title: Shifting the learning culture of a secondary school in Aotearoa New Zealand: An analysis of enacting a shared vision

authors: Greenhill, Deborah

abstract: Educational leadership frameworks and organisational literature have extensively documented successful leadership approaches, practices, change processes, and reform models. However, the literature lacks a nuanced understanding of how individual leaders, particularly middle leaders, make sense of and respond to implementing school-wide change. This study centres on how curriculum (middle) leaders in a traditional secondary school in Aotearoa New Zealand (AoNZ), interpret and translate a school vision into practice to shift their school's learning culture.
This interpretive study uses one school as a case study and six participants, five of whom are middle (curriculum) leaders and one senior leader participant. The findings are drawn from their transcripts from semi-structured interviews and associated documents they submitted for analysis. Reflexive thematic analysis was used to generate authentic insights into their lived experiences.
Key findings revealed that vision enactment involves a complex interplay between contextual realities and professional agency. While inclusive vision development fostered collective ownership, curriculum leaders were crucial intermediaries, having to translate aspirational language into concrete, student-centred strategies. Their agency was enabled through structured frameworks but constrained by contextual factors, including external performativity pressures and internal entrenched traditions. The study identified specific enablers (collaborative structures, embedded professional development, external expertise) and inhibitors (inadequate change management support, limited cross-faculty collaboration) affecting vision enactment. These findings demonstrate that meaningful educational change requires not only distributing leadership but also providing robust support systems that recognise the pivotal role of curriculum leaders as bridges between vision and sustainable learning culture change.
The study contributes to the field by offering insights into how curriculum leaders interpret a school vision and exercise professional agency to translate aspirational statements into classroom practices while navigating the complex contextual factors that enable and constrain their efforts.

text: Shifting the learning culture of a secondary school in Aotearoa New Zealand: An analysis of enacting a shared vision Educational leadership frameworks and organisational literature have extensively documented successful leadership approaches, practices, change processes, and reform models. However, the literature lacks a nuanced understanding of how individual leaders, particularly middle leaders, make sense of and respond to implementing school-wide change. This study centres on how curriculum (middle) leaders in a traditional secondary school in Aotearoa New Zealand (AoNZ), interpret and translate a school vision into practice to shift their school's learning culture.
This interpretive study uses one school as a case study and six participants, five of whom are middle (curriculum) leaders and one senior leader participant. The findings are drawn from their transcripts from semi-structured interviews and associated documents they submitted for analysis. Reflexive thematic analysis was used to generate authentic insights into their lived experiences.
Key findings revealed that vision enactment involves a complex interplay between contextual realities and professional agency. While inclusive vision development fostered collective ownership, curriculum leaders were crucial intermediaries, having to translate aspirational language into concrete, student-centred strategies. Their agency was enabled through structured frameworks but constrained by contextual factors, including external performativity pressures and internal entrenched traditions. The study identified specific enablers (collaborative structures, embedded professional development, external expertise) and inhibitors (inadequate change management support, limited cross-faculty collaboration) affecting vision enactment. These findings demonstrate that meaningful educational change requires not only distributing leadership but also providing robust support systems that recognise the pivotal role of curriculum leaders as bridges between vision and sustainable learning culture change.
The study contributes to the field by offering insights into how curriculum leaders interpret a school vision and exercise professional agency to translate aspirational statements into classroom practices while navigating the complex contextual factors that enable and constrain their efforts.

year: 2025

title: Proceedings of CBISE ’98 CaiSE*98 workshop on component based information systems engineering

authors: Grundy, John C.

subjects: computer science

abstract: Component-based information systems development is an area of research and practice of increasing importance. Information Systems developers have realised that traditional approaches to IS engineering produce monolithic, difficult to maintain, difficult to reuse systems. In contrast, the use of software components, which embody data, functionality and well-specified and understood interfaces, makes interoperable, distributed and highly reusable IS components feasible. Component-based approaches to IS engineering can be used at strategic and organisational levels, to model business processes and whole IS architectures, in development methods which utilise component-based models during analysis and design, and in system implementation. Reusable components can allow end users to compose and configure their own Information Systems, possibly from a range of suppliers, and to more tightly couple their organisational workflows with their IS support. 
This workshop proceedings contains a range of papers addressing one or more of the above issues relating to the use of component models for IS development. All of these papers were refereed by at least two members of an international workshop committee comprising industry and academic researchers and users of component technologies. Strategic uses of components are addressed in the first three papers, while the following three address uses of components for systems design and workflow management. Systems development using components, and the provision of environments for component management are addressed in the following group of five papers. The last three papers in this proceedings address component management and analysis techniques.
All of these papers provide new insights into the many varied uses of component technology for IS engineering. I hope you find them as interesting and useful as I have when collating this proceedings and organising the workshop.

