scholarly journals Toward Inclusive and Equitable Education for All: Lessons from the experiences of New Zealand refugee background university students

2021 ◽  
Author(s):  
◽  
Sarah Willette
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Research Question ◽  
National Level ◽  
Quality Education ◽  
Primary Data ◽  
Research Approach ◽  
Structured Interviews ◽  
Personal Strengths ◽  
Education And Development

<p>The ability of education to transform individuals' lives, and by extension those of their communities and societies, is well documented. As such, education is at the heart of the United Nations’ (2015) Sustainable Development Goals (SDGs), represented by SDG 4, “Quality Education”, which seeks to ensure inclusive and equitable quality education to promote lifelong learning opportunities for all. Tertiary education institutions (TEIs) in particular have been highlighted as critical settings from which SDGs can be better understood and achieved.  Although the benefits of tertiary education are well understood, access to, and participation within, TEIs remains unequal for students from marginalized backgrounds, particularly those from refugee backgrounds (RBs). Over the last twenty-five years, research has begun to consider issues relating to access and participation within TEIs for students from refugee backgrounds (SRBs) highlighting numerous barriers that they face. However, very few studies have focused on identifying strengths, capabilities and supports.  The experiences of SRBs within the contexts of New Zealand TEIs are vastly understudied. In response to this gap, as well as to the dominance of barrier-focused literature, this thesis considers the experiences of SRBs within New Zealand universities from a strengths-based lens. It seeks to understand what has enhanced the experiences of SRBs, and what can facilitate further positive experiences for them in the future. It answers the primary research question: “What is working well to enhance the experiences of SRBs within New Zealand universities and why?”  To answer this question, a transformative research approach using Appreciative Inquiry (AI) methodology was taken. Primary data was generated using semi-structured interviews with sixteen undergraduate and postgraduate SRBs at four different New Zealand universities. The data was analysed using thematic analysis.  This analysis identifies several targeted provisions and personal strengths that are working well to enhance the experiences of SRBs within New Zealand universities. Comparing these results with the current landscape of targeted provisioning and policy relating to SRBs in TEIs, I argue that existing and future initiatives could be (re)designed to emphasise: social connections, institutional welcome, staff advocacy, financial provisioning, and the resource of family and community. In addition, this study strongly advocates for the designation of SRBs as an equity group within national level policy, in order to mandate all universities to provide targeted provisioning.  Overall, this research provides a New Zealand-specific perspective on the growing body of literature centred on the experiences of SRBs within tertiary education. Its strengths-based AI framework offers a unique understanding of how future practice and policy can be developed around what is working well for students. Additionally, its New Zealand context unsettles traditional understandings of where education and development research and initiatives are conducted and implemented.</p>

scholarly journals Toward Inclusive and Equitable Education for All: Lessons from the experiences of New Zealand refugee background university students

2021 ◽  
Author(s):  
◽  
Sarah Willette
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
Research Question ◽  
National Level ◽  
Quality Education ◽  
Primary Data ◽  
Research Approach ◽  
Structured Interviews ◽  
Personal Strengths ◽  
Education And Development

<p>The ability of education to transform individuals' lives, and by extension those of their communities and societies, is well documented. As such, education is at the heart of the United Nations’ (2015) Sustainable Development Goals (SDGs), represented by SDG 4, “Quality Education”, which seeks to ensure inclusive and equitable quality education to promote lifelong learning opportunities for all. Tertiary education institutions (TEIs) in particular have been highlighted as critical settings from which SDGs can be better understood and achieved.  Although the benefits of tertiary education are well understood, access to, and participation within, TEIs remains unequal for students from marginalized backgrounds, particularly those from refugee backgrounds (RBs). Over the last twenty-five years, research has begun to consider issues relating to access and participation within TEIs for students from refugee backgrounds (SRBs) highlighting numerous barriers that they face. However, very few studies have focused on identifying strengths, capabilities and supports.  The experiences of SRBs within the contexts of New Zealand TEIs are vastly understudied. In response to this gap, as well as to the dominance of barrier-focused literature, this thesis considers the experiences of SRBs within New Zealand universities from a strengths-based lens. It seeks to understand what has enhanced the experiences of SRBs, and what can facilitate further positive experiences for them in the future. It answers the primary research question: “What is working well to enhance the experiences of SRBs within New Zealand universities and why?”  To answer this question, a transformative research approach using Appreciative Inquiry (AI) methodology was taken. Primary data was generated using semi-structured interviews with sixteen undergraduate and postgraduate SRBs at four different New Zealand universities. The data was analysed using thematic analysis.  This analysis identifies several targeted provisions and personal strengths that are working well to enhance the experiences of SRBs within New Zealand universities. Comparing these results with the current landscape of targeted provisioning and policy relating to SRBs in TEIs, I argue that existing and future initiatives could be (re)designed to emphasise: social connections, institutional welcome, staff advocacy, financial provisioning, and the resource of family and community. In addition, this study strongly advocates for the designation of SRBs as an equity group within national level policy, in order to mandate all universities to provide targeted provisioning.  Overall, this research provides a New Zealand-specific perspective on the growing body of literature centred on the experiences of SRBs within tertiary education. Its strengths-based AI framework offers a unique understanding of how future practice and policy can be developed around what is working well for students. Additionally, its New Zealand context unsettles traditional understandings of where education and development research and initiatives are conducted and implemented.</p>

