title: The vocational commitment of student nurses and student teachers

authors: Ramsay, Peter

abstract: For an occupation to become a profession, it is often contended that its members must possess ‘vocational commitment’. Yet, there has in fact been little research either in New Zealand or overseas on the whole question of vocational or professional commitment. 
The present research was primarily concerned with the type and extent of commitment in those undergoing training for a profession. It consisted of a longitudinal study of a cohort of student nurses and student teachers who entered training in a provincial New Zealand city in 1973. A scale to measure expressed vocational commitment (EVC) at the time of entry was devised and was applied to the complete sample of trainee teachers and nurses on the first day of their training. Additional data were gathered early in the training course via standardised personality, psychological and attitude inventories, as well as background details on such variables as sex, socio-economic status and ethnicity. 
The research then focussed on the direction of, and stated reasons for, changes in EVC during the course of training. To facilitate this, a subsample was selected from the two groups for regular interviewing and observation. As well, students leaving the course were interviewed, and where ‘hunches’ were formed from either subsample or leaver material, an endeavour to check these was made through discussion with a monitoring group and by gathering additional evidence from other members of the role set. At the end of their training period the surviving sample was post-tested with an adapted EVC scale. 
The research demonstrated the complexity of abstract concepts such as vocational commitment, and confirmed that it is multidimensional in nature. Moreover, and perhaps most significantly, the findings showed that EVC was subject to considerable fluctuations over relatively short periods of time, which suggested that commitment itself has substantial situationally-specific components. The research also demonstrated that most students on entry to training were extremely tentative in their career choice, and in some instances were merely trying out possibilities. In addition many had poorly formed perceptions of what the vocation they were to enter would require of them, both as students and as practitioners. 
Although the analysis endeavoured to pinpoint reasons for changes in EVC, this task proved extraordinarily difficult. It brought out some of the shortcomings of the positivistic style of research, and much of the theorising associated with it. From a more practical viewpoint the research established the difficulties associated with predicting eventual success in a training programme, even when a wide range of entry variables is available for analysis. 
Some important implications for teacher and nurse education can be adduced, particularly the value of deferring the final selection of applicants during training, thus drawing on an older more mature pool. The research findings also indicate that improved orientation programmes prior to entry to formal training are needed; that a diversified and flexible training course is required to cater for the wide range of the students’ abilities, aptitudes and attitudes; and that improved guidance and counselling services for some ‘at risk’ students are highly desirable. 
Overall, the conclusion was drawn that vocational commitment in the two groups studied was idiosyncratic in its development and influence. Although exceptions could be found, students were more reflective about their decision making and in their career planning than many previous researchers had suggested.

text: The vocational commitment of student nurses and student teachers For an occupation to become a profession, it is often contended that its members must possess ‘vocational commitment’. Yet, there has in fact been little research either in New Zealand or overseas on the whole question of vocational or professional commitment. 
The present research was primarily concerned with the type and extent of commitment in those undergoing training for a profession. It consisted of a longitudinal study of a cohort of student nurses and student teachers who entered training in a provincial New Zealand city in 1973. A scale to measure expressed vocational commitment (EVC) at the time of entry was devised and was applied to the complete sample of trainee teachers and nurses on the first day of their training. Additional data were gathered early in the training course via standardised personality, psychological and attitude inventories, as well as background details on such variables as sex, socio-economic status and ethnicity. 
The research then focussed on the direction of, and stated reasons for, changes in EVC during the course of training. To facilitate this, a subsample was selected from the two groups for regular interviewing and observation. As well, students leaving the course were interviewed, and where ‘hunches’ were formed from either subsample or leaver material, an endeavour to check these was made through discussion with a monitoring group and by gathering additional evidence from other members of the role set. At the end of their training period the surviving sample was post-tested with an adapted EVC scale. 
The research demonstrated the complexity of abstract concepts such as vocational commitment, and confirmed that it is multidimensional in nature. Moreover, and perhaps most significantly, the findings showed that EVC was subject to considerable fluctuations over relatively short periods of time, which suggested that commitment itself has substantial situationally-specific components. The research also demonstrated that most students on entry to training were extremely tentative in their career choice, and in some instances were merely trying out possibilities. In addition many had poorly formed perceptions of what the vocation they were to enter would require of them, both as students and as practitioners. 
Although the analysis endeavoured to pinpoint reasons for changes in EVC, this task proved extraordinarily difficult. It brought out some of the shortcomings of the positivistic style of research, and much of the theorising associated with it. From a more practical viewpoint the research established the difficulties associated with predicting eventual success in a training programme, even when a wide range of entry variables is available for analysis. 
Some important implications for teacher and nurse education can be adduced, particularly the value of deferring the final selection of applicants during training, thus drawing on an older more mature pool. The research findings also indicate that improved orientation programmes prior to entry to formal training are needed; that a diversified and flexible training course is required to cater for the wide range of the students’ abilities, aptitudes and attitudes; and that improved guidance and counselling services for some ‘at risk’ students are highly desirable. 
Overall, the conclusion was drawn that vocational commitment in the two groups studied was idiosyncratic in its development and influence. Although exceptions could be found, students were more reflective about their decision making and in their career planning than many previous researchers had suggested.