text: Proceedings of CBISE ’98 CaiSE*98 workshop on component based information systems engineering Component-based information systems development is an area of research and practice of increasing importance. Information Systems developers have realised that traditional approaches to IS engineering produce monolithic, difficult to maintain, difficult to reuse systems. In contrast, the use of software components, which embody data, functionality and well-specified and understood interfaces, makes interoperable, distributed and highly reusable IS components feasible. Component-based approaches to IS engineering can be used at strategic and organisational levels, to model business processes and whole IS architectures, in development methods which utilise component-based models during analysis and design, and in system implementation. Reusable components can allow end users to compose and configure their own Information Systems, possibly from a range of suppliers, and to more tightly couple their organisational workflows with their IS support. 
This workshop proceedings contains a range of papers addressing one or more of the above issues relating to the use of component models for IS development. All of these papers were refereed by at least two members of an international workshop committee comprising industry and academic researchers and users of component technologies. Strategic uses of components are addressed in the first three papers, while the following three address uses of components for systems design and workflow management. Systems development using components, and the provision of environments for component management are addressed in the following group of five papers. The last three papers in this proceedings address component management and analysis techniques.
All of these papers provide new insights into the many varied uses of component technology for IS engineering. I hope you find them as interesting and useful as I have when collating this proceedings and organising the workshop.

year: 1998-06

title: Countering gentrification in Tāmaki Makarau: Towards a framework for urban environmental justice

authors: Terruhn, Jessica

abstract: This policy brief argues for urban policies that actively aim to end gentrification.

Gentrification is intimately tied to state-led processes of urban renewal. Though historically understood as the displacement of low-income households as an unfortunate byproduct of socioeconomic and demographic neighbourhood change, contemporary gentrification is constituted by profit-driven investment decisions that erase undervalued neighbourhoods and their communities in the name of urban renewal (variously referred to as redevelopment, regeneration, renaissance, or revitalisation).

These processes of gentrification fundamentally contribute to environmental injustice. At the same time as creating ‘zones of abundance’, neighbourhood regeneration projects simultaneously (re-)create ‘zones of neglect and sacrifice’, which are burdened with environmental risks. As low-income and ethnic minority households are more likely to either reside in or to be displaced into these neighbourhoods, they are disproportionately exposed to environmental risk factors.

Moreover, gentrification enables and legitimises the exclusion of marginalised communities in multiple ways: 1) it devalues existing places and their residents in favour of regeneration, 2) it displaces longtime residents from regenerated neighbourhoods because of increasing property values, and/or 3) it alienates longtime residents as neighbourhood aesthetics, amenities and services change and become unaffordable and/or irrelevant.

As gentrification contributes to low-income households’ experiences of precarity and severs community ties and place attachments, it generates significant costs to personal and community health and wellbeing as well as social cohesion. The recommendations articulated in this brief emphasise the importance of transformative policy solutions that actively counter gentrification.
These include:
• Equitable investment in urban infrastructure
• Prioritising affordable housing
• Ensuring accessible transportation
• Empowering local communities
• Implementing a Te Tiriti o Waitangi approach to policy development

text: Countering gentrification in Tāmaki Makarau: Towards a framework for urban environmental justice This policy brief argues for urban policies that actively aim to end gentrification.

Gentrification is intimately tied to state-led processes of urban renewal. Though historically understood as the displacement of low-income households as an unfortunate byproduct of socioeconomic and demographic neighbourhood change, contemporary gentrification is constituted by profit-driven investment decisions that erase undervalued neighbourhoods and their communities in the name of urban renewal (variously referred to as redevelopment, regeneration, renaissance, or revitalisation).

These processes of gentrification fundamentally contribute to environmental injustice. At the same time as creating ‘zones of abundance’, neighbourhood regeneration projects simultaneously (re-)create ‘zones of neglect and sacrifice’, which are burdened with environmental risks. As low-income and ethnic minority households are more likely to either reside in or to be displaced into these neighbourhoods, they are disproportionately exposed to environmental risk factors.

Moreover, gentrification enables and legitimises the exclusion of marginalised communities in multiple ways: 1) it devalues existing places and their residents in favour of regeneration, 2) it displaces longtime residents from regenerated neighbourhoods because of increasing property values, and/or 3) it alienates longtime residents as neighbourhood aesthetics, amenities and services change and become unaffordable and/or irrelevant.

As gentrification contributes to low-income households’ experiences of precarity and severs community ties and place attachments, it generates significant costs to personal and community health and wellbeing as well as social cohesion. The recommendations articulated in this brief emphasise the importance of transformative policy solutions that actively counter gentrification.
These include:
• Equitable investment in urban infrastructure
• Prioritising affordable housing
• Ensuring accessible transportation
• Empowering local communities
• Implementing a Te Tiriti o Waitangi approach to policy development

year: 2025