title: Towards Comprehensive Policy Integration for the Sustainability of Small Islands: A Landscape-Scale Planning Approach for the Galapagos Islands

authors: Pazmino, Andrés

subjects: Science & Technology

abstract: Accomplishing and implementing sustainable development goals in the context of insular socio-ecological systems requires effective policy integration—i.e., the integration of policy actors across multiple sectors and levels of government to improve policy outcomes. However, achieving policy integration entails significant challenges because it is highly context-dependent. This study investigates policy integration within the complex socio-ecological context of the Galápagos Islands in Ecuador. The paper analyses Galápagos legal and planning documents to evaluate the extent to which they support comprehensive policy integration. The analysis found that recently adopted institutional arrangements have strengthened government institutions at the provincial level, and started to consider concepts relating to socio-ecological and land–sea management. Nevertheless, key policy actors and pressing issues remain unattended, due to policy inconsistencies, institutional arrangements limitations, and fragmented approaches to conservation and development control between provincial and local governments. Insights are presented to improve the comprehensiveness of policy integration in Galápagos based on a landscape-scale planning approach.

text: Towards Comprehensive Policy Integration for the Sustainability of Small Islands: A Landscape-Scale Planning Approach for the Galapagos Islands Accomplishing and implementing sustainable development goals in the context of insular socio-ecological systems requires effective policy integration—i.e., the integration of policy actors across multiple sectors and levels of government to improve policy outcomes. However, achieving policy integration entails significant challenges because it is highly context-dependent. This study investigates policy integration within the complex socio-ecological context of the Galápagos Islands in Ecuador. The paper analyses Galápagos legal and planning documents to evaluate the extent to which they support comprehensive policy integration. The analysis found that recently adopted institutional arrangements have strengthened government institutions at the provincial level, and started to consider concepts relating to socio-ecological and land–sea management. Nevertheless, key policy actors and pressing issues remain unattended, due to policy inconsistencies, institutional arrangements limitations, and fragmented approaches to conservation and development control between provincial and local governments. Insights are presented to improve the comprehensiveness of policy integration in Galápagos based on a landscape-scale planning approach.

year: 2018

title: Academic migrants in Aotearoa New Zealand: Acculturation experiences of long-term or permanent migrant teaching staff in a tertiary Institute of Technology

authors: Masterson, Maggie

abstract: International teaching staff are increasingly sought after by tertiary education providers in their drive to build institutional knowledge and research capacity.  While a growing body of research has examined the cultural, social and academic adjustment experiences of university academic staff moving to work in a new context, the experiences of staff working in other tertiary providers appear under-represented.

This multiple case study focuses on Aotearoa New Zealand’s Institutes of Technology and Polytechnics (ITP) sector and explores how the experience of migration impacts on four long-term or permanent academic staff with a range of industry, teaching and research experience.  The study identifies how political and economic circumstances in their country of origin and/or aspirations of a better lifestyle were initial drivers of migration.  Adapting to a new teaching and learning context and managing diverse student groups have created some professional challenges for these academic migrants.  While immigration status impacts how they articulate their experiences to date, they have experienced migration largely positively.  These international teaching staff were found to bring valuable industry insights and subject expertise, and to engage actively in curriculum development and research activities. The study highlights ways in which international teaching staff impact the institution, local staff and student population and is potentially of interest to anyone involved in recruiting and supporting overseas teaching professionals.

text: Academic migrants in Aotearoa New Zealand: Acculturation experiences of long-term or permanent migrant teaching staff in a tertiary Institute of Technology International teaching staff are increasingly sought after by tertiary education providers in their drive to build institutional knowledge and research capacity.  While a growing body of research has examined the cultural, social and academic adjustment experiences of university academic staff moving to work in a new context, the experiences of staff working in other tertiary providers appear under-represented.

This multiple case study focuses on Aotearoa New Zealand’s Institutes of Technology and Polytechnics (ITP) sector and explores how the experience of migration impacts on four long-term or permanent academic staff with a range of industry, teaching and research experience.  The study identifies how political and economic circumstances in their country of origin and/or aspirations of a better lifestyle were initial drivers of migration.  Adapting to a new teaching and learning context and managing diverse student groups have created some professional challenges for these academic migrants.  While immigration status impacts how they articulate their experiences to date, they have experienced migration largely positively.  These international teaching staff were found to bring valuable industry insights and subject expertise, and to engage actively in curriculum development and research activities. The study highlights ways in which international teaching staff impact the institution, local staff and student population and is potentially of interest to anyone involved in recruiting and supporting overseas teaching professionals.

year: 2020

title: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori

authors: Ford, Therese

subjects: Critical school reform

abstract: Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

text: Manaaki whenua. Manaaki tangata: Care for the land, care for the people: Leading critical school reform with mana whenua and whānau Māori Education disparities between Māori and Pākehā students in Aotearoa, have their origins in colonial education policies and practices which considerably advantaged Pākehā students and compromised the ability of Māori students to engage with learning and succeed.  Despite the promises of equality inherent in the Treaty of Waitangi,  this historical foundation has, for over 150 years, perpetuated intergenerational cycles of education failure for Māori resulting in high levels of endemic social and economic disadvantage in many Māori communities.
This thesis examines the leadership praxis of two Pākehā principals, to understand how, with more respectful connections with Māori communities, they were able to address education disparities and facilitate success for Māori students as Māori. Culturally responsive research methodologies guided two, in-depth case studies which employed mixed methods.
Two collaborative stories, with the voices of mana whenua and whānau Māori, identified the importance of school leaders developing critical levels of consciousness, through authentic, bidirectional relationships with Māori communities.  These relationships enabled the principals to understand the authentic local, pre-colonial iwi histories of the land. This in turn fostered connections between the schools and local Māori communities that enabled them to collaboratively respond to the implications of colonisation.  
The thesis challenges the monocultural, monolingual, unidirectional policies and practices that characterise the current model of colonial education.  It presents instead a decolonising model of critical school reform and a framework for implementation and evaluation.  It contends that honouring the Treaty of Waitangi requires an equity focused response with power sharing relationships, critically led by principals alongside Māori communities.

year: 2020