scholarly journals Factors that Encourage Student Engagement: Insights from a Case Study of ‘First Time’ Students in a New Zealand University.

2011 ◽  
Vol 8 (1) ◽  
pp. 81-96
Author(s):  
Barbara Russell ◽  
◽  
Gloria R L Slater ◽  
Keyword(s):  
New Zealand ◽  
Student Engagement ◽  
Conceptual Model ◽  
Tertiary Education ◽  
Research Question ◽  
Education Programme ◽  
Active Citizenship ◽  
Structured Interviews ◽  
First Time

This case study reports on the findings from one of nine tertiary institutions that took part in a project funded by the Teaching and Learning Research Initiative (TLRI) in New Zealand. The research question explored how institutional and non institutional learning environments influence student engagement with learning in a higher education, university setting. Data was collected initially by means of a questionnaire; subsequently more in-depth data was gathered through semi-structured interviews with students randomly selected from those who indicated, on the questionnaire, that they were willing to be interviewed. Respondents were enrolled for the first time in this institution, but not necessarily for the first time in a tertiary education programme. A conceptual model with four strands: motivation and agency; transactional engagement; institutional support and active citizenship was used to organise the data. Findings were analysed against a synthesis of current literature and suggest that factors identified in the first three strands of the conceptual model played a significant role in student engagement with learning; active citizenship, however, did not feature highly in student responses and is an aspect of engagement that could benefit from further research.

scholarly journals Building Information Modelling: An analysis of the methods used to streamline design-to-construction in New Zealand

2021 ◽  
Author(s):  
◽  
Nelson Chan
Keyword(s):  
Qualitative Research ◽  
Supply Chain ◽  
New Zealand ◽  
Future Research ◽  
Research Approach ◽  
Structured Interviews ◽  
Building Information Modelling ◽  
Architectural Engineering ◽  
Building Information ◽  
Significant Factors

<p>The following study explores and investigates the current methods New Zealand (NZ) Architectural, Engineering and Construction (AEC) firms use to enable effective BIM coordination in their projects. The purpose was to gain and contribute knowledge of the various methods for successful BIM delivery, as well, as to bridge the gap between academia and industry for a greater understanding of BIM use in an NZ context.  A qualitative research approach was carried out and comprised of semi-structured interviews in which eight industry participants across the design-to-construction supply chain were selected and interviewed. From the results, the different methods identified were: BIM-to-fabrication; change of procurement methods; and incorporating BIM Collaboration Format (BCF) plugin platforms. These methods identified contribute to knowledge for future researchers to undertake; predominantly to provide direction and recommendations to explore each method in an NZ industry context further.  Further discussions of the results identify that although the different methods can contribute to better BIM coordination, the success of a BIM model to be delivered effectively is dependent on two significant factors. The factors are; firstly, to capture the BIM requirements and needs of the client to establish well-defined deliverables in the BEP; and secondly, to ensure that the project team are to understand their role and responsibilities right throughout the project. This was a crucial finding in this thesis as although the methods are effective in enabling greater BIM coordination; ultimately it comes down to BIM understanding and expertise from key project stakeholders; which brings the notion of the issue back to the root of the problem. Other key findings from this thesis indicate a positive future for BIM within the NZ AEC industry, with many of the participant firms recognised to be proactive and open to incorporating BIM into their projects. Though the signs are encouraging, discussions with industry participants still express their concerns on needing to align the understanding of BIM between key project stakeholders. Therefore, an education piece which focuses on the client and their understanding of BIM in an NZ context is suggested for future research. This thesis also presents academia with valuable industry BIM workflow diagrams which the author has either illustrated or been provided by participants.</p>

scholarly journals The Learning History Methodology: An Infrastructure for Collective Reflection to Support Organizational Change and Learning

