Inclusion

This chapter discusses the origin of inclusion, which is based in schooling children with special needs. It reviews the history, research, frameworks, and models, and what is needed to for inclusion to work. The chapter then reviews what is necessary to move inclusion beyond the classroom and into the workforce. Finally, the chapter looks at inclusion with the lens of diversity and equity, and not just for people with disabilities. One cannot discuss inclusion for all individuals without first considering how inclusion got started for people with disabilities and what makes it successful. This chapter provides an overview on inclusion of people with special needs in education in order to understand how to best include all individuals throughout their lives.

Impact of Corporate Social Responsibility, Green Intellectual Capital, and Green Innovation on Competitive Advantage

The concept of green intellectual capital has gained substantial popularity in context of pressures from competition, environmental forces, and mounting stakeholders’ expectations for environment protection. Scholars have, investigated about the antecedents and consequences of green intellectual capital. However, those investigations look inexhaustive in terms of the research frameworks and contexts employed therein. Based on the systematic literature review, this paper builds a better model involving, both, antecedents and consequences of green intellectual capital. The model proposes that corporate social responsibility is a factor leading to green intellectual capital. Additionally, green intellectual capital leads to green innovation resulting in competitive advantage for firms. Importantly, the model acknowledges contingency theory and suggests that the relationship between corporate social responsibility and green innovation could be moderated by the extent to which a firm is visible to general public for its activities as well as the extent to which the firm is transparent.

The Future of Science Teacher Education in Tonga

<p>The purpose of this research was to explore and document existing policy and practices contributing to the debate of science teacher education in the Pacific. The study took on a pragmatic approach for a mixed research, drawing from the positives of both the qualitative and the quantitative approaches using the kakala/kakala research frameworks guiding the methodological framework. Being a mixed research, the data collection method involved three elements: one-on-one semi-structured interviews with senior Tongan education officials, document analysis and a teacher questionnaire targeting science teachers. All the interviews were conducted in English and recorded using a digital recording device and transcribed by myself as the researcher. All the science teachers who participated in the questionnaire returned a signed consent form to confirm willingness to participate maintaining anonymity. In order to answer the research question, the study examined the significance of the fibre (fau)used in the kakala weaving process, extracting from the Kakala/Kakala research frameworks the metaphoric conceptual relevance of the fibre (fau) which holds the kakala providing it structural support. Hence the conceptualisation that, the three strands of fibre that holds and maintains the education system in Tonga can be attributed to; (i) strong cultural values, (ii) a clear and definitive education policy framework (Catherwood & Levine, 2004), and high teacher self-efficacy. The self-efficacy of Tongan science teachers is measured for the first time and reported in this study as high to very high on a Likert-type psychometric scale adapted from (Skaalvik & Skaalvik, 2009) to fit the Tongan context. The study also discusses challenges and teacher perceptions of being a science teacher in Tonga and the implications these challenges might pose in future.</p>

The Future of Science Teacher Education in Tonga

<p>The purpose of this research was to explore and document existing policy and practices contributing to the debate of science teacher education in the Pacific. The study took on a pragmatic approach for a mixed research, drawing from the positives of both the qualitative and the quantitative approaches using the kakala/kakala research frameworks guiding the methodological framework. Being a mixed research, the data collection method involved three elements: one-on-one semi-structured interviews with senior Tongan education officials, document analysis and a teacher questionnaire targeting science teachers. All the interviews were conducted in English and recorded using a digital recording device and transcribed by myself as the researcher. All the science teachers who participated in the questionnaire returned a signed consent form to confirm willingness to participate maintaining anonymity. In order to answer the research question, the study examined the significance of the fibre (fau)used in the kakala weaving process, extracting from the Kakala/Kakala research frameworks the metaphoric conceptual relevance of the fibre (fau) which holds the kakala providing it structural support. Hence the conceptualisation that, the three strands of fibre that holds and maintains the education system in Tonga can be attributed to; (i) strong cultural values, (ii) a clear and definitive education policy framework (Catherwood & Levine, 2004), and high teacher self-efficacy. The self-efficacy of Tongan science teachers is measured for the first time and reported in this study as high to very high on a Likert-type psychometric scale adapted from (Skaalvik & Skaalvik, 2009) to fit the Tongan context. The study also discusses challenges and teacher perceptions of being a science teacher in Tonga and the implications these challenges might pose in future.</p>

