand, Rotorua, 29 November, 2006. 

Hocquard, T. (2006). An investigation of the stability of the sense of coherence for those attending a three week rehabilitation programme: The 

implications for practice. Presentation to Lakes District Health Board Clinical Council, Rotorua, 12 September, 2006. 

Hocquard, T. (2006). An investigation of the stability of the sense of coherence for those attending a three week rehabilitation programme. 

Presentation to Q.E Health staff and research participants, Rotorua, 26 April, 2006. 

Hocquard, T. (2006). The realities of respite care and care giving. Presentation to CCS, Rotorua, 24 April, 2006. 

McPherson, B. (2006). Nutritional Impairment. Presentation to Bay of Plenty District Health Board nursing staff, Tauranga, March 2006. 

Mercer, C. (2006). ‘Being there’ what does it mean? Hermeneutic phenomenology. Presentation at the Massey University PhD School, 23-24 


Mercer, C. (2006). ‘Being there’ when one’s spouse is hospitalised in a non-local tertiary setting: The implications for nurses. Presentation to 

the Nurse Educators (National Group), Rotorua, 15-16 November, 2006. 

Mercer, C. (2006). Creating a time, space and place for writing research, report on a writer’s retreat. Presentation to Waiariki Institute of 

Technology, Rotorua, 19 October, 2006. 

Mercer, C. (2006). Being there when one’s spouse is hospitalised in a non-local tertiary setting. Presentation to Waiariki Institute of 

Technology, Rotorua, 10 April, 2006. 

Williams, M. (2006). E-learning in hospitals. Presentation and showcase to New Zealand Nurse Educators (National Group), Auckland, 

March 30, 2006. 

Williams, M. (2006). Train the trainers – Moodle course development. Presentation at Massey University, July 28, 2006. 

Williams, M. (2006). The lived experience of having a close relative in an ICU. Presentation to postgraduate committee and PhD candidates, 

Auckland University of Technology, June 14, 2006. 

Williams, M. (2006). The lived experience of having a close relative in an ICU – A phenomenological study. Presentation to Waiariki Institute of 

Technology BASS students, Rotorua, October 10, 2006. 

Williams, M. (2006) Developing e-learning resources. Presentation and showcase to New Zealand Nurse Educators (National Group), 

Rotorua, November 15-16, 2006. 

International Consultancies 

Thomas, G. (2006). Focus on hospitality training: International linkages. Report prepared for Waiariki institute of Technology, Rotorua. 

New Zealand Consultancies 

Fitchett, L. (2006). Rotorua primary school organisation: Joint nutrition initiative proposal. Report prepared for Waiariki Institute of Technology, 

Rotorua. 

Williams, M. (2006). Preceptorship framework for nurse entry to practice (NETP). Collaborative document between members of New Zealand 

Nurse Educators. Available http://most0010160.e-xpert.co.nz/Site/Future_Workforce/NETP/Document.aspx 

COMMERCIAL OUTPUTS 

Design 

Williams, M. (2006). Designer and developer of health history and physical assessment for nurses – cardiovascular. DVD for registered 

nurses. Marketed in NZ and internationally to DHBs, private companies and practice areas. Manufactured November, 2006. 

Williams, M. (2006). Designer and developer of health history and physical assessment for nurses – respiratory. DVD for registered nurses. 

Marketed in NZ and internationally to DHBs, private companies and practice areas. Manufactured November, 2006. 

Williams, M. (2006). Designer and developer of health history and physical assessment for nurses – abdominal. DVD for registered nurses. 


Williams, M. (2006). Designer and developer of health history and physical assessment for nurses – eyes. DVD for registered nurses. 


Williams, M. (2006). Designer and developer of health history and physical assessment for nurses – ears. DVD for registered nurses. 


Williams, M. (2006). Designer and developer of health history and physical assessment for nurses – neurological. DVD for registered nurses. 


Williams, M. (2006). Designer and developer of health history and physical assessment for nurses – musculoskeletal. DVD for registered 

nurses. Marketed in NZ and internationally to DHBs, private companies and practice areas. Manufactured November, 2006. 


Peer esteem 

EDITORIAL BOARD MEMBERSHIP 

New Zealand Journal 

Borren, P. New Zealand Journal of Applied Business Research. 

Mercer, C. VISION: A Journal of Nursing. 

