title: Comments on the current state and role of marketing scholarship

authors: Varey, Richard J.

subjects: marketing

abstract: Once again, Professor Gummesson’s incisive critique cuts through surface gloss to the heart and soul of the marketing academy. It is purpose, and not only technique that matters. Professor Gummesson raises issues about the mass production of scholarship that remain largely unspoken, even if they are recognized.

text: Comments on the current state and role of marketing scholarship Once again, Professor Gummesson’s incisive critique cuts through surface gloss to the heart and soul of the marketing academy. It is purpose, and not only technique that matters. Professor Gummesson raises issues about the mass production of scholarship that remain largely unspoken, even if they are recognized.

year: 2010

title: Teachers' experiences in curriculum implementation: General curriculum, the arts, and health and physical education

authors: McGee, Clive

subjects: National School Sampling Study

abstract: This report is part of the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, 2002-2003. The first report in June 2001 outlined how teacher focus group discussions informed the development of national questionnaires. In April 2002 the research team reported on the first round of questionnaires: general curriculum; mathematics; technology; and Māori medium. A subsequent report in April 2003 outlined the results of questionnaires to investigate teachers' experiences in teaching from the New Zealand national curriculum documents in English, languages (Japanese, Spanish, Chinese, Korean and Samoan), science and social studies.
The major content of this report is the results of another general questionnaire and questionnaires on the arts and health and physical education. The report presents statistical data based upon frequencies and ratios, often organised into school type. Where appropriate, additional comments from `other' categories are presented. Questionnaires included open-ended questions, and results from these are from a sub-sample drawn up for each set of questionnaire responses.
The questionnaires were designed to allow teachers to self-report their curriculum experiences, particularly in using the documents that form a central part of New Zealand's national curriculum: The New Zealand Curriculum Framework (Ministry of Education, 1993), and the statements for the seven curriculum areas which were all relevant to this survey round. Some teachers focused upon the arts or the health and physical education curriculum statements; others on the curriculum generally. Teachers were asked about the documents themselves, professional development, assessment, reporting achievement, school curriculum organisation, the impact of various national curriculum policies, support and resources, and curriculum manageability. They were also encouraged to describe effective aspects of their teaching from the documents, and to reflect upon the impact upon student achievement.
The results show that national curriculum implementation is a complex matter. In general, teachers were reasonably positive about various aspects of their own teaching. Many reported increased confidence in planning, assessment and reporting. The curriculum documents were fairly positively regarded. A number of other factors contributed to teacher confidence such as professional development, resources, review of schools and teachers, and the influence of other teachers. However, there were concerns that need to be taken into consideration in future policy; for example, the quality and type of professional development and resources, curriculum and teacher overload, and teachers' reservations about some aspects of the curriculum documents.

text: Teachers' experiences in curriculum implementation: General curriculum, the arts, and health and physical education This report is part of the National School Sampling Study, a Ministry of Education initiative to investigate how teachers work with the curriculum, 2002-2003. The first report in June 2001 outlined how teacher focus group discussions informed the development of national questionnaires. In April 2002 the research team reported on the first round of questionnaires: general curriculum; mathematics; technology; and Māori medium. A subsequent report in April 2003 outlined the results of questionnaires to investigate teachers' experiences in teaching from the New Zealand national curriculum documents in English, languages (Japanese, Spanish, Chinese, Korean and Samoan), science and social studies.
The major content of this report is the results of another general questionnaire and questionnaires on the arts and health and physical education. The report presents statistical data based upon frequencies and ratios, often organised into school type. Where appropriate, additional comments from `other' categories are presented. Questionnaires included open-ended questions, and results from these are from a sub-sample drawn up for each set of questionnaire responses.
The questionnaires were designed to allow teachers to self-report their curriculum experiences, particularly in using the documents that form a central part of New Zealand's national curriculum: The New Zealand Curriculum Framework (Ministry of Education, 1993), and the statements for the seven curriculum areas which were all relevant to this survey round. Some teachers focused upon the arts or the health and physical education curriculum statements; others on the curriculum generally. Teachers were asked about the documents themselves, professional development, assessment, reporting achievement, school curriculum organisation, the impact of various national curriculum policies, support and resources, and curriculum manageability. They were also encouraged to describe effective aspects of their teaching from the documents, and to reflect upon the impact upon student achievement.
The results show that national curriculum implementation is a complex matter. In general, teachers were reasonably positive about various aspects of their own teaching. Many reported increased confidence in planning, assessment and reporting. The curriculum documents were fairly positively regarded. A number of other factors contributed to teacher confidence such as professional development, resources, review of schools and teachers, and the influence of other teachers. However, there were concerns that need to be taken into consideration in future policy; for example, the quality and type of professional development and resources, curriculum and teacher overload, and teachers' reservations about some aspects of the curriculum documents.

year: 2004

title: A case study of Pipiri Ki A Papatūānuku

authors: Tamoko-o-te-rangi, Ormsby

subjects: environmental initiatives

abstract: This thesis is an examination and analysis of the environmental initiative Pipiri Ki A Papatūānuku, co-founded by Waimirirangi Ormsby (née Koopu-Stone) and myself, Tamoko Ormsby. The primary aim of this research was to achieve an understanding of the PKP initiative at the individual level and to inform future collective action at the community level. As such, my primary research question is:

How can Pipiri Ki A Papatūānuku inform community-scale action that contributes to our more-than-human relationship with Papatūānuku within our current capitalist settler-colonial context?

The study is part-autoethnographic in that it is informed by my personal reflections and experiences as a co-founder, operator, and participant of the initiative. In addition, the study explores the number of participants who signed up yearly for each action and employs a brief descriptive analysis of the initiative.

The literature review explores how common Western notions of environmentalism are devoid of the spiritual, cultural, and relational aspects present within indigenous and Māori knowledge systems. It touches on the histories of capitalism and colonialism and how these have led to the consumptogenic society we are in. It aims to illustrate the nexus between the Māori and Western Eurocentric worlds.

He Whatu is the framework that has emerged from this case study as the means to respond to the primary research question. The framework was developed by analyzing the key themes of PKP over the years 2017 to 2021. He Whatu has five key elements: Identity, Language, Distance, Practicality, and Influence; each with three subcategories. It is activated through provoking key conversations to inform future community action.

text: A case study of Pipiri Ki A Papatūānuku This thesis is an examination and analysis of the environmental initiative Pipiri Ki A Papatūānuku, co-founded by Waimirirangi Ormsby (née Koopu-Stone) and myself, Tamoko Ormsby. The primary aim of this research was to achieve an understanding of the PKP initiative at the individual level and to inform future collective action at the community level. As such, my primary research question is:

How can Pipiri Ki A Papatūānuku inform community-scale action that contributes to our more-than-human relationship with Papatūānuku within our current capitalist settler-colonial context?

The study is part-autoethnographic in that it is informed by my personal reflections and experiences as a co-founder, operator, and participant of the initiative. In addition, the study explores the number of participants who signed up yearly for each action and employs a brief descriptive analysis of the initiative.

The literature review explores how common Western notions of environmentalism are devoid of the spiritual, cultural, and relational aspects present within indigenous and Māori knowledge systems. It touches on the histories of capitalism and colonialism and how these have led to the consumptogenic society we are in. It aims to illustrate the nexus between the Māori and Western Eurocentric worlds.

He Whatu is the framework that has emerged from this case study as the means to respond to the primary research question. The framework was developed by analyzing the key themes of PKP over the years 2017 to 2021. He Whatu has five key elements: Identity, Language, Distance, Practicality, and Influence; each with three subcategories. It is activated through provoking key conversations to inform future community action.

year: 2023