year: 1978

title: The teacher as a writer

authors: Hollier, Candy

abstract: This article reports on a research study about the effectiveness of the ‘teacher as a writer’ modelling strategy with Year one students in a New Zealand Primary school. It provides recommendations for implementing the strategy in a classroom program

text: The teacher as a writer This article reports on a research study about the effectiveness of the ‘teacher as a writer’ modelling strategy with Year one students in a New Zealand Primary school. It provides recommendations for implementing the strategy in a classroom program

year: 2019

title: Tangihanga: The ultimate form of Māori cultural expression - overview of a research programme

authors: Nikora, Linda Waimarie

subjects: Māori

abstract: Death, observed through the process of tangihanga (time set aside to grieve and mourn, rites for the dead) or tangi (to grieve and mourn), is the ultimate form of Māori cultural expression. It is also the topic least studied by Māori or understood by outsiders, even after televised funeral rites of Māori leaders and intrusive media engagements with more humble family crises. It has prevailed as a cultural priority since earliest European contact, despite missionary and colonial impact and interference, and macabre Victorian fascination. Change is speculative rather than confirmed. Tangi and death rituals have yet to be rigorously examined in the Māori oral canon, or in the archival and historic record that may be discarded or reinforced by current practice. As researchers we are committed to studying tangi, conscious of the belief that such work carries the inherent risk of karanga aituā (inviting misfortune or even death itself) by drawing attention to it. Contemporary Aotearoa New Zealand is constantly touched by aspects of tangi practice through popular media and personal exposure.

This volatile subject nevertheless demands careful and comprehensive scrutiny in order to extend and enrich the knowledge base, reveal the logic that guides ritual, inform the wider New Zealand community and, more importantly, support the cultural, social, ritual, economic and decision making processes of bereaved whānau (family, including extended family), people affiliated with marae (communal meeting complex) and iwi (tribe, tribal). This paper provides an overview of a research programme that began in July 2009, based at The University of Waikato. The programme is funded by Ngā Pae o te Māramatanga, the Marsden Fund of New Zealand and the Health Research Council of New Zealand.

text: Tangihanga: The ultimate form of Māori cultural expression - overview of a research programme Death, observed through the process of tangihanga (time set aside to grieve and mourn, rites for the dead) or tangi (to grieve and mourn), is the ultimate form of Māori cultural expression. It is also the topic least studied by Māori or understood by outsiders, even after televised funeral rites of Māori leaders and intrusive media engagements with more humble family crises. It has prevailed as a cultural priority since earliest European contact, despite missionary and colonial impact and interference, and macabre Victorian fascination. Change is speculative rather than confirmed. Tangi and death rituals have yet to be rigorously examined in the Māori oral canon, or in the archival and historic record that may be discarded or reinforced by current practice. As researchers we are committed to studying tangi, conscious of the belief that such work carries the inherent risk of karanga aituā (inviting misfortune or even death itself) by drawing attention to it. Contemporary Aotearoa New Zealand is constantly touched by aspects of tangi practice through popular media and personal exposure.

This volatile subject nevertheless demands careful and comprehensive scrutiny in order to extend and enrich the knowledge base, reveal the logic that guides ritual, inform the wider New Zealand community and, more importantly, support the cultural, social, ritual, economic and decision making processes of bereaved whānau (family, including extended family), people affiliated with marae (communal meeting complex) and iwi (tribe, tribal). This paper provides an overview of a research programme that began in July 2009, based at The University of Waikato. The programme is funded by Ngā Pae o te Māramatanga, the Marsden Fund of New Zealand and the Health Research Council of New Zealand.

year: 2010