INVITED/KEYNOTE CONFERENCE ADDRESSES 

International Conference 

Borren, P. (2006). Cross-country partnerships. Keynote speaker at the AUSTAFE 2006 Annual Conference, Canberra, Australia, 21-22 

September, 2006. 

Pakai, E. (2006). The challenges of developing bilingual, bicultural preservice early childhood teacher education programmes. Keynote 

speaker at the Victoria University, Canada, 26 February, 2006. 

National Conference 

Anderson, P. (2006). Defining professional competence. Invited address for the WINTEC Postgraduate Nursing School, Tauranga, 30 May, 

2006. 

Andersen, P. (2006). Developing critical thinking and clinical reasoning in nursing. Invited speaker for Bay of Plenty District Health Board 

Professional Development Day, Tauranga, 13 November, 2006. 

Andersen, P. (2006). Developing tools to assess critical thinking. Keynote address at the New Graduate Coordinator Conference, Whangarei, 

22-23 June, 2006. 

Andersen, P. (2006). Learning critical thinking through reflective practice. Keynote address at the New Graduate Coordinator Conference, 

Whangarei, 22-23 June, 2006. 

Hocquard, T. (2006). Lightly toasted or cremated – a new take on avoiding burnout. Keynote address at the Australia New Zealand 

Association of Social Workers’ (ANZASW) Conference, Palmerston North, 24-25 November, 2006. 

ORGANISING CONFERENCE/CURATING ExHIBITION 

National Conference 

Williams, M. (2006). Organisation of AGM and mini-conference for New Zealand Nurse Educators, Waiariki Institute of Technology, 15-16 


APPOINTMENTS TO KEY RESEARCH, INDUSTRY, PROFESSIONAL, COMMUNITY, GOVERNMENT OR 

INTERNATIONAL BODIES 

National 

Borren, P. PINZ Board, ITPNZ Internationalisation Committee. 

Mercer, C. Secretary ITPNZ Research Forum. 

George, C. (2006, June). Elected as President of the Rotorua Chamber of Commerce. 

contribution to research environment 

MENTORING, SUPERVISING COLLEAGUES’ RESEARCH 

Andersen, P. (2006). Mentorship of colleague Val Raethel completing Maintaining enjoyment of life in the process of living with high 

cholesterol: A grounded theory study, master’s thesis, Auckland University of Technology. 

SUPERVISION OF STUDENT RESEARCH 

Master’s thesis 

Mercer, C. (200). Associate supervisor Master of Nursing students completing 2 paper dissertation, Making Emergency Departments 

Child-Friendly Places – An evaluative research. 




VALUES 

Mōhiotanga 

Life-long learning 

Quality teaching 

Academic excellence

Waiariki local aDVisory coMMittees (lac) 

Waiariki is committed to a focus of providing quality, relevant, vocational education and training to its regional 

community; a community clearly defined by the Waiariki Māori electorate boundary. 

Waiariki’s local advisory committees provide the vital link between the institution, the workplace and the community, 

and it is because of this link, Waiariki graduate students are work-ready from day one. We are proud to acknowledge 

the work of the LAC in importing into the quality and relevance of our programmes. In this work, they are helping to 

ensure that the vocational outcomes and learning goals of our students are achieved. 

The work done by the LAC is on a voluntary basis and demonstrates each individual’s commitment to both Waiariki 

and to our students. The local advisory committee members assist Waiariki in assessing the employment and 

community needs, in developing curricula to successfully and efficiently meet those needs, and in evaluating and 

moderating the quality of any subsequent education delivery. 

Waiariki appreciates members continued involvement, often over a number of years, in the work of these committees. 

