“…For New Zealand, policy developments to increase the education levels of Māori and Pacific peoples (Ministry of Education, 2011) have also contributed to an increase in student numbers, but all factors indicate an increased diversity of students in terms of ethnicity, age, language, full-time/part-time, and on-campus/distance (Education Counts, 2013;Group of Eight, 2013). As a consequence, the "massification" of doctoral enrolments world-wide is placing increasing pressure on educational institutions, funding agencies, and governments to re-examine how they view and manage quality in doctoral education (Halse & Mowbray, 2011;Luca & Wolski, 2013;OECD, 2013, p. 55;UNESCO, 2014).…”