title: How do new practitioners come to understand and effectively use supervision?

authors: Wolfe, Rachel

subjects: supervision

abstract: This project investigated how new practitioners come to understand and effectively use supervision. It was based on a collaborative inquiry with supervisors and new practitioners who had met for supervision, and who volunteered to reflect on their experiences in relation to the research question.  In particular the study explored how four participating new practitioners had been inducted into supervision during their studies and in their employment after graduating.  

The ways new practitioners induction experiences contributed to an understanding and use of supervision were investigated using a bricolage of narrative, action research and interviewing methods.  Participants were invited into a co-research position to meet together in their supervisory pairs and explore their responses to starter questions provided to them. These audiotaped conversations were then witnessed by me and responded to in the form of a letter sent back to participants with further questions for the participating pairs to engage with in a follow up conversation.  

The study highlighted the challenges new practitioners experience in developing understandings of what supervision is. Whilst a review of literature found attention by authors to the need to prepare new practitioners for supervision, this research found this was not reflected in the new practitioners' experiences of induction to supervision.

Knowledges produced by this research highlight the important role supervisor's play in assisting the development of understanding and use of supervision and a need for further discussion and professional education about supervision for both supervisors and new practitioners.

text: How do new practitioners come to understand and effectively use supervision? This project investigated how new practitioners come to understand and effectively use supervision. It was based on a collaborative inquiry with supervisors and new practitioners who had met for supervision, and who volunteered to reflect on their experiences in relation to the research question.  In particular the study explored how four participating new practitioners had been inducted into supervision during their studies and in their employment after graduating.  

The ways new practitioners induction experiences contributed to an understanding and use of supervision were investigated using a bricolage of narrative, action research and interviewing methods.  Participants were invited into a co-research position to meet together in their supervisory pairs and explore their responses to starter questions provided to them. These audiotaped conversations were then witnessed by me and responded to in the form of a letter sent back to participants with further questions for the participating pairs to engage with in a follow up conversation.  

The study highlighted the challenges new practitioners experience in developing understandings of what supervision is. Whilst a review of literature found attention by authors to the need to prepare new practitioners for supervision, this research found this was not reflected in the new practitioners' experiences of induction to supervision.

Knowledges produced by this research highlight the important role supervisor's play in assisting the development of understanding and use of supervision and a need for further discussion and professional education about supervision for both supervisors and new practitioners.

year: 2010

title: The excellence in research for Australia Scheme: An evaluation of the draft journal weights for economics

authors: Anderson, David L.

subjects: economics department

abstract: In February 2008, the Australian government announced its intention to develop a new quality and evaluation system for research conducted at the nation’s universities. Although the Excellence in Research for Australia (ERA) scheme will utilize several measures to evaluate institutional performance, we have chosen to focus on one element only: the assessment of refereed journal article output based on ERA’s own journal weighting scheme. The ERA weighting scheme will undoubtedly shape the reward structure facing university administrators and individual academics.
Our objective is to explore the nature of the ERA weighting scheme for economics, and to demonstrate how it impacts on departmental and individual researcher rankings relative to rankings generated by alternative schemes employed in the economics literature. In order to do so, we utilize data from New Zealand’s economics departments and the draft set of journal weights (DERA) released in August 2008 by ERA officials. Given the similarities between Australia and New Zealand, our findings should have relevance to the Australian scene. As a result, we hope to provide the reader with a better understanding of the type of research activity that influences DERA rankings at both the departmental and individual level.

text: The excellence in research for Australia Scheme: An evaluation of the draft journal weights for economics In February 2008, the Australian government announced its intention to develop a new quality and evaluation system for research conducted at the nation’s universities. Although the Excellence in Research for Australia (ERA) scheme will utilize several measures to evaluate institutional performance, we have chosen to focus on one element only: the assessment of refereed journal article output based on ERA’s own journal weighting scheme. The ERA weighting scheme will undoubtedly shape the reward structure facing university administrators and individual academics.
Our objective is to explore the nature of the ERA weighting scheme for economics, and to demonstrate how it impacts on departmental and individual researcher rankings relative to rankings generated by alternative schemes employed in the economics literature. In order to do so, we utilize data from New Zealand’s economics departments and the draft set of journal weights (DERA) released in August 2008 by ERA officials. Given the similarities between Australia and New Zealand, our findings should have relevance to the Australian scene. As a result, we hope to provide the reader with a better understanding of the type of research activity that influences DERA rankings at both the departmental and individual level.

year: 2009-07

title: Turakina Ngā Hara me Hinepūkohurangi

authors: Channings, Terehia Teresa

abstract: Turakina Māori Girls’ College was a Māori boarding school established by the Presbyterian Church. It is a school that has had a long-standing relationship with Tūhoe. The connection between Tūhoe and Turakina Māori Girls’ College has seen many generations of Tūhoe women attend this Presbyterian educational institution. Central in the forging of special bond was the connection between The Right Reverend John Laughton and Rua Kenana. They both had immense influence on the people of Ruatāhuna, of Waikaremoana and Te Whāiti where the very first cohort of Tūhoe students who attended Turakina originated.
This research investigates the influence of Turakina Māori Girl’s College on the lifestyles, careers and personal development of a select group of Tūhoe women. In particular, this study focuses on Tūhoe women who attended Turakina over a period of five decades from as early as the 1940’s through to the 1980’s. The careers of each of the participants range from education to health, to social services and to pastoral Ministry. The key focus questions are based around the four cornerstone pinnacles of Turakina; Mana Mātauranga - Educational Enhancement & Achievement, Mana Māori - Māori Language & Cultural Strengthening, Mana Wairua - Spiritual Well-being & Care and particularly Mana Wahine - Female Capacity.
In January 2016, the Minister of Education officially closed Turakina. The college was the only Māori Girls’ boarding school ever to be established by the Presbyterian Church in Aotearoa, New Zealand. However, the relationship between Turakina and Tūhoe still remains and is a crucial part of the lives of many Tūhoe women.

text: Turakina Ngā Hara me Hinepūkohurangi Turakina Māori Girls’ College was a Māori boarding school established by the Presbyterian Church. It is a school that has had a long-standing relationship with Tūhoe. The connection between Tūhoe and Turakina Māori Girls’ College has seen many generations of Tūhoe women attend this Presbyterian educational institution. Central in the forging of special bond was the connection between The Right Reverend John Laughton and Rua Kenana. They both had immense influence on the people of Ruatāhuna, of Waikaremoana and Te Whāiti where the very first cohort of Tūhoe students who attended Turakina originated.
This research investigates the influence of Turakina Māori Girl’s College on the lifestyles, careers and personal development of a select group of Tūhoe women. In particular, this study focuses on Tūhoe women who attended Turakina over a period of five decades from as early as the 1940’s through to the 1980’s. The careers of each of the participants range from education to health, to social services and to pastoral Ministry. The key focus questions are based around the four cornerstone pinnacles of Turakina; Mana Mātauranga - Educational Enhancement & Achievement, Mana Māori - Māori Language & Cultural Strengthening, Mana Wairua - Spiritual Well-being & Care and particularly Mana Wahine - Female Capacity.
In January 2016, the Minister of Education officially closed Turakina. The college was the only Māori Girls’ boarding school ever to be established by the Presbyterian Church in Aotearoa, New Zealand. However, the relationship between Turakina and Tūhoe still remains and is a crucial part of the lives of many Tūhoe women.

year: 2016