business 

Chris Currie Craig & Co 

Kim Ibberson Skyline Skyrides 

Mark Rawson Rotorua District Council 

Margariet Theron Chamber of Commerce 

Louw van Wyk Forestry Consultant 

Martin Warren ANZ Banking Group 

Minka Webb John Paul College 

Stuart Wilson Reader, Smith & Co 

Peter Breen Placemakers 

Anita Galland Rotorua District Council 

computing 

Ian Blackburn Waiariki Institute of 

Technology 

Mark Bloor Telstra Clear 

Communications 

Alan Dick Logistic Information 

Systems Ltd 

Keith Gregory Incommtech 

Neven Hill Rotorua District Council 

Roger Hill Rotorua District Council 

Mark Holt SBS Technologies 

Kelvan McEwen C/- Waiariki Institute of 


Richard Waldin Scion 

Alex Wheatley Lakes District Health 

Board 

Mark Wilkinson 

creative Writing 

Christine Cloughley Whitireia Polytechnic 

Elaine Jones President, Rotorua Writers 

Group 

Frances Merioti Whitireia Polytechnic 

Phyllis Potter 

Disabilities 

Janine Cullen St Chads 

Nic Andre Workwise 

Bronwen Scott Workbridge 

Peter OFlaherty 

Lyall Thurston RCC 

Barbara Hart Serious Fun N Mind Trust 

Jan Hastie CCS 

Susan Oliver Parent to Parent 

Vanessa Russell Support Net 

Carole or Eion Supported Employment 

Agency 

Gareth Tucker Sport Bay of Plenty 

Life Unlimited Vivienne Witt 

Debbie Tangohau ROSSCO 

Martin Malloy Lakes District Health 

Board 

Belinda Healthcare NZ 

Phylis Tangatu Māori Mental Health 

Shirley Ferguson Lakes High School Special 

Needs Unit 

Erica McHardy Western Heights High 

School 

Noreen Botha Rotorua Boys High 

Sheryl Hewitson John Paul College 

early childhood education 

Anne-Marie Hunt Diploma in Primary 

Teaching Programme 

Ada Kiel Helen Downer 

Kindergarten 

Maureen Locke Special Education 

Services Tangata Whenua 

Heather Millar Central North Island 

Kindergarten Association 

Mari Pureu Kreative Kids 

Puawaereti Ryder Kreative Kids 

Desiree Thompson Selwyn Kindergarten 


engineering and rural 

Dene Barnett Competenz 

Avril Best 

Sean Bowyer Telfer Marine 

Peter Butler Precision Gears 

Brendon Conwell 

Todd Cooper Te Arawa Farm Cadet 

Programme 

Alice de Nys 

Carl Dibley Classic Roses 

Ron Edmonds Mills Tui Alloy Ltd 

Peter Ellmore Gardeners Landscape 

Supplies 

Martin Godfrey Rotorua Lakes High 

School 

Craig Gulliver MITO 

Tom Hale Rotorua Boys High School 

Sheryl Hewittson John Paul College 

Bill Holden Bill Holden Design and 

Landscape Ltd 

Richard Horn Castlecorp 

Mark Keaney 

Jim Kennedy Norske Skog 

Derek Kleinhans Cable Price Corporation 

Michael Lee Dobbie Engineers Ltd 

Dean Longhurst Fenton Park Auto Electrical 

Gavin Nichol Opotiki College 

Mac Pacey 

Colin Patchell Patchell Industries Ltd 

John Pearce 

Alan Richards 

Gerard Robbins Apprentice Training NZ 

Andrew Sanders Balance Agrinutrients 

Dave Seamer Rotorua Toyota 

Paul Shaw 

Dave Simon MTA 

Cameron Smith A Head Cylinder Head 

Specialists Ltd 

Nick Todd 

Jenny Van den Berg 

Morley West 


Fashion, arts and Design 

Annette Greenfield Milliner 

Marie Cass Art Teacher, Opotiki High 

School 

Dr Carole Shepherd Lecturer, Auckland 

University 

Ron Hall Artist 

John Turi Te Waananga o Aotearoa 

Phil George Christchurch College of 

Education 

Kiri Jarden Community Arts Officer, 

Rotorua District Council 

Mike Green Art Teacher, Rotorua Boys 

High School 

Leslie Hughes Head of Art Department, 

Rotorua Girls High School 

Ann Somerville Rotorua Museum of Art & 

History 

David Jones David Jones Graphics 

