title: The re-integration of Tongan postgraduate scholars after study abroad

authors: Langi, Nautalus Tuituiovai Kaho

subjects: re-integration

abstract: Scholars returning to Tonga after their study go through re-integration. Limited investigation has documented their experiences and the impacts of their new knowledge and skills, both in the workplace and the community. Therefore, it is important that the Tongan society and community, and also the workplaces, are aware of the scholars’ experiences and the challenges they face during the process of re-integration.
This study was conducted with selected returned scholars in the main island of Tongatapu, Tonga. These scholars had secured scholarships funded by foreign agencies and successfully completed overseas postgraduate studies, after which they had returned to Tonga and worked for less than five years. The goal of this research study was to investigate the experiences of returned postgraduate scholars in Tonga. In particular, it focuses on how these scholars utilise their new-found knowledge and skills in the workplace and the community. The scholars’ experiences, including their perspectives and emotions associated with their new knowledge and skills, and specifically the professional usage of their new knowledge and skills in the workplaces, are investigated.
A qualitative approach was employed with semi-structured interviews and focus group interviews for this study. Participants were categorised into two groups: government and non-government groups. The semi-structured interviews were conducted with each of the selected participants from both government and non-government organisations. Focus group interviews were conducted with both government and non-government groups respectively. These interviews were recorded and analysed using codes and themes.
The data generated from these methods demonstrated scholars reporting their experiences, how they were reintegrated both into the workplace and the community, and how their new knowledge and skills had been utilised in both contexts. The data also showed how scholars felt during the re-integration process, the challenges they faced and how they confronted them. The findings of this study suggest that scholars experienced challenges when they returned to Tonga after their study. These challenges fall into particular categories: culture, management, reception and, most importantly, the utilisation of their new-found knowledge and skills. The findings also demonstrate that the scholars were resourceful in accommodating to the needs and demands from both the workplace and the community. Their cultural ways became resources that helped them respond to the challenges in the workplace and the community.
This study also revealed interesting contradictions when it came to scholars’ knowledge and skills. Some scholars were able to utilise their new knowledge and skills in their workplace; however, some scholars were not able to utilise their new knowledge and skills because their new assignments upon arrival did not allow this to take place. As a result, some of the unfortunate scholars felt the need to move career or migrate to find a job that would fit not only their qualification but also the new knowledge and skills they had acquired from their study.
This study has unveiled the returned scholars’ experiences both in the workplace and in the community. This knowledge will make a contribution to the Human Resources Administration, advocating the importance of reintegrating the returning scholars to jobs that allow the utilisation of their new knowledge and skills, thereby therefore contributing to the development of Tonga.

text: The re-integration of Tongan postgraduate scholars after study abroad Scholars returning to Tonga after their study go through re-integration. Limited investigation has documented their experiences and the impacts of their new knowledge and skills, both in the workplace and the community. Therefore, it is important that the Tongan society and community, and also the workplaces, are aware of the scholars’ experiences and the challenges they face during the process of re-integration.
This study was conducted with selected returned scholars in the main island of Tongatapu, Tonga. These scholars had secured scholarships funded by foreign agencies and successfully completed overseas postgraduate studies, after which they had returned to Tonga and worked for less than five years. The goal of this research study was to investigate the experiences of returned postgraduate scholars in Tonga. In particular, it focuses on how these scholars utilise their new-found knowledge and skills in the workplace and the community. The scholars’ experiences, including their perspectives and emotions associated with their new knowledge and skills, and specifically the professional usage of their new knowledge and skills in the workplaces, are investigated.
A qualitative approach was employed with semi-structured interviews and focus group interviews for this study. Participants were categorised into two groups: government and non-government groups. The semi-structured interviews were conducted with each of the selected participants from both government and non-government organisations. Focus group interviews were conducted with both government and non-government groups respectively. These interviews were recorded and analysed using codes and themes.
The data generated from these methods demonstrated scholars reporting their experiences, how they were reintegrated both into the workplace and the community, and how their new knowledge and skills had been utilised in both contexts. The data also showed how scholars felt during the re-integration process, the challenges they faced and how they confronted them. The findings of this study suggest that scholars experienced challenges when they returned to Tonga after their study. These challenges fall into particular categories: culture, management, reception and, most importantly, the utilisation of their new-found knowledge and skills. The findings also demonstrate that the scholars were resourceful in accommodating to the needs and demands from both the workplace and the community. Their cultural ways became resources that helped them respond to the challenges in the workplace and the community.
This study also revealed interesting contradictions when it came to scholars’ knowledge and skills. Some scholars were able to utilise their new knowledge and skills in their workplace; however, some scholars were not able to utilise their new knowledge and skills because their new assignments upon arrival did not allow this to take place. As a result, some of the unfortunate scholars felt the need to move career or migrate to find a job that would fit not only their qualification but also the new knowledge and skills they had acquired from their study.
This study has unveiled the returned scholars’ experiences both in the workplace and in the community. This knowledge will make a contribution to the Human Resources Administration, advocating the importance of reintegrating the returning scholars to jobs that allow the utilisation of their new knowledge and skills, thereby therefore contributing to the development of Tonga.

