title: A comparison between e-government practices in Taiwan and New Zealand.

authors: Deakins, Eric

subjects: e-government

abstract: Few studies have focused on comparing the state of e-government in Western- and Non-Western settings, where the political, social, economic, and cultural environments can be markedly different. This paper compares the views of local authority policymakers in Taiwan and New Zealand, in order to judge the sophistication of their e-government initiatives via the formal and informal policies underpinning website development.
Good level of agreement were observed between the Taiwanese and New Zealander respondents for the high levels of significance they attached to 3 key issues, which the authors argue are critical for successful e-government: Accessibility, Security and Privacy. Similarly, the policymakers agreed on a medium level of significance for the 7 key issues: E-procurement, Digital Divide, Private Sector, Taxation, Cultural Obstacles, IT Workforce, and Social Effects (and on a low level of significance for E-Tailing). It was concluded that government policymakers in both countries, in an era of commercial online social networking, are continuing to favour pushing(what they deem to be important) information to citizens, rather than creating collaborative service channels with citizens, contractors and suppliers or integrating separate service processes to satisfy all stakeholders. An attendant lack of commitment to promoting heightened (e-)democracy was also noted, especially in New Zealand.

text: A comparison between e-government practices in Taiwan and New Zealand. Few studies have focused on comparing the state of e-government in Western- and Non-Western settings, where the political, social, economic, and cultural environments can be markedly different. This paper compares the views of local authority policymakers in Taiwan and New Zealand, in order to judge the sophistication of their e-government initiatives via the formal and informal policies underpinning website development.
Good level of agreement were observed between the Taiwanese and New Zealander respondents for the high levels of significance they attached to 3 key issues, which the authors argue are critical for successful e-government: Accessibility, Security and Privacy. Similarly, the policymakers agreed on a medium level of significance for the 7 key issues: E-procurement, Digital Divide, Private Sector, Taxation, Cultural Obstacles, IT Workforce, and Social Effects (and on a low level of significance for E-Tailing). It was concluded that government policymakers in both countries, in an era of commercial online social networking, are continuing to favour pushing(what they deem to be important) information to citizens, rather than creating collaborative service channels with citizens, contractors and suppliers or integrating separate service processes to satisfy all stakeholders. An attendant lack of commitment to promoting heightened (e-)democracy was also noted, especially in New Zealand.

year: 2007

title: Understanding the benefits of residential field courses: the importance of class learning goal orientation and class belonging

authors: Shaulskiy, Stephanie

abstract: While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.

text: Understanding the benefits of residential field courses: the importance of class learning goal orientation and class belonging While previous literature finds many benefits to participation in undergraduate field courses, the mechanisms for how these benefits develop is still unknown. This study explores these mechanisms and any unique benefits of field courses by examining results from pre and post surveys about scientific literacy, future science plans, and motivation and belonging for undergraduate students who took courses in one field station setting (n = 249) and one traditional on-campus setting (n = 118). We found positive associations between the field station setting and scientific literacy as well as future science plans. In addition, this study finds support for the serial and multiple mediation of class learning goal orientation and class belonging in explaining the relationships between the field station setting and scientific literacy as well as future science plans. The results of this study have implications for enhancing field course design and increasing access and inclusion.

year: 2022

title: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand

authors: Bishop, Russell

subjects: Effective teaching profile

abstract: The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

text: Te Kotahitanga: Addressing educational disparities facing Māori students in New Zealand The major challenges facing education in New Zealand today are the continuing social, economic and political disparities within our nation, primarily between the descendants of the European colonisers and the Indigenous Māori people. These disparities are also reflected in educational outcomes. In this paper, an Indigenous Māori Peoples' solution to the problems of educational disparities is detailed. Te Kotahitanga is a research and professional development project that seeks to improve the educational achievement of Māori students in mainstream secondary schools. Students ‘voices’ were used to inform the development of the project in a variety of ways: firstly to identify various discursive positions related to Māori student learning; secondly, to develop professional development activities, and thirdly, to create an Effective Teaching Profile. The paper concludes by identifying how implementing the Effective Teaching Profile addresses educational disparities.

year: 2009