title: Virtue in measurement: An interdisciplinary study of conscientiousness through Aristotelian theory

authors: McManus, James

subjects: Aristotle

abstract: Virtues are traits that promote happiness, well-being, and the good of others. Understanding which traits constitute virtues has direct implications for education, character development, and well-being interventions. Aristotelian virtue theory remains highly influential, yet it overlooks conscientiousness, which is a trait that psychological research shows as one of the strongest predictors of life success, health, and longevity. This disconnect is not only theoretical: it means our approaches to character education and personal development may be missing a vital component. The overarching aim of this thesis was to investigate conscientiousness as a virtue from an Aristotelian perspective, bridging philosophical and psychological insights to better guide how we cultivate beneficial character traits.

To address this aim, this thesis investigated conscientiousness as a virtue from an Aristotelian perspective by (1) developing a theoretical framework aligning conscientiousness with core features of Aristotelian virtue theory, (2) addressing limitations of current approaches to virtue assessment, (3) validating the Aristotelian Virtue of Conscientiousness Scale (AVCS) through Rasch analysis, confirmatory factor analysis, and network modelling, and (4) examining how virtuous conscientiousness and its facets relate to one another and to well-being outcomes such as life satisfaction, positive affect, mindfulness, and virtuous gratitude.

Across three independent samples from New Zealand and the United States (total N = 1,478), the AVCS showed strong psychometric properties, conformed to fundamental measurement principles, and was best represented by a multifaceted eight-factor model. Network analyses indicated that excellent behaviours were especially central to the virtue, and that mindfulness may buffer against excessive forms of conscientiousness. Virtuous conscientiousness was positively associated with life satisfaction, positive affect, gratitude, and Big Five conscientiousness, while excessive tendencies were linked to stress, anxiety, and depression.

These findings advance both the theory and science of virtue by showing that Aristotelian constructs can be operationalised and empirically validated. The results provide a foundation for future research on character development and suggest practical applications for education, organisational contexts, and well-being interventions aimed at fostering virtuous forms of conscientiousness while mitigating maladaptive excess.

text: Virtue in measurement: An interdisciplinary study of conscientiousness through Aristotelian theory Virtues are traits that promote happiness, well-being, and the good of others. Understanding which traits constitute virtues has direct implications for education, character development, and well-being interventions. Aristotelian virtue theory remains highly influential, yet it overlooks conscientiousness, which is a trait that psychological research shows as one of the strongest predictors of life success, health, and longevity. This disconnect is not only theoretical: it means our approaches to character education and personal development may be missing a vital component. The overarching aim of this thesis was to investigate conscientiousness as a virtue from an Aristotelian perspective, bridging philosophical and psychological insights to better guide how we cultivate beneficial character traits.

To address this aim, this thesis investigated conscientiousness as a virtue from an Aristotelian perspective by (1) developing a theoretical framework aligning conscientiousness with core features of Aristotelian virtue theory, (2) addressing limitations of current approaches to virtue assessment, (3) validating the Aristotelian Virtue of Conscientiousness Scale (AVCS) through Rasch analysis, confirmatory factor analysis, and network modelling, and (4) examining how virtuous conscientiousness and its facets relate to one another and to well-being outcomes such as life satisfaction, positive affect, mindfulness, and virtuous gratitude.

Across three independent samples from New Zealand and the United States (total N = 1,478), the AVCS showed strong psychometric properties, conformed to fundamental measurement principles, and was best represented by a multifaceted eight-factor model. Network analyses indicated that excellent behaviours were especially central to the virtue, and that mindfulness may buffer against excessive forms of conscientiousness. Virtuous conscientiousness was positively associated with life satisfaction, positive affect, gratitude, and Big Five conscientiousness, while excessive tendencies were linked to stress, anxiety, and depression.

These findings advance both the theory and science of virtue by showing that Aristotelian constructs can be operationalised and empirically validated. The results provide a foundation for future research on character development and suggest practical applications for education, organisational contexts, and well-being interventions aimed at fostering virtuous forms of conscientiousness while mitigating maladaptive excess.

year: 2026-03-27

title: International social work placements: Can overseas students stimulate professional learning for NGO staff?

authors: Henley, L.J.

abstract: This article focuses on the outcomes of collaborative work undertaken between a team of social workers supporting a New Zealand social work student from the University of Waikato completing her final placement. The student was placed at Children’s Future International (CFI), a non-governmental organisation (NGO) in Battambang, Cambodia. While a great deal of research looks at learning achieved for students, this article examines whether the student had an impact on the knowledge, awareness and practice of the social workers and teachers at the NGO. Specifically, it considers the student’s focus on consumer empowerment and service dependency over a three-month period. Recommendations are provided to ensure the effectiveness of overseas placements.

text: International social work placements: Can overseas students stimulate professional learning for NGO staff? This article focuses on the outcomes of collaborative work undertaken between a team of social workers supporting a New Zealand social work student from the University of Waikato completing her final placement. The student was placed at Children’s Future International (CFI), a non-governmental organisation (NGO) in Battambang, Cambodia. While a great deal of research looks at learning achieved for students, this article examines whether the student had an impact on the knowledge, awareness and practice of the social workers and teachers at the NGO. Specifically, it considers the student’s focus on consumer empowerment and service dependency over a three-month period. Recommendations are provided to ensure the effectiveness of overseas placements.

year: 2019

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018