title: Lean, but is it mean? Union members’ views on a high performance workplace system

authors: Cochrane, William

subjects: High Performance Workplace Systems

abstract: The growing literature on high performance workplace systems suggests that in a unionised environment such systems can be advantageous for workers. This paper reports on a study of New Zealand dairy workers’ views on the introduction of a hpws. It reports little evidence to support the more optimistic claims in the literature. But it also reports that union members still support hpws, primarily for reasons of job security. Thus notwithstanding many of the findings, the paper concludes that there are limited grounds for a degree of optimism about the potential of union involvement in hpws to enhance worker voice.

text: Lean, but is it mean? Union members’ views on a high performance workplace system The growing literature on high performance workplace systems suggests that in a unionised environment such systems can be advantageous for workers. This paper reports on a study of New Zealand dairy workers’ views on the introduction of a hpws. It reports little evidence to support the more optimistic claims in the literature. But it also reports that union members still support hpws, primarily for reasons of job security. Thus notwithstanding many of the findings, the paper concludes that there are limited grounds for a degree of optimism about the potential of union involvement in hpws to enhance worker voice.

year: 2005

title: Fostering project management competencies in undergraduate engineering: An exploration of the use of management- educated tutors as coaches in problem-based learning

authors: Khoo, Elaine G.L.

subjects: Interdisciplinary study

abstract: CONTEXT
Problem-based learning (PBL) helps engineering graduates develop the competencies needed in order to engage effectively with complex and uncertain workplace demands. PBL’s effectiveness, however, also depends on students having the ability to manage themselves and to work collaboratively. As these professional competencies are not typically the focus of undergraduate engineering programmes, students tend to complete problem-based project work through their own initiatives without the skills relevant to project completion. On the other hand, project management competencies are commonly explicated and core in business and management disciplines.
PURPOSE
This paper reports on our project which addresses the research question: What is the impact of utilising a management-educated demonstrator to work with engineering students on their learning and development of project management competencies?
APPROACH
Our project intervention required students in a fourth-year advanced engineering problem-based course to regularly report their planning and project progress to a graduate management tutor (demonstrator manager). A third of the course marks was awarded by the tutor who provided business-informed coaching as feedback during each report planning session. Multiple forms of data were collected – pre-and post-course surveys, student focus group interviews, lecturer and tutor interviews and student formative and summative grades.
RESULTS
The findings highlighted that:
(1) Students did gain a better understanding of key aspects of project management;
(2) Students were generally supportive of the technique, but wanted more “introduction”, exposing their naivete where grading on management was concerned;
(3) The approach could foster more Engineering-Management collaboration at a university;
(4) The approach supports the accreditation goal of developing engineering graduates’ professional competencies related to management skills.
CONCLUSIONS
Given the multiple and complex challenges facing 21st-century society, engineering employers are increasingly seeking graduates who are both technical experts in their field and able to work with experts from other fields, including business and management. Our project contributes understandings on how interdisciplinary initiatives can develop such professional competencies that are important for engineering graduate work-readiness.

text: Fostering project management competencies in undergraduate engineering: An exploration of the use of management- educated tutors as coaches in problem-based learning CONTEXT
Problem-based learning (PBL) helps engineering graduates develop the competencies needed in order to engage effectively with complex and uncertain workplace demands. PBL’s effectiveness, however, also depends on students having the ability to manage themselves and to work collaboratively. As these professional competencies are not typically the focus of undergraduate engineering programmes, students tend to complete problem-based project work through their own initiatives without the skills relevant to project completion. On the other hand, project management competencies are commonly explicated and core in business and management disciplines.
PURPOSE
This paper reports on our project which addresses the research question: What is the impact of utilising a management-educated demonstrator to work with engineering students on their learning and development of project management competencies?
APPROACH
Our project intervention required students in a fourth-year advanced engineering problem-based course to regularly report their planning and project progress to a graduate management tutor (demonstrator manager). A third of the course marks was awarded by the tutor who provided business-informed coaching as feedback during each report planning session. Multiple forms of data were collected – pre-and post-course surveys, student focus group interviews, lecturer and tutor interviews and student formative and summative grades.
RESULTS
The findings highlighted that:
(1) Students did gain a better understanding of key aspects of project management;
(2) Students were generally supportive of the technique, but wanted more “introduction”, exposing their naivete where grading on management was concerned;
(3) The approach could foster more Engineering-Management collaboration at a university;
(4) The approach supports the accreditation goal of developing engineering graduates’ professional competencies related to management skills.
CONCLUSIONS
Given the multiple and complex challenges facing 21st-century society, engineering employers are increasingly seeking graduates who are both technical experts in their field and able to work with experts from other fields, including business and management. Our project contributes understandings on how interdisciplinary initiatives can develop such professional competencies that are important for engineering graduate work-readiness.

year: 2018

title: Kaitiakitanga: protecting New Zealand's native biodiversity

authors: Morad, Munir

subjects: geography

abstract: Species diversity is a very important component of a healthy ecosystem, and a necessary condition for long-term sustainable development. However, it is widely recognised that species extinction is on the increase in New Zealand, as biological diversity comes under pressure from landuse activity and environmental change.

text: Kaitiakitanga: protecting New Zealand's native biodiversity Species diversity is a very important component of a healthy ecosystem, and a necessary condition for long-term sustainable development. However, it is widely recognised that species extinction is on the increase in New Zealand, as biological diversity comes under pressure from landuse activity and environmental change.

year: 2000