title: Making the implicit explicit: A strategy for developing doctoral writing skills

authors: Johnson, E. Marcia

abstract: This workshop will focus on the conference theme of partnership (doctoral students and generic learning developers) and how it can contribute to student success. Since the late 1990s many factors have affected doctoral education, including the significant increase in enrolments and the diversification of the student body (for example, age, cultural, and linguistic backgrounds). Nevertheless, in many disciplines doctoral students are still expected to master the writing conventions of their research communities through observation or trial and error. More worrying, supervisors are often at a loss as to how to assist students with their written work, which can result in vague or incomplete writing advice. Recognizing a need for writing development, most universities provide generic, one-to-one support for doctoral students. Although such sessions are useful, an individualized approach is time-consuming and misses an essential component in writing development – the use of language and group activities to both encourage and mediate learning. It was this understanding that led to the establishment of our weekly, cross-disciplinary conversation about writing programme, the Doctoral Writing Conversation (DWC) at the University of Waikato, Hamilton, New Zealand. This workshop will begin with a brief description of the DWC, and the overall goals of our dialogic approaches will be described. Participants will then complete, one of the activities we use to help students become aware of, and understand academic voice – the ability to communicate complex research ideas in a clear, well-organized, and academically robust manner. Intended learning outcomes of the workshop include recognition and understanding not only of the concept of academic voice, but also how a generic, dialogic writing development programme can be used to help doctoral students become empowered as independent writers.

text: Making the implicit explicit: A strategy for developing doctoral writing skills This workshop will focus on the conference theme of partnership (doctoral students and generic learning developers) and how it can contribute to student success. Since the late 1990s many factors have affected doctoral education, including the significant increase in enrolments and the diversification of the student body (for example, age, cultural, and linguistic backgrounds). Nevertheless, in many disciplines doctoral students are still expected to master the writing conventions of their research communities through observation or trial and error. More worrying, supervisors are often at a loss as to how to assist students with their written work, which can result in vague or incomplete writing advice. Recognizing a need for writing development, most universities provide generic, one-to-one support for doctoral students. Although such sessions are useful, an individualized approach is time-consuming and misses an essential component in writing development – the use of language and group activities to both encourage and mediate learning. It was this understanding that led to the establishment of our weekly, cross-disciplinary conversation about writing programme, the Doctoral Writing Conversation (DWC) at the University of Waikato, Hamilton, New Zealand. This workshop will begin with a brief description of the DWC, and the overall goals of our dialogic approaches will be described. Participants will then complete, one of the activities we use to help students become aware of, and understand academic voice – the ability to communicate complex research ideas in a clear, well-organized, and academically robust manner. Intended learning outcomes of the workshop include recognition and understanding not only of the concept of academic voice, but also how a generic, dialogic writing development programme can be used to help doctoral students become empowered as independent writers.

year: 2016

title: General image of and beliefs about European food in two mainland Chinese cities Shanghai and Xi'an

authors: Wang, Ou

subjects: Science & Technology

abstract: Purpose
The purpose of this paper is to provide a picture of the current image and consumer beliefs of European food in mainland Chinese consumers’ minds.

Design/methodology/approach
A web-based survey was conducted for data collection in December 2013 with 541 participants from two Chinese cities: Shanghai and Xi’an. The participants reported about the image of European food and characterized European food according to 14 items for product-related beliefs and 18 items for perceived profiles. Descriptive analysis, cluster analysis and partial least squares regression were employed for data analyses.

Findings
Findings show that European food has a unanimously positive image among mainland Chinese consumers. Three consumer segments were distinguished based on attribute beliefs about European food: a positive-beliefs segment, a negative-beliefs segment and an unfamiliar segment. The characteristics of typical European food consumers were high income, having long overseas experience, having visited Europe or living in a big and developed city. In addition, “safe” and “upscale” were the most important attribute beliefs driving mainland Chinese consumers to have a positive image of European food; while “unfamiliar” and “sweet” were the most negative drivers of European food’s image.

Originality/value
This is the first study to present information about consumer beliefs, general image and consumer segments in relation to European food in mainland China. These insights can help European food marketers to better understand mainland Chinese consumers and the current image of their products in mainland China so that they can develop effective marketing strategies for this huge and potential food market.

text: General image of and beliefs about European food in two mainland Chinese cities Shanghai and Xi'an Purpose
The purpose of this paper is to provide a picture of the current image and consumer beliefs of European food in mainland Chinese consumers’ minds.

Design/methodology/approach
A web-based survey was conducted for data collection in December 2013 with 541 participants from two Chinese cities: Shanghai and Xi’an. The participants reported about the image of European food and characterized European food according to 14 items for product-related beliefs and 18 items for perceived profiles. Descriptive analysis, cluster analysis and partial least squares regression were employed for data analyses.

Findings
Findings show that European food has a unanimously positive image among mainland Chinese consumers. Three consumer segments were distinguished based on attribute beliefs about European food: a positive-beliefs segment, a negative-beliefs segment and an unfamiliar segment. The characteristics of typical European food consumers were high income, having long overseas experience, having visited Europe or living in a big and developed city. In addition, “safe” and “upscale” were the most important attribute beliefs driving mainland Chinese consumers to have a positive image of European food; while “unfamiliar” and “sweet” were the most negative drivers of European food’s image.

Originality/value
This is the first study to present information about consumer beliefs, general image and consumer segments in relation to European food in mainland China. These insights can help European food marketers to better understand mainland Chinese consumers and the current image of their products in mainland China so that they can develop effective marketing strategies for this huge and potential food market.

year: 2015

title: Claiming spaces: Maori (indigenous persons) making the invalid valid

authors: Hickey, Huhana

subjects: Maori

abstract: Identity is a shifting paradigm because of the constant movement between identities throughout our lives, depending on the context within which we are identifying ourselves. Once we identify, we place ourselves within a certain construct. When positioning within identity labels, multiplicitous experiences of marginalisation need to be accounted for in clarifying identity frameworks. Barile (2000) asserts that it is the multiple minority status of persons of minority ethnic identity with disabilities that positions them into multiple minority discriminatory experiences with greater limitations and discrimination than those with a single minority status identity. Barile (2000) also asserts that it challenges ethnic minority people with disabilities who work collectively and as a group where they are forced to work as individuals, often in isolation from their ethnic and cultural communities.

text: Claiming spaces: Maori (indigenous persons) making the invalid valid Identity is a shifting paradigm because of the constant movement between identities throughout our lives, depending on the context within which we are identifying ourselves. Once we identify, we place ourselves within a certain construct. When positioning within identity labels, multiplicitous experiences of marginalisation need to be accounted for in clarifying identity frameworks. Barile (2000) asserts that it is the multiple minority status of persons of minority ethnic identity with disabilities that positions them into multiple minority discriminatory experiences with greater limitations and discrimination than those with a single minority status identity. Barile (2000) also asserts that it challenges ethnic minority people with disabilities who work collectively and as a group where they are forced to work as individuals, often in isolation from their ethnic and cultural communities.

year: 2008