Mark Gould 

Tim Timlin 

Gould Photography 

Judi Brennan 

Jacob Scott 

Clay Art Studio 

Mike Steiner Mike Steiner Interior 

Design 

Dr Richard Cooper Artist / Consultant 

Maile Andrade Center for Hawaiian 

Studies 

Haniko Te Kurapa Māori Arts Adviser, 

Creative New Zealand 

Margaret Te Hiko Creative New Zealand 

George Andrews Artist/ Sculptor 

Ian Wayne Grant Artist/ Carver 

Lewis Gardener The Jade Factory 

Dr Brett Graham Artist/ Sculptor/ Lecturer 

Andrew Warner The Daily Post 

Rueben Collier Maui Productions 

Roi Toia Carver, Mauri Concepts 

Todd Couper Carver, Mauri Concepts 

Donna Campbell Artist/ Lecturer, Waikato 

University 

Paul Nicolai Artists/ Graphic Designer/ 

Photographer 

Yvonne Westra Artists/ Graphic Designer/ 

Photographer 

Ross Malcolm Directions Architectural 

James F. Ormsby Visual Artist/ Lecturer 

Darren Keith Sculptor 

Lyonel Grant Master Carver 

Julie Kipa 

journalism 

Artist HOD Arts, Te 

Wananga o Awanuiarangi 

Whare Akuhata Pū Kaea 

Mike Fletcher Rotorua Daily Post 

Wena Harawira Māori Television 

Jill Nicholas Rotorua Daily Post 

Jeremy Rees NZ Herald 

Ana Tapiata Te Puni Kōkiri 

Jim Tucker NZJTO 

Chris Wikaira PR Consultant Busby

Māori studies 

Materoa Brian Peni Ngā Kaihautu o Te Arawa 

Patrick Clarke Rotorua Māori Land Court 

Katerina Daniels 

Monte Daniels Mana Mātauranga 

Mauriora Kingi Rotorua District Council 

Iris Kirimaoa Te Puia 

Rangitihi Pene Rotorua Boys High School 

Heddell Raerino Te Wananga o Aotearoa 

Ngarue Ratapu Police Force 

Rawiri Te Whare Ngā Kaihautu o Te Arawa 

Wayne Woolford 

Beatrice Yates Rotorua Lakes High 

School 

nursing and Health 

Pat Cook Kaupapa Māori Unit, Ward 

5, Bay of Plenty DHB 

Liz Necklen Whakatāne Hospital 

Pare O’Brien Whakatāne Hospital 

Puti Puti O’Brien Whakatāne Hospital 

Christine Payne Bay of Plenty DHB 

Trina Richards National Council of Māori 

Nurses 

Shannon Watene Te Puna Ora O Mataatua 

Gary Lees Lakes District Health Board 

Shona Tolly National Council of Māori 

Nurses 

Susanna Shelton Bay of Plenty College of 

Homeopathy 

Cheryl Atherfold Lakes District Health Board 

Kim Brooks Lakes District Health Board 

Barbara Foster Mental Health – Bay of 

Plenty 

social science 

Raewyn Bourne Tipu Ora Well Trust 

Eileen Bridgens Lakeland Health 

Julie Burne Lakeland Health 

Louise Cairney Child, Youth & Family 

Mike Carpenter James Family 

Te Rau Clarke Ministry of Māori 

Development 

Jocelyn Comiskey Department of Corrections 

Grace Dorset Te Akatea Iwi Tauawhi 

Trust 

Jean Gaunt Child, Youth & Family 

Theresa Heywood 

Vicki Manarangi Rotorua District Court 

Putu Mihaka Te Waiariki Purea Trust 

Tupuna Mitchell Child, Youth & Family 

Michael Naera Rotorua Hospital 

Paorane Pirika Te Waiariki Purea Trust 

Maxine Rennie Mana Social Services 

Llewelyn 

Richards-Ward Department of Corrections 

Lawrence Tamati Te Rūnanga o Ngāti Pikiao 

Caroline Te Riini Tūwharetoa Ki Kawerau 

Hauora 

Hillary Thole 

Sandra Thomas Salvation Army 

Huhana 

Clayton Evans ANZASW Waiariki Roopu 

taupō 

Rose Blackley Taupō Language and 

Outdoor Education Centre 

Mark Burton PO Box 949 

Barry Delany Lake Taupō Development 

Company 

Peter Gould Tauhara College 

Henriata Ham Te Kura o Hirangi 

John Ham Te Kura o Hirangi 

Scott Lee Destination Lake Taupō 

TDC 

Val Hoogerbrugge Community Services 

ESOL 

Brian Jones Tuarapaki Trust 

Barry Kerr REAP 

Dianne Kerrins Millenium Manuels 

Warren Kettlewell Taupō Chamber of 