2021 ◽  
Vol 19 (2) ◽  
pp. pp71-83
Author(s):  
Julie Béliveau ◽  
Anne-Marie Corriveau
Keyword(s):  
Organizational Change ◽  
Organizational Learning ◽  
Research Question ◽  
Lessons Learned ◽  
Research Approach ◽  
Structured Interviews ◽  
Data Set ◽  
Support Tool ◽  
Learning History ◽  
Action Research Approach

Organization members often complain about insufficient time to reflect collectively as they grapple with constant significant changes. The Learning History methodology can support this collective reflection. Given the scant empirical studies of this action research approach, the present paper fills this gap by giving an overview of this methodology and by presenting a qualitative study that answers the following research question: How does the Learning History methodology contribute to collective reflection among organization members during major organizational change? To answer this question, an empirical research project was led within five healthcare organizations in Canada during their implementation of the Planetree person-centered approach to management, care, and services. The data set includes 150 semi-structured interviews, 20 focus groups and 10 feedback meetings involving organization members representing all hierarchical levels in the five participating institutions. The results highlight the five types of contributions of the Learning History methodology to collective reflection within the five institutions that participated in the study: 1) a process of expression, dialogue, and reflection among organization members; 2) a portrait of the change underway; 3) a support tool for the change process; 4) a vector for mobilizing stakeholders; and 5) a source of organizational learning.  The results also show how organization members’ collective reflection is built through the various stages of the Learning History methodology. By demonstrating that this collective reflection leads to true organizational learning, the findings position the Learning History as a research-action method useful both from a research standpoint and as an organizational development tool. In the conclusion, lessons learned using the LH approach are shared from a researcher’s perspective. This paper should interest researchers and practitioners who seek research methodologies that can offer an infrastructure for collective reflection to support organizational change and learning.

scholarly journals Managing corporate identities of non-profit organisations in the social welfare sector

2013 ◽  
Vol 5 (2) ◽  
Author(s):  
Lida Holtzhausen
Keyword(s):  
Social Welfare ◽  
Identity Management ◽  
Research Question ◽  
Corporate Identity ◽  
Research Approach ◽  
Full Potential ◽  
Structured Interviews ◽  
Non Profit ◽  
The Social ◽  
The Government

Present-day South Africa is characterised by many societal and developmental issues, such as HIV awareness and prevention, child-headed households, environmental protection, poverty alleviation, violence and victim aid. However, it is widely acknowledged that government alone cannot address these issues effectively. The role of non-profit organisations (NPOs) in addressing social and development issues is increasingly emphasised. NPOs work at grass-roots level and they can therefore, on the whole, identify societal vulnerabilities and risks earlier than the government sector. However, due to the economic recession, NPOs operate in a competitive environment where an increasing number of NPOs rely on a small number of donors and other resources. NPOs should therefore differentiate themselves from the competition in order to obtain public legitimacy and funding. Corporate identity management is important for NPOs to fulfil their role in social welfare and thus contribute to disaster risk reduction. The exploratory nature of this study dictates a qualitative research approach. Semi-structured interviews with management of five NPOs in the social welfare sector were conducted in order to provide an answer to the study’s research question: ‘To what extent do NPOs in the social welfare sector practise corporate identity management, in order to prevent and address social welfare risks?’ The research found that NPOs do not realise the full potential of managing their corporate identities. NPOs therefore do not take advantage of a strong and distinct corporate identity which would allow them to ensure their ability to assess, address, reduce and/or alleviate vulnerabilities and disaster risks.

