title: The Non-Market Value of Biodiversity Enhancement in New Zealand's Planted Forests

authors: Yao, Richard

subjects: non-market value

abstract: This study investigates the non-market value of biodiversity enhancement in New Zealand’s planted forests using the stated choice experiments (CE) approach. This study focuses on two issues. One issue is policy orientated where we estimate the non-market value of biodiversity enhancement and the determinants of this value. The other issue is about the neutrality of major experimental design criteria used in CE. Specifically, we examine the impact of using different criteria on attribute non-attendance, choice variability, choice determinism and learning. 

To estimate the non-market value of biodiversity enhancement, a random parameters logit model with error components is used to analyse choice data collected from 209 respondents across New Zealand. The panel nature of the choice data set is exploited to calculate the marginal willingness-to-pay (WTP) for environmental attributes of each respondent. Panel random-effects regression models are subsequently employed to determine the factors that influence individual-specific WTP values. Results suggest that New Zealand taxpayers would be willing to pay $26.5 million per year for five years for a proposed biodiversity enhancement programme. Random effects regression analysis suggest that respondents living close to large planted forests (i.e., less than 10 kilometres away) would pay more for the programme. 

To study whether the selection of experimental design criterion affects attribute non-attendance and choice variability, we analyse a balanced sample with split designs. The balanced sample is composed of 1509 choice observations equally distributed across three experimental designs, namely: orthogonal, Bayesian D-efficient and optimal orthogonal. Results from latent class logit analysis suggest that tasks derived from the Bayesian D-efficient design (BDD) criterion are more attended than those derived from orthogonal and optimal orthogonal designs. Heteroskedastic logit analysis indicates that, unlike the two other designs, higher choice task complexity (as measured by entropy proxies) in the BDD does not increase choice variability of respondents. This is indicated by the absence of a significant increase in the variance of the Gumbel error in the choice data collected using BDD unlike the data collected using the two other criteria.

To study whether the three experimental designs vary in terms of choice determinism and task order effects, a separate analysis of the balanced data set using heteroskedastic logit models is undertaken. Results show that higher levels of choice task complexity (as measured by attribute dispersion proxies) in BDD contribute to increasing choice determinism of respondents but not in the orthogonal design. Choice data collected using BDD choice tasks exhibit a steady learning effect, unlike the other designs which do not exhibit any form of continuous learning. 

We conclude that the BDD criterion provides choice tasks that are superior compared to the other two design criteria. Choice data collected using this criterion has a higher quality as indicated by more attended choice tasks, lower choice variability and a pattern of continuous learning. These results point to a higher behavioural efficiency of respondents in evaluating complex choice tasks. However, these results might be specific to the choice data collected in this current study. We suggest that future studies should further investigate the impacts of different experimental designs to verify the findings of this study.

text: The Non-Market Value of Biodiversity Enhancement in New Zealand's Planted Forests This study investigates the non-market value of biodiversity enhancement in New Zealand’s planted forests using the stated choice experiments (CE) approach. This study focuses on two issues. One issue is policy orientated where we estimate the non-market value of biodiversity enhancement and the determinants of this value. The other issue is about the neutrality of major experimental design criteria used in CE. Specifically, we examine the impact of using different criteria on attribute non-attendance, choice variability, choice determinism and learning. 

To estimate the non-market value of biodiversity enhancement, a random parameters logit model with error components is used to analyse choice data collected from 209 respondents across New Zealand. The panel nature of the choice data set is exploited to calculate the marginal willingness-to-pay (WTP) for environmental attributes of each respondent. Panel random-effects regression models are subsequently employed to determine the factors that influence individual-specific WTP values. Results suggest that New Zealand taxpayers would be willing to pay $26.5 million per year for five years for a proposed biodiversity enhancement programme. Random effects regression analysis suggest that respondents living close to large planted forests (i.e., less than 10 kilometres away) would pay more for the programme. 

To study whether the selection of experimental design criterion affects attribute non-attendance and choice variability, we analyse a balanced sample with split designs. The balanced sample is composed of 1509 choice observations equally distributed across three experimental designs, namely: orthogonal, Bayesian D-efficient and optimal orthogonal. Results from latent class logit analysis suggest that tasks derived from the Bayesian D-efficient design (BDD) criterion are more attended than those derived from orthogonal and optimal orthogonal designs. Heteroskedastic logit analysis indicates that, unlike the two other designs, higher choice task complexity (as measured by entropy proxies) in the BDD does not increase choice variability of respondents. This is indicated by the absence of a significant increase in the variance of the Gumbel error in the choice data collected using BDD unlike the data collected using the two other criteria.

To study whether the three experimental designs vary in terms of choice determinism and task order effects, a separate analysis of the balanced data set using heteroskedastic logit models is undertaken. Results show that higher levels of choice task complexity (as measured by attribute dispersion proxies) in BDD contribute to increasing choice determinism of respondents but not in the orthogonal design. Choice data collected using BDD choice tasks exhibit a steady learning effect, unlike the other designs which do not exhibit any form of continuous learning. 

We conclude that the BDD criterion provides choice tasks that are superior compared to the other two design criteria. Choice data collected using this criterion has a higher quality as indicated by more attended choice tasks, lower choice variability and a pattern of continuous learning. These results point to a higher behavioural efficiency of respondents in evaluating complex choice tasks. However, these results might be specific to the choice data collected in this current study. We suggest that future studies should further investigate the impacts of different experimental designs to verify the findings of this study.

year: 2012

title: Volunteering: A community response to the Rena oil spill in New Zealand

authors: Sargisson, Rebecca J.

subjects: Rena

abstract: We explore the experiences of people who volunteer to help remediate the effects of non-natural environmental disasters. Following the grounding of the Rena, volunteers were engaged to clean up the resulting oil spill on the beaches of Tauranga, New Zealand. Volunteers were later invited to respond to an online questionnaire about their experiences. More women than men responded, and respondents tended to be older, and engaged in the paid workforce or retired. Greater membership in community organizations was associated with a greater participation in clean-up events. Respondents were positive about the experience, and were more positive when they had actually participated in a clean-up event, with positivity remaining high even after multiple volunteer occasions. Recommendations are made for increasing volunteer participation.

text: Volunteering: A community response to the Rena oil spill in New Zealand We explore the experiences of people who volunteer to help remediate the effects of non-natural environmental disasters. Following the grounding of the Rena, volunteers were engaged to clean up the resulting oil spill on the beaches of Tauranga, New Zealand. Volunteers were later invited to respond to an online questionnaire about their experiences. More women than men responded, and respondents tended to be older, and engaged in the paid workforce or retired. Greater membership in community organizations was associated with a greater participation in clean-up events. Respondents were positive about the experience, and were more positive when they had actually participated in a clean-up event, with positivity remaining high even after multiple volunteer occasions. Recommendations are made for increasing volunteer participation.

year: 2012

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018