Enabling the potential of Mission-led Research in New Zealand: Conceptualisations, Structures, and Relationships in the National Science Challenges

<p>Addressing the Grand Challenges of the world requires a mode of research that can mirror their scale and complexity. Traditional investigator- and industry-led research frameworks, although useful in their own right, fail to capture the collaborative, transdisciplinary approach that can both generate the necessary knowledge and apply research outcomes on the scale needed to resolve the ‘big picture’ problems. Mission-led research provides a framework that attempts to strike that balance of knowledge generation and application; and New Zealand’s National Science Challenges (NSCs) provide a representation of missionled research that may exemplify the relationships and processes needed to enact it. This thesis aims to understand how the relationships and processes designed to facilitate mission-led research in the NSCs impacts their ability to achieve their missions. Research was undertaken through semi-structured interviews with participants from two NSCs, representing four of the key stakeholder perspectives: Management, Researchers, Industry, and Māori. These interviews sought to understand how different stakeholder groups conceptualised mission-led research itself, the processes within it, and their relationships with other stakeholder groups. The results demonstrated that stakeholders perceived mission-led research in four interdependent ways, driven by a core concept of ‘Big Picture’ problems. These problems were seen to necessitate ‘Transdisciplinarity’ in their resolution, that research would be ‘Long-term/Strategic’, and that research outcomes would have a ‘Collective Benefit’. Alignment between conceptualisations of mission-led research and how closely processes and stakeholder groups adhered to those conceptualisations was central to positive engagement and collaboration. Alignment between stakeholders was seen to occur through three modes: Conceptual, Structural, and Relational. Conceptual alignment promoted a common understanding of the mission; Structural alignment ensured research practices reflected mission-led values; and Relational alignment improved stakeholder understanding of diverse expectations and motivations amongst other worldviews. Successful NSCs used the three modes of alignment to improve transdisciplinary collaboration while maintaining diversity of worldviews and skillsets, enabling them to more effectively address their missions.</p>

Enabling the potential of Mission-led Research in New Zealand: Conceptualisations, Structures, and Relationships in the National Science Challenges

<p>Addressing the Grand Challenges of the world requires a mode of research that can mirror their scale and complexity. Traditional investigator- and industry-led research frameworks, although useful in their own right, fail to capture the collaborative, transdisciplinary approach that can both generate the necessary knowledge and apply research outcomes on the scale needed to resolve the ‘big picture’ problems. Mission-led research provides a framework that attempts to strike that balance of knowledge generation and application; and New Zealand’s National Science Challenges (NSCs) provide a representation of missionled research that may exemplify the relationships and processes needed to enact it. This thesis aims to understand how the relationships and processes designed to facilitate mission-led research in the NSCs impacts their ability to achieve their missions. Research was undertaken through semi-structured interviews with participants from two NSCs, representing four of the key stakeholder perspectives: Management, Researchers, Industry, and Māori. These interviews sought to understand how different stakeholder groups conceptualised mission-led research itself, the processes within it, and their relationships with other stakeholder groups. The results demonstrated that stakeholders perceived mission-led research in four interdependent ways, driven by a core concept of ‘Big Picture’ problems. These problems were seen to necessitate ‘Transdisciplinarity’ in their resolution, that research would be ‘Long-term/Strategic’, and that research outcomes would have a ‘Collective Benefit’. Alignment between conceptualisations of mission-led research and how closely processes and stakeholder groups adhered to those conceptualisations was central to positive engagement and collaboration. Alignment between stakeholders was seen to occur through three modes: Conceptual, Structural, and Relational. Conceptual alignment promoted a common understanding of the mission; Structural alignment ensured research practices reflected mission-led values; and Relational alignment improved stakeholder understanding of diverse expectations and motivations amongst other worldviews. Successful NSCs used the three modes of alignment to improve transdisciplinary collaboration while maintaining diversity of worldviews and skillsets, enabling them to more effectively address their missions.</p>

Gender Trouble and Return of the Sexual in a Cisgender Research Collective Confronted With Trans∗ Femininity

The author analyzes a research study of trans∗ women and their surgeons, conducted before and after vaginoplasty in a French public hospital service. The essay is an examination of countertransference in three research frameworks: (1) working with a research team; (2) taking part in a peer group, facilitated by a psychologist, a surgeon, and a secretary, bringing together women who had already undergone surgery and those awaiting it; and (3) research interviews with Lara, a 64-year-old trans∗ woman. The author emphasizes the importance of taking into account gender countertransference—that is, the disruptive effects of the encounter with trans∗ people and their desires, paying specific attention to what the encounter with trans∗ femininities has stirred or revealed in terms of the author's own relationship to the body and to cisgender femininity.