Educational Online Technologies in Blended Tertiary Environments

2017 ◽  
Vol 13 (3) ◽  
pp. 1-14 ◽  
Author(s):  
Kimberley Tuapawa
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
New Zealand ◽  
Blended Learning ◽  
Tertiary Education ◽  
Structured Interviews ◽  
Online Technologies ◽  
Key Characteristics ◽  
Effective Use

Although educational online technologies (EOTs) present an extraordinary range of higher education opportunities, significant gaps in knowledge about their purpose and functionality may impede levels of adoption. As the demand for online learning grows, it is critical that tertiary education institutes (TEIs) address gaps in knowledge by developing their understandings of EOT applications. This paper aimed to identify, and describe the application of a range of EOTs popularly used in blended tertiary environments (BTEs). Through qualitatively designed semi-structured interviews with 13 blended learning experts from New Zealand, Australia and Canada, and a 5-step analyses of data, it verified the use of 35 different EOTs in BTEs, including Adobe Connect, Blackboard, Facebook, Instagram, and YouTube. Their key characteristics were summarised using a multi-dimensional taxonomy, called the Pentexonomy, which synergised a range of perspectives into a robust, contextualised, and multi-dimensional framework for categorising EOTs. An outline of recommendations for the effective use of some of these EOTs was also provided. As EOTs advance and usage accelerates, the outcomes of this research will assist TEIs in their efforts to keep abreast of EOT developments, make informed choices about EOT use, and contribute to the delivery of relevant, meaningful EOT support.

Sustaining health education research programs in Aboriginal communities

2016 ◽  
Vol 24 (3) ◽  
pp. 49-58 ◽  
Author(s):  
Katherine Wisener ◽  
Jennifer Shapka ◽  
Sandra Jarvis-Selinger
Keyword(s):  
Health Education ◽  
First Nations ◽  
Research Question ◽  
Research Approach ◽  
Long Term Effects ◽  
Structured Interviews ◽  
Community Based ◽  
Community Based Research ◽  
Education Interventions ◽  
Health Education Interventions

Despite evidence supporting the ongoing provision of health education interventions in First Nations communities, there is a paucity of research that specifically addresses how these programs should be designed to ensure sustainability and long-term effects. Using a Community-Based Research approach, a collective case study was completed with three Canadian First Nations communities to address the following research question: What factors are related to sustainable health education programs, and how do they contribute to and/or inhibit program success in an Aboriginal context? Semi-structured interviews and a sharing circle were completed with 19 participants, including members of community leadership, external partners, and program staff and users. Seven factors were identified to either promote or inhibit program sustainability, including: 1) community uptake; 2) environmental factors; 3) stakeholder awareness and support; 4) presence of a champion; 5) availability of funding; 6) fit and flexibility; and 7) capacity and capacity building. Each factor is provided with a working definition, influential moderators, and key evaluation questions. This study is grounded in, and builds on existing research, and can be used by First Nations communities and universities to support effective sustainability planning for community-based health education interventions.

scholarly journals Customer-Perceived Value on Samsung and Apple Smartphone: A Comparative Study on Japanese and Bangladesh University Students

2021 ◽  
Keyword(s):  
Operating System ◽  
Value Chain ◽  
Brand Loyalty ◽  
Research Question ◽  
Research Result ◽  
Perceived Value ◽  
Primary Data ◽  
Research Approach ◽  
Brand Preference ◽  
Customer Perceived Value

Customer-perceived value constitutes at the core of competition of brands. This analysis is done in light of the case between Apple and Samsung over customer perceived value (CPV) on brands among the students of Japan and Bangladesh. Therefore, the main research question of this study is to compare brand preferences between Apple and Samsung among students of two countries. This study is followed by quantitative research approach. Both primary and secondary data were used in this research. Primary data were obtained through structured questionnaires given to respondents for in depth interview. Data were analyzed using statistical software: SPSS. The research result revealed that the brand loyalty is high among Apple users; hence Apple has a strong brand preference over Samsung among the students of Japan. In contrast, brand loyalty is high among Samsung users in Bangladesh since it has a strong brand preference over Apple because of open-sourced Android operating system and cheaper price of the product. The study has shown that the customer perceived value of Apple is higher than that of Samsung. The study also found that the brand image of Apple was relatively better as compared to that of Samsung in most of the traits studied especially in quality, price, operating system, and after sales service. This paper provides a comparative analysis on customer perceived value on brand of two giant smartphone companies and through this analysis it can be concluded that at present Samsung is the best brand for smartphone users in Bangladesh, in contrast, Apple is the leading brand in Japan to smartphone users. Keywords: Customer-Perceived Value, Brand Dentity, Value Chain, Competitive Analysis, Smartphone

scholarly journals Developing Gateways as Tourist Destinations: Ferry Services and Nodal Functions in Wellington and Picton