year: 2014

title: Necessary connections between distinct existences: A Peircean challenge to Humeanism

authors: Legg, Catherine

subjects: Peirce

abstract: It is hard to overestimate the impact of Hume’s famous dictum: “There are no necessary connections between distinct existences” on the subsequent development of mainstream philosophy. It has not only influenced philosophical thinking about causation, laws of nature and other areas of ‘scientific metaphysics’, but also modality, mathematics, personal identity and very importantly, ethics. But is it true? I argue that Hume uses the supposed axiomatic status of his dictum as a covert means of denying - whilst avoiding an honest metaphysical debate about - the view of scholastic realism. I discuss how Peirce by contrast engaged in this debate, and some of his conclusions.

text: Necessary connections between distinct existences: A Peircean challenge to Humeanism It is hard to overestimate the impact of Hume’s famous dictum: “There are no necessary connections between distinct existences” on the subsequent development of mainstream philosophy. It has not only influenced philosophical thinking about causation, laws of nature and other areas of ‘scientific metaphysics’, but also modality, mathematics, personal identity and very importantly, ethics. But is it true? I argue that Hume uses the supposed axiomatic status of his dictum as a covert means of denying - whilst avoiding an honest metaphysical debate about - the view of scholastic realism. I discuss how Peirce by contrast engaged in this debate, and some of his conclusions.

year: 2012

title: Are they really at risk? Students' stories of success.

authors: Gray, Sheridan

subjects: Student engagement

abstract: In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

text: Are they really at risk? Students' stories of success. In 2011, as the year level dean for year 13, I was surprised and pleased to see a group of students complete their fifth year of secondary schooling, contrary to teacher expectations, and in spite of earlier signs of disengagement and struggle.  Such students are frequently labelled “at risk” in our secondary schools. Truancy, lack of achievement, conduct issues, learning difficulties and health problems are seen as indicators of an at risk student by teachers. 

Statistically in Aotearoa, Māori and Pasifika students and students from low socio-economic families tend to be overrepresented among disengaged or early leavers from secondary schools, and so being from these cultures, and being from a low socio-economic group becomes a “risk” factor.   This can lead to assumptions among teachers about the students’ families, how parents value education, and even about the capacity of these groups to be able to succeed in education.  A range of strategies and programmes have been implemented in an attempt to address these issues, including Te Kotahitanga, Ka Hikitia and the Pasifika Education Plan, Resource Teachers Learning and Behaviour, Restorative Practice, and more recently Positive Behaviour for Learning

While there has been a shift in such approaches from deficit of students to emphasising more positive attitudes in teachers, the perspectives of the students themselves are missing from the discussion about these issues.  This study asks students what factors helped them to stay, and to achieve at least a level one NCEA qualification

The findings show that retention and engagement of “at risk” students requires careful attention to the quality of relationships across the school community: students, teachers and parents. They discredit some commonly held assumptions that “at risk” students and their parents do not value education and that teachers cannot support these students sufficiently. These quality relationships are respectful, responsive and tenacious showing a high level of respect for and interest in the students that goes beyond a teaching and learning relationship.  It also suggests that the discourse of “risk” invites a disrespectful response to retention and engagement of students.

year: 2012