Commerce 

Keith McKenzie Tongariro Area School 

Christine McElwee Taupō District Council 

Judy McGreevy Hon Mark Burton 

Jim McWilliams Taupō Chamber of 

Commerce 

Alan Payne Taupō Chamber of 

Commerce 

Miriama Prentice Te Kura o Hirangi 

Colin Rangi Tūwharetoa Education 

Initiative 

Vicky Rogers Work and Income NZ 

Graham Ryan Taupōnui-a-Tia College 

Arthur Smallman Tūwharetoa Trust Board 

Clayton Stent Taupō District Council 

Mayor 

Dylan Tahau Hei Ara Kōkiri 

Brian Upston Waiariki Institute of 


Sue Winters Reporoa High School 

Rae Wi Waiariki Institute of 

Technology WITSA 

Jan Ballentyne Central Nth Island 

Kindergarten Assn 

Doreen Blyth Silver Sissors Hair Salon 

Laura Dawson Central Plateau REAP (ECE) 

Terry Foley Jabirou Business and 

Marketing Consultants 

Raewyn Haenga Tūwharetoa Social Services 

Linda Moss ACE Taupō 

Sharon Opai Waiariki Institute of 

Technology Council 

Rico Thunissen IDEA Lakeland Branch 

Sandra Van Egmond TEC Central co-ordinator 

Ratana and Peehi Wall Kuia and Kaumātua Taupō 

Campus 

John Westerman WINZ BOP 

Linda Whitlock Town Centre Taupō 


tokoroa 

Jill Baker Dinos Restaurant Café & Bar 

Sheena 

Gardiner-Smith Work and Income 

Dean Gittings South Waikato Education 

Centre Trust 

Denise Hein Forest View High School 

Dennice Keith Trend Hair Salon 

Lynda Kersey Putāruru College 

Heather Motu 

Sachida Nand Tokoroa High School 

Mere Ngapo Tokoroa Council Social 

Services 

Gwen Robyns 

Jenny Sayers* Tokoroa Learning Centre 

Robin Stewart 

Dianne Turco South Waikato Economic 

Development Trust 

Raewyn Wi WITSA 

tourism and Hospitality 

Jo Corbett Galaxy Travel - resigned 

Hilda Duffy Salon St Bruno 

Heinz Fett Fuze City Bar 

Rick Fleming Western Heights High School 

Don Gunn Tourism Rotorua 

Harvey James Waimangu Volcanic Valley 

Keith Kolver The Agrodome 

Trevor Maxwell Waiariki Council 

Jim Morgan Rotorua District Council 

Oscar Nathan Tamaki 

Burnadette Pettit HIS 

Noel Rusden Wet’N’Wild - resigned 

Jim Schuster 

Pipiana Whiston Millennium Hotel 


Whakatāne 

Steve Hocking Kawerau College 

Martin Hygermann Whakatāne WOW 

Colin Latham Carter Holt Harvey 

Josie Mortensen 

Peter Tootell Trident High 

Maurie Abraham Opotiki College 

Rawinia Kamau Eastern Bay Chamber of 

Commerce 

Piripi Blake Te Whare Kura O Ruātoki 

Bob Collier Modern Apprenticeships c/o 

Trade Education 

tba Whakatāne High School 

Ripeka Evans Toi-EDA - Economic 

Development Agency 

Eastern BOP 

Pam Fegan Hairdressing ITO (Midland) 

Cara Fergusson Salon 113 

Bruce Fraser Environment BOP (Regional 

Council) 

Nehu Gage Te Whānau a Apanui Area 

School 

Helen Van der Werff NZ Horticulture ITO 

Gavin Greenfield Edgecumbe College 

Mary Hermanson Whakatāne District Council 

Brendon Honey BCITO 

Jacqui Hughes Eastbay REAP 

Rachel Jones Te Puni Kōkiri (Ngā Moana) 

Enid Leighton Ngāti Awa Social and Health 

Services Trust (NASH) 

Jenny Mahoney Spicers Wealth Management 

Chris Majoribanks Norske Skog 

Bronwyn Fox Disabilities Resource Centre 

Richard Ransfield Farmer 

Roberta Ripaki Work & Income 

Karen Smith Whakatāne Hospital (Pacific 

Health Ltd) 

David Sopp Fonterra Cooperative Group 

Ltd 

Helen Stewart Kawerau Enterprise Agency 

Inc 

Linda Hudson Whakatāne District Council 

Rae Wi WITSA President 

Mardia Ryan Student rep Whakatāne 

Campus

geoff hawkings - Waiariki Institute of Technology

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