title: Equality as a threshold conception: challenging future manager’s perceptions

authors: Dyer, Suzette L.

abstract: Purpose
The purpose of this paper is to examine the potential to develop a shared understanding of systemic discrimination and the complexity of equality and an appreciation for the range of interventions designed to redress inequality within the context of business school curricula.

Design/methodology/approach
Qualitative material was gathered over a four-year period through written reflections of student interpretations of equality. Participants were enroled in a human resource management (HRM) course critically examining systemic gender discrimination, women’s organisational experiences, gendered employment outcomes and the range of interventions designed to redress gendered employment outcomes. Threshold concepts framed the analysis of participant reflections.

Findings
The paper shows that while the participants developed a shared understanding of systemic gender discrimination, their interpretations of equality and appreciation for the range of interventions available to redress inequality differed. These differences were shaped by the extent to which participants integrated their understanding of systemic discrimination with their interpretations of equality, and the extent to which the interventions to inequality transformed, upheld or challenged participant agendic self-identity and world view.

Research limitations/implications
The study provides support for continued use of equality as a construct in both research and teaching settings. The study highlights that unequal outcomes are an enduring phenomena, and that introducing the notion of equality to the classroom helps develop student’s ability to understand dynamics of discrimination in the workplace. The limitations of the study relate to the sample size, and dependence on a single specialist HRM course, in addition to the specific New Zealand context.

Practical implications
The differences in interpretations have implications for the way educators introduce discussions of equality within the business school classroom.

Originality/value
The paper demonstrates that developing a shared understanding of systemic discrimination does not always lead to developing a shared understanding of the complexity of equality or appreciation for the many forms of interventions available.

text: Equality as a threshold conception: challenging future manager’s perceptions Purpose
The purpose of this paper is to examine the potential to develop a shared understanding of systemic discrimination and the complexity of equality and an appreciation for the range of interventions designed to redress inequality within the context of business school curricula.

Design/methodology/approach
Qualitative material was gathered over a four-year period through written reflections of student interpretations of equality. Participants were enroled in a human resource management (HRM) course critically examining systemic gender discrimination, women’s organisational experiences, gendered employment outcomes and the range of interventions designed to redress gendered employment outcomes. Threshold concepts framed the analysis of participant reflections.

Findings
The paper shows that while the participants developed a shared understanding of systemic gender discrimination, their interpretations of equality and appreciation for the range of interventions available to redress inequality differed. These differences were shaped by the extent to which participants integrated their understanding of systemic discrimination with their interpretations of equality, and the extent to which the interventions to inequality transformed, upheld or challenged participant agendic self-identity and world view.

Research limitations/implications
The study provides support for continued use of equality as a construct in both research and teaching settings. The study highlights that unequal outcomes are an enduring phenomena, and that introducing the notion of equality to the classroom helps develop student’s ability to understand dynamics of discrimination in the workplace. The limitations of the study relate to the sample size, and dependence on a single specialist HRM course, in addition to the specific New Zealand context.

Practical implications
The differences in interpretations have implications for the way educators introduce discussions of equality within the business school classroom.

Originality/value
The paper demonstrates that developing a shared understanding of systemic discrimination does not always lead to developing a shared understanding of the complexity of equality or appreciation for the many forms of interventions available.

year: 2018

title: Evidence of global-scale aeolian dispersal and endemism in isolated geothermal microbial communities of Antarctica

authors: Herbold, Craig W.

subjects: Science & Technology

abstract: New evidence in aerobiology challenges the assumption that geographical isolation is an effective barrier to microbial transport. However, given the uncertainty with which aerobiological organisms are recruited into existing communities, the ultimate impact of microbial dispersal is difficult to assess. To evaluate the ecological significance of global-scale microbial dispersal, molecular genetic approaches were used to examine microbial communities inhabiting fumarolic soils on Mt. Erebus, the southernmost geothermal site on Earth. There, hot, fumarolic soils provide an effective environmental filter to test the viability of organisms that have been distributed via aeolian transport over geological time. We find that cosmopolitan thermophiles dominate the surface, whereas endemic Archaea and members of poorly understood Bacterial candidate divisions dominate the immediate subsurface. These results imply that aeolian processes readily disperse viable organisms globally, where they are incorporated into pre-existing complex communities of endemic and cosmopolitan taxa.

text: Evidence of global-scale aeolian dispersal and endemism in isolated geothermal microbial communities of Antarctica New evidence in aerobiology challenges the assumption that geographical isolation is an effective barrier to microbial transport. However, given the uncertainty with which aerobiological organisms are recruited into existing communities, the ultimate impact of microbial dispersal is difficult to assess. To evaluate the ecological significance of global-scale microbial dispersal, molecular genetic approaches were used to examine microbial communities inhabiting fumarolic soils on Mt. Erebus, the southernmost geothermal site on Earth. There, hot, fumarolic soils provide an effective environmental filter to test the viability of organisms that have been distributed via aeolian transport over geological time. We find that cosmopolitan thermophiles dominate the surface, whereas endemic Archaea and members of poorly understood Bacterial candidate divisions dominate the immediate subsurface. These results imply that aeolian processes readily disperse viable organisms globally, where they are incorporated into pre-existing complex communities of endemic and cosmopolitan taxa.

year: 2014-05-01

title: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning

authors: Postlewaight, Gillian

abstract: Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

text: Early childhood teachers partnering with teacher educators to connect children to taiao (the natural world) through place-based learning Initial cycles of an action research project brought together local early childhood (ECE) teachers, and tertiary ECE teacher educators, to explore possible uses of the Ōtātara Outdoor Learning Centre (ŌOLC), adjoining the campus at Hawke’s Bay’s Te Aho a Maui Eastern Institute of Technology (EIT), Napier, New Zealand. EIT is situated below Ōtātara Pa, a historic site that holds cultural and historical significance for local Māori, specifically Ngati Pārau Hapū and Ngati Kahungunu Iwi. Education in New Zealand is underpinned by commitment to Te Tiriti o Waitangi (Treaty of Waitangi), ensuring that the principles; partnership, participation and protection of kaupapa Māori are supported through bicultural curricula. Māori holistic perspectives strengthen this focus and shifting understanding that place-based learning authenticates environmental approaches to education and cultural knowledge. During the first meeting, participants walked the hillside site and shared group discussions. From these conversations, the teachers identified three main themes: establishing connections between children and the physical place, new opportunities for teacher learning and challenges to implementing spontaneous teaching and learning in this unique environment. Future cycles of the research will focus on workshops for teachers to address these themes for teachers’ working with children in the space.

year: 2023-04-27