Tertiary Education Institutions 2014 Performance

Understanding the two-page profiles

Council Chancellor/Chair
Vice-Chancellor/Chief Executive
Campus Locations
Information sourced from NZQA on ITP and Wānanga External Evaluation Reviews and from AQA (formerly NZUAAU) on University Cycle 4 – Whole of Institution Academic Audit.
Funding by TEC
Teaching and Learning
Delivery by Level
Level 1–2
Level 3–4
Level 5–6
Level 7–8
 Level 9–10
Delivery by Subject
Society and Culture
Natural and Physical Sciences
Management and Commerce
TEC funding information is based on TEC investment in each TEI.
Data submitted by TEIs is publicly available from the Ministry of Education’s statistical website www.educationcounts.co.nz

Each of the two-page profiles that follow provides a high-level overview of the 2014 performance of the named tertiary education institution (TEI).

Unless otherwise stated, all enrolment and achievement information covers only participation funded by Student Achievement Component (SAC) funding. SAC is the largest source of government funding invested in tertiary education organisations for the delivery of teaching and learning. SAC-funded education typically does not account for all of a given institution’s tertiary education delivery, as it may also earn revenue from non-government funded domestic and international students.

In some instances, numbers contained in this report have been rounded and may differ from those published on the TEC website.

For the sake of brevity, many terms and titles in these two-page profiles are abbreviated. All of these are in the List of Abbreviations and many are also defined in the Glossary (both at the front of this volume).


This section of each TEI’s two-page profile shows how the institution is delivering tertiary education in response to the needs of its stakeholders and the Tertiary Education Strategy 2014–2019 (TES).

The content of this section comes from the institution’s Investment Plan and its Single Data Return submission, as well as information gathered through TEC’s engagement with the TEI. Except where stated, all references to equivalent full-time students (EFTS), enrolments and students relate to SAC-funded places only.


This section assesses the effectiveness of the education delivered by each TEI as measured by the TEC and the institution’s respective quality-assurance body. Effectiveness is largely assessed using four education performance indicators (EPIs). The EPIs are indicators only and do not on their own provide a comprehensive picture of educational or overall performance. From 2013 onwards, performance of students funded by the Youth Guarantee (YG) fund was reported on in the TEIs’ Overview of Educational Performance table.

Quality-assurance results for universities are assessed by the Academic Quality Agency for New Zealand Universities (AQA), which changed its name in January 2013 from the New Zealand Universities Academic Audit Unit (NZUAAU). The New Zealand Qualifications Authority (NZQA) audits the quality of the education provided at other tertiary organisations.

Financial performance

This section covers each institution’s financial performance reported via the institution’s annual report. As there are discrepancies in how TEIs present and classify aspects of financial performance, some recalculation has been applied. In particular, in the financial tables, total government revenue refers to all Tertiary Education Commission (TEC) and non-TEC funding, Performance-Based Research Fund (PBRF) funding and all funding received from other government ministries or departments.

TES priorities

Participation, course and qualification completions for TES priority groups use data as collected by the TEC submitted by individual TEI’s for SAC funded EFTS only.

TES Priorities

Participation, course and qualification completions for TES priority groups use data as collected by the TEC submitted by individual TEI’s for SAC funded EFTS only.
EPIs are as published on the TEC website. Rates are for formal SAC and YG funded EFTS only.
All information presented has been taken from each TEI’s annual report. As TEIs classify certain items differently, numbers may vary in some instances from those reported in TEI annual reports.