title: Business networks and the uptake of sustainability practices: the case of New Zealand

authors: Collins, Eva Marie

subjects: networks

abstract: This paper reports on the adoption of sustainability practices by a sample of over 800 firms in New Zealand, contrasting results from members of the Sustainable Business Network (SBN) with non-members. The study also examined differences related to business size. Not surprisingly, large firms were found to be more actively engaged in sustainability. On the other hand, of the sample approximately one-third cited the existence of barriers to adoption of sustainable practices. Of these, larger companies were more likely to state that costs or other priorities inhibited the adoption of such practices. Generally speaking members of an SBN were more likely than non-members to adopt environmental initiatives, citing in particular the importance of reputation and brand, but in terms of total waste and energy waste there were no significant differences between members and non-members. There were few differences between the two groups on the adoption of social practices. In assessing membership of an SBN and company size as determinants of good environmental practices, company size was found to be the more significant factor.

text: Business networks and the uptake of sustainability practices: the case of New Zealand This paper reports on the adoption of sustainability practices by a sample of over 800 firms in New Zealand, contrasting results from members of the Sustainable Business Network (SBN) with non-members. The study also examined differences related to business size. Not surprisingly, large firms were found to be more actively engaged in sustainability. On the other hand, of the sample approximately one-third cited the existence of barriers to adoption of sustainable practices. Of these, larger companies were more likely to state that costs or other priorities inhibited the adoption of such practices. Generally speaking members of an SBN were more likely than non-members to adopt environmental initiatives, citing in particular the importance of reputation and brand, but in terms of total waste and energy waste there were no significant differences between members and non-members. There were few differences between the two groups on the adoption of social practices. In assessing membership of an SBN and company size as determinants of good environmental practices, company size was found to be the more significant factor.

year: 2007

title: Using mobile learning in free-choice educational settings to enhance ecological literacy

authors: Aguayo Corvalan, Claudio

subjects: Mobile learning

abstract: This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools within education settings to deliver meaningful learning experiences. We argue here that this potential could extend to integrating learning between the classroom and education outside the classroom (EOTC). We further argue that this mobile learning potential can mediate learning between students and their parents, visitors and educators at free- choice learning settings. We situate our argument within learning to enhance ecological literacy and call for studies that can consider the possibilities offered by mobile technology and related pedagogical frameworks, the reinforcement of learning experiences post a visit to a free-choice setting, and the integration with hands-on and non-technology mediated learning instances. Here we present some key theoretical considerations as a prelude to a study being funded by the Teaching and Learning Research Initiative to examine these possibilities.

text: Using mobile learning in free-choice educational settings to enhance ecological literacy This article presents the case for using mobile technologies to facilitate the integration of classroom and outside-of-classroom learning experiences designed to enhance the ecological literacy of primary school students and their parents. There is growing evidence supporting the transformative potential of mobile learning technologies and tools within education settings to deliver meaningful learning experiences. We argue here that this potential could extend to integrating learning between the classroom and education outside the classroom (EOTC). We further argue that this mobile learning potential can mediate learning between students and their parents, visitors and educators at free- choice learning settings. We situate our argument within learning to enhance ecological literacy and call for studies that can consider the possibilities offered by mobile technology and related pedagogical frameworks, the reinforcement of learning experiences post a visit to a free-choice setting, and the integration with hands-on and non-technology mediated learning instances. Here we present some key theoretical considerations as a prelude to a study being funded by the Teaching and Learning Research Initiative to examine these possibilities.

year: 2017

title: Māori Cultural Identity and Education

authors: Hawaikirangi-Pere, Charmaine

subjects: Identity

abstract: Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

text: Māori Cultural Identity and Education Underachievement of Māori students in mainstream schools has been a major topic of discussion by politicians and educational researchers in recent years. Research has shown that a secure cultural identity can enhance a person’s overall well-being and furthermore improve their chances of educational success. However, in reality, statistics show that a high percentage of the Māori population have little or no knowledge of their language and culture. The research question in this study will ask Māori whānau how they perceive cultural identity in relation to their children’s education.
Principles of Kaupapa Māori, Takepū and indigenous research and qualitative research methods have been used to ensure that participants were culturally and ethically respected. Participants interviewed in this study are members of my own whānau and some close friends. As an insider researcher I was committed to ensuring that my whānau were treated with respect and dignity throughout the research process. 
The interview data has exposed some unexpected issues specifically relating to their educational experiences and cultural identity. In the context of historical records and education for Māori, the findings of this study suggest that the educational experiences of Māori whānau have been, and continue to be, strongly influenced by government policies enforced before and during the period in which they attended school. All the whānau interviewed acknowledged their ethnic identity as Māori, however, most of them had little or no knowledge and understanding of Te Reo Māori nor had they taken part in cultural practices. Government policies restricted the use of the Māori language, disengaged them from their culture and curriculum provision limited expectations for both males and females. Mixed ethnicity and urbanisation were also identified as factors in the loss of their cultural identity. Data also shows that cultural identity loss has progressed on to future generations and influenced Māori whānau priorities and choice of school. 
The aim of this study is to provide educational policy makers with an in-depth understanding of the perspectives of Māori whānau determine their specific needs in education and propose some suggestions on how to improve achievement of Māori whānau in mainstream schools.

year: 2013