title: Making use of action learning in business schools: The UK and New Zealand experience

authors: Hand, Leonard

subjects: business school

abstract: INTRODUCTION Most business schools originated in the latter half of the twentieth century. Often they were staffed by individuals from the business environment who were not skilled in teaching or research methods. The new academics were required to facilitate the learning of students in an academic environment. Often they adopted a narrowly focused approach to knowledge creation, scientific positivism, because the approach was well accepted in society generally and they believed such an approach was expected of them.
METHOD We provide details from our personal histories, and from the literature, to demonstrate that scientific positivism has often provided an unsuitable base for the development of teaching, learning, and critical thinking skills in business graduates. We are critical of our broad working environment during the last decades of the twentieth century, because it has been dominated by the scientific positivism approach to understanding.
ANALYSIS We argue that any search for universal solutions to problems of learning, as encouraged by scientific positivism, is futile because such universals do not exist. However, much energy is being expended business academics seeking to improve the learning environments in their classrooms. A more accommodating approach to educational research is required.
CONCLUSION Business academics may benefit, from the employment of an action learning methodology.

text: Making use of action learning in business schools: The UK and New Zealand experience INTRODUCTION Most business schools originated in the latter half of the twentieth century. Often they were staffed by individuals from the business environment who were not skilled in teaching or research methods. The new academics were required to facilitate the learning of students in an academic environment. Often they adopted a narrowly focused approach to knowledge creation, scientific positivism, because the approach was well accepted in society generally and they believed such an approach was expected of them.
METHOD We provide details from our personal histories, and from the literature, to demonstrate that scientific positivism has often provided an unsuitable base for the development of teaching, learning, and critical thinking skills in business graduates. We are critical of our broad working environment during the last decades of the twentieth century, because it has been dominated by the scientific positivism approach to understanding.
ANALYSIS We argue that any search for universal solutions to problems of learning, as encouraged by scientific positivism, is futile because such universals do not exist. However, much energy is being expended business academics seeking to improve the learning environments in their classrooms. A more accommodating approach to educational research is required.
CONCLUSION Business academics may benefit, from the employment of an action learning methodology.

year: 2006

title: Mussel spat ropes provide passage for banded kokopu (Galaxias fasciatus) in laboratory trials

authors: David, Bruno O.

subjects: fish passage

abstract: The use of mussel spat ropes to enable the passage of banded kokopu (Galaxias fasciatus) past perched culverts was tested under laboratory conditions. A 0.5 m high simulated perched culvert was fitted with one of two UV stabilised polypropylene rope types: “Russet Loop” and “Super Xmas Tree”. Four randomised replicate trials using each rope type were conducted to test their respective abilities to provide passage for “fresh-run” banded kokopu whitebait (migrating post-larval juveniles). There was no statistical difference in performance between the two rope types, with both performing equally well over each 3 h trial. A high proportion of fish used the ropes to successfully negotiate the structure (mean >85% individuals per trial irrespective of rope type). The high rate of successful passage over a short time period suggests that these ropes may be an effective, affordable and potentially easy retrofit to perched culverts, particularly for native species with similar climbing capabilities to banded kokopu.

text: Mussel spat ropes provide passage for banded kokopu (Galaxias fasciatus) in laboratory trials The use of mussel spat ropes to enable the passage of banded kokopu (Galaxias fasciatus) past perched culverts was tested under laboratory conditions. A 0.5 m high simulated perched culvert was fitted with one of two UV stabilised polypropylene rope types: “Russet Loop” and “Super Xmas Tree”. Four randomised replicate trials using each rope type were conducted to test their respective abilities to provide passage for “fresh-run” banded kokopu whitebait (migrating post-larval juveniles). There was no statistical difference in performance between the two rope types, with both performing equally well over each 3 h trial. A high proportion of fish used the ropes to successfully negotiate the structure (mean >85% individuals per trial irrespective of rope type). The high rate of successful passage over a short time period suggests that these ropes may be an effective, affordable and potentially easy retrofit to perched culverts, particularly for native species with similar climbing capabilities to banded kokopu.

year: 2009

title: Mates at the school gates:Investigating peer relationships among rangatahi Māori

authors: Knowles, Anthea Heather

subjects: school attendance

abstract: As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

text: Mates at the school gates:Investigating peer relationships among rangatahi Māori As a teacher, I have found that while some rangatahi feel connected to school, many others do not. In an attempt to reduce the gap between Māori and non-Māori educational achievement, there have been significant nationwide initiatives implemented into schools across New Zealand. These programmes have been centred mostly around improving school engagement. Despite these efforts, school attendance rates among Māori continue to decline. This thesis explores the role of peer relationships among rangatahi Māori, including how these relationships may influence various domains of engagement at school, such as participation, belonging and orientation to learning. 

This research involves focus group interviews with six rangatahi Māori aged 17-18, and in Years 12 and 13 in a small-town New Zealand High School. The wāhine Māori who contributed to the study, had been identified by the school as successfully engaged through regular attendance and participation of school activites. The findings from this study identify some critical aspects to building strong peer relationships, including: having a social space to gather, practicing manaakitanga, recognising equity, maintaining connection with each other, and welcoming humour. The rangatahi in this study value their peers and social relationships and they freely access these resources as needed. In doing so they are able to collectively critique experiences of marginalisation and acquire a collective source of resilience. The participants in this study then draw on this collective resilience during challenging situations.

year: 2019