Methodological approaches for conducting follow-up research with clinical trial participants: a scoping review and expert interviews

Background Evidence-based establishment and implementation of best principles, laws and ordinances that regulate clinical research depend on the consultation and involvement of trial participants. Yet, guidance on methodological approaches to obtain trial participants’ perspectives is currently missing. This scoping review therefore aimed at identifying, describing and evaluating research approaches to obtain trial participants’ feedback on their views and experiences. Methods We searched the electronic databases Medline and PsycInfo via Ovid and the Web of Science Core Collection. Clinical trials were included that involved adult participants that were conducted in selected high-income countries and that were published in peer-reviewed journals between 1985 and 2018. In addition, 29 expert interviews were conducted between March and May 2019. Results Out of 5994 identified records, 23 articles were included in this review. Twelve studies used a qualitative approach, 10 were quantitative and one study used a mixed-method design. More than 75% of all work was conducted in the USA and the UK. The scoping review and the expert interviews highlighted that recruitment of participants was generally done through direct contact by principal investigators and/or study nurses or through searches in de-identified patient databases. Authors used surveys, interviews or focus group discussions. The tools used were either based on existing validated ones or developed and verified de novo with the support of experts and/or patient representatives. Conclusions To our knowledge, this is the first methodological literature review of approaches to researching experiences of clinical trial participants where findings were triangulated with expert interviews. Covering a range of indications, trial phases and study settings, it demonstrates that clinical trial participant perspectives and experience is heavily under-researched. This casts doubt on the overall robustness of available insight into trial participants’ views and experiences. Our results demonstrate that the methodology for studying participant opinion, perception and experience should be adapted to the measure of interest and conform to the study population. Using valid patient experience data is the basis to evaluate existing legal and regulatory human subject research frameworks for their appropriateness from a patient perspective. Such an evaluation will be critical to empower research participants.

Humanizing Refugee Research in a Turbulent World

This essay adopts a critical perspective of the idea of humanizing refugee research. It argues that much social scientific research is intrinsically dehumanizing, as it simplifies and reduces human experience to categories and models that are amenable to analysis. Attempts to humanize research may productively challenge and unsettle powerful and dominant hegemonic structures that frame policy and research on forced migration. However, it may replace them with new research frameworks, now imbued authority as representing more authentic or real-life experiences. Rather than claiming the moral high ground of humanizing research, the more limited, and perhaps more honest, ambition should be to recognize the inevitable dehumanization embedded in refugee research and seek to dehumanize differently.

Path to Accessibility: The current state of disability access in Aotearoa New Zealand museums

<p>The New Museology posits museums and galleries as institutions entwined with issues of social justice and political responsibility. The relationship between museums and their communities is the founding aspect of this theoretical and practical framework. ‘Path to Accessibility’ explores the ways museums and galleries around Aotearoa New Zealand are engaging with communities of people with disabilities, consulting both with representatives from the disability sector and cultural organisations from around the country. This dissertation addresses a current gap in the literature available on how New Zealand museums are adapting to the needs of these audiences; a shift that is necessary given one in four New Zealanders identifies as having lived experience of disability. It also forges a valuable contribution to the field of museum studies by drawing on theory such as audience development and visitor research, and utilising emancipatory research frameworks from disability studies, as well as conducting original research on an under-examined topic. The research comprised a multi-method approach to ensure credibility. Focus group and interview stages collected the experiences and viewpoints of existing museum visitors with disabilities. This provided a foundation on which to create a nationwide survey of 41 museums and galleries. The survey explored multiple aspects of disability access, including physical ingress, inclusive exhibition design, tailored public programming, digital accessibility, and levels of disability representation in staff and management positions. The findings of this research project reveal that museums and galleries in Aotearoa New Zealand are for the most part considering disability access in some way. However, actioning related initiatives is often limited to achieving minimum legislative requirements rather than approaching it comprehensively as part of wider audience development strategies. The analysis of data gathered puts forward a number of suggestions around improving practice in New Zealand museums, central to which is establishing relationships with communities of people with disabilities and their advocacy groups to ensure long-term sustainability. These recommendations have global applicability for museum practice as comparative overseas studies demonstrate strong similarities to the New Zealand context.</p>