2021 ◽  
Author(s):  
◽  
Gui Lohmann
Keyword(s):  
New Zealand ◽  
Relative Length ◽  
Analytical Framework ◽  
Capital City ◽  
Primary Data ◽  
Structured Interviews ◽  
Tourist Attractions ◽  
Secondary Sources ◽  
Tourist Destinations ◽  
Catchment Areas

<p>This thesis discusses the relationship between transport and tourism with a particular focus on how to improve the destination function of gateways. The case study chosen for this research is the Cook Strait ferries and the ferry ports of Wellington and Picton, in New Zealand. With the absence of academic literature dealing with the impacts of tourism in gateways and the fact that the concept of gateway has not been operationalised yet, the thesis proposes, via empirical analysis, a classification of ferry passengers according to four different functions: gateway tourists; overnight gateway visitors; stopover visitors and destination tourists. These nodal classifications basically comprise two variables: the absolute and relative length of stay in the nodes and the main reason for going there. The analytical framework also takes into consideration the passengers' place of origin: those living within the gateways' catchment areas (the Centre Stage of New Zealand Region - CSNZ); those living in New Zealand but outside the catchment areas; and passengers living overseas. Apart from secondary sources, on-board surveys with ferry passengers and semi-structured interviews with operators in Wellington and Picton are used to collect primary data. What the results show is that some segments of passengers are interested in extending their stay in Wellington and Picton if they had been offered more information about these two nodes or a special deal including the ferry crossing and accommodation in one of the gateways. International passengers are the group of passengers most likely to take advantage of these opportunities as those living in New Zealand are more interested to reach their final destinations and perhaps more familiarised with both nodes, so the incentives would not be very appealing to them. However, local operators were not able to suggest offers/arrangements to engage passing travellers to stop and visit these gateways. This can be attributed to lack of funds and relationship issues between tourism operators, particularly in Picton, and one of the ferry operators. In comparison to Picton that has a smaller destination function, results from this research suggested that gateways with a more developed destination function, such as the case of Wellington, are better prepared to convince traffic passing by to stop and visit them as tourist destination. The existence of more tourist attractions and activities is certainly an incentive to persuade travellers to stay longer in gateways. From the operationalisation of the concepts proposed in this thesis and the results obtained from the questionnaires and interviews, this research concludes that not only nodal functions vary from place to place (e.g. Picton as a small resort town and Wellington as a capital city), but also that these functions evolve throughout time, with seasonal variations also occurring (high vs. low seasons). With regards to the direction passengers are travelling and the influence on travellers' functions, variations are identified only among overnight gateway visitors, with the common pattern being passengers staying overnight before catching up the ferry the following day.</p>

scholarly journals Overcoming challenges associated with managing change towards Digital Banking - a case of a South African bank

2021 ◽  
Vol 18 (1) ◽  
pp. 70-92
Author(s):  
S MAHARAJ ◽  
◽  
RID POOE ◽  
Keyword(s):  
South African ◽  
Diffusion Of Innovation ◽  
Business Environment ◽  
Theory Of Change ◽  
Primary Data ◽  
Future Research ◽  
Research Approach ◽  
Structured Interviews ◽  
Environment Change ◽  
Managing Change

In today’s highly competitive business environment, change has become the order of the day for businesses that want to survive and stay competitive through the winds and turbulences of change. Change comes as a consequence of companies repositioning themselves in anticipation of rapid advancements in technology, quest for new opportunities in different geographical markets, and the need for new strategic intent. The aim of this study was to explore challenges faced by a South African bank following the integration of the three (3) business units towards digital banking. In exploring this question, the study adopted a quality research approach which involved purposive sampling where semi-structured interviews were held with 20 bank employees who were affected by the integration process. Following the primary data collection and data analysis, the following five (5) themes emerged, which represented the main challenges which employees associated with managing change toward digital banking by the focal bank: 1) lack of guiding principles for the change process, (2) clash of sub-cultures of the various units, (3) employee involvement and engagement, (4) absence of post-integration plan, and (5) lack of communication. By drawing from the Kurt Lewin’ theory of change and the diffusion of innovation theory, the study extended our understanding of these theories in the context of integration literature. The themes were analysed In light of the emerged themes, recommendations were made and directions for future research were suggested.

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