title: Distributive justice, employment-at-will and just-cause dismissal

authors: Harcourt, Mark

subjects: dismissal

abstract: Dismissal is a major issue for distributive justice at work, because it normally has a drastic impact on an employee's livelihood, self-esteem and future career. This article examines distributive justice under the US's employment-at-will (EAW) system and New Zealand's just-cause dismissal system, focusing on the three main categories of dismissal, namely misconduct, poor performance and redundancy. Under EAW, employees have limited protection from dismissal and remedies are restricted to just a few so-called exceptions. Comparatively, New Zealand's just-cause system delivers much more just outcomes, both in terms of remedies and punishments. Despite a few shortcomings, it should be considered as a reasonable reference for policy changes in the US.

text: Distributive justice, employment-at-will and just-cause dismissal Dismissal is a major issue for distributive justice at work, because it normally has a drastic impact on an employee's livelihood, self-esteem and future career. This article examines distributive justice under the US's employment-at-will (EAW) system and New Zealand's just-cause dismissal system, focusing on the three main categories of dismissal, namely misconduct, poor performance and redundancy. Under EAW, employees have limited protection from dismissal and remedies are restricted to just a few so-called exceptions. Comparatively, New Zealand's just-cause system delivers much more just outcomes, both in terms of remedies and punishments. Despite a few shortcomings, it should be considered as a reasonable reference for policy changes in the US.

year: 2012

title: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers

authors: Conning, Stacey Ashleigh

subjects: novice higher education teacher

abstract: Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

text: Towards a smoother transition: A multiple case study of perceived teaching related issues and support for novice higher education teachers Individuals from various occupations are recruited into higher education based on their expert discipline knowledge, professional experience and currency of practice. However, little is known about the experiences of this academic subgroup in New Zealand. International literature evidences that this group of individuals experience teaching related issues and inadequate support to assist them to transition into academia and to master the teaching role. 
Using a multiple-case study research approach, this thesis reports on the main teaching related issues perceived and experienced by four novice higher education teachers in New Zealand. In addition, it reports on what they consider are the most effective/least effective structures and practices for supporting their teaching development, including tertiary teacher academic induction. Semi-structured interviews and participant details forms were used to gather data. A social ecological framework was used to interpret and contextualise the findings.
Ten themes arose from the analysis. Teaching related issues were found to be unclear expectations, resources absent/not up to standard, assessment development and marking, challenges engaging students, and issues affecting identity. Perceived effective support structures were conversations with colleagues, conversations with external contacts and the Teaching Development Unit or equivalent. Perceived ineffective support structures were induction and line management. Use of the social ecological framework identifies that most effective/ineffective structures and practices to support this group occurred in the interpersonal and intrapersonal contexts most proximal to the individual. Similarly, the teaching related issues arose from oversights of others and development needs of the individual. 
This research adds to what is known about the transition experiences of novice higher education teachers in New Zealand. It provides preliminary findings that suggest that the induction procedures within both universities and ITPs need to be reviewed and their implementation scrutinised. There is a need to support line managers to induct and support their new staff members more effectively. The study concludes with practical implications and recommendations for future research.

year: 2020

title: The sociocultural impact of tourism on the Te Arawa people of Rotorua, New Zealand

authors: Te Awekotuku, Ngahuia

subjects: Te Arawa

abstract: This is a study of how tourism in New Zealand has affected a major tribal community; their insights, reactions, and experiences. Covering five generations, it presents an oral account of the actively concerned social groups. Wherever possible, or necessary, this is reiterated and reinforced by the written record.

The work comprises two parts, the first which outlines the historic background according to available documentation, and the second which focusses on particular aspects of tribal culture and experience. Material for this section, otherwise unrecorded, came from the narrated stories, reminiscences, and often shrewd observations of the people themselves. It deals with residential community, song and dance, arts and crafts, and the role of women.

As an essentially ethnographic commentary, the study does not examine the economic features or effects of tourism, except where fiscal factors are pertinent to the understanding or continuity of the Te Arawa experience of the tourist world.

text: The sociocultural impact of tourism on the Te Arawa people of Rotorua, New Zealand This is a study of how tourism in New Zealand has affected a major tribal community; their insights, reactions, and experiences. Covering five generations, it presents an oral account of the actively concerned social groups. Wherever possible, or necessary, this is reiterated and reinforced by the written record.

The work comprises two parts, the first which outlines the historic background according to available documentation, and the second which focusses on particular aspects of tribal culture and experience. Material for this section, otherwise unrecorded, came from the narrated stories, reminiscences, and often shrewd observations of the people themselves. It deals with residential community, song and dance, arts and crafts, and the role of women.

As an essentially ethnographic commentary, the study does not examine the economic features or effects of tourism, except where fiscal factors are pertinent to the understanding or continuity of the Te Arawa experience of the tourist world.

year: 1981