title: The dramatistic genre in leadership studies: Implications for research and practice

authors: Sinha, Paresha N.

subjects: authenticity

abstract: Since the late 1980s, leadership theorists and researchers have appreciated the significance of leaders as makers of meaning. While this understanding has stimulated a greater need to link leadership to organizational symbolism and organizational sense-making issues, the focus on these issues has resulted in not insignificant dissatisfaction with conventional approaches to the study of leadership. In response, this article proposes a complementary alternative focus for research and practice in the leadership area. It advances the use of the symbolic and relational aspects of leadership as highlighted in the three subgenres of dramatism namely: Kenneth Burke’s dramatism (life is drama), Erving Goffman’s dramaturgy (life is like drama ) and Victor Turner’s social drama (life and drama are interdependent ). There-after the article explores the key distinctions between the three sub-genres so as to identify their analytical as well as explanatory focus. Implications for leadership research and practice using the three subgenres are presented. The article closes with a discussion on the opportunities an integrated dramatistic approach might offer the general field of leadership.

text: The dramatistic genre in leadership studies: Implications for research and practice Since the late 1980s, leadership theorists and researchers have appreciated the significance of leaders as makers of meaning. While this understanding has stimulated a greater need to link leadership to organizational symbolism and organizational sense-making issues, the focus on these issues has resulted in not insignificant dissatisfaction with conventional approaches to the study of leadership. In response, this article proposes a complementary alternative focus for research and practice in the leadership area. It advances the use of the symbolic and relational aspects of leadership as highlighted in the three subgenres of dramatism namely: Kenneth Burke’s dramatism (life is drama), Erving Goffman’s dramaturgy (life is like drama ) and Victor Turner’s social drama (life and drama are interdependent ). There-after the article explores the key distinctions between the three sub-genres so as to identify their analytical as well as explanatory focus. Implications for leadership research and practice using the three subgenres are presented. The article closes with a discussion on the opportunities an integrated dramatistic approach might offer the general field of leadership.

year: 2010

title: Modernity in the Margins: A study of the introduction of typographic modernity in New Zealand, 1920-1940

authors: Faber, Mary

subjects: typography

abstract: Publications on New Zealand’s typographical history are few, particularly for the period of typographic Modernism. This study extends the knowledge of New Zealand’s typographic history through investigating typeface utilisation from 1920 to 1940, contextualising this use against developments from what are considered the metropolitan centres of the development of typographic Modernism. It examines the arrival and form of Modernism and modernity into twentieth century New Zealand through the medium of typography, and considers what the outcome reveals about conditions of New Zealand’s theoretical marginality, and the transfer of cultural forms. Focussing on type selection and use within the popular medium of New Zealand newspapers, this study aims to establish greater understanding of a critical period in type design. This research serves an important role in defining a New Zealand typographic identity, through revealing the way typography was utilised as a vehicle to introduce modernity into New Zealand, establishing greater understanding of our type selection and use. Essentially, this study proposes an alternate way of examining the introduction of modernity in New Zealand, and through this knowledge supporting and inspiring New Zealand type design today.

text: Modernity in the Margins: A study of the introduction of typographic modernity in New Zealand, 1920-1940 Publications on New Zealand’s typographical history are few, particularly for the period of typographic Modernism. This study extends the knowledge of New Zealand’s typographic history through investigating typeface utilisation from 1920 to 1940, contextualising this use against developments from what are considered the metropolitan centres of the development of typographic Modernism. It examines the arrival and form of Modernism and modernity into twentieth century New Zealand through the medium of typography, and considers what the outcome reveals about conditions of New Zealand’s theoretical marginality, and the transfer of cultural forms. Focussing on type selection and use within the popular medium of New Zealand newspapers, this study aims to establish greater understanding of a critical period in type design. This research serves an important role in defining a New Zealand typographic identity, through revealing the way typography was utilised as a vehicle to introduce modernity into New Zealand, establishing greater understanding of our type selection and use. Essentially, this study proposes an alternate way of examining the introduction of modernity in New Zealand, and through this knowledge supporting and inspiring New Zealand type design today.

year: 2011

title: Pilot study investigating pathway for practitioner engagement with whānau during a self-control activity: Implications for uptake in the home and for empowered engagement.

authors: Watson, Kaitlyn

subjects: Community psychology

abstract: There is a gap in youth mentoring services using the home environment of at-risk youth to encourage development of the skills worked on within mentoring. This thesis explores whether a game-based intervention situated in the home environment of youth may initiate changes in behaviour that coincide with their learning during mentoring. Participants were recruited through a private youth mentoring service within Whāngarei. Participants included whānau of youth who are enrolled in the Awhi Ako youth mentoring service and their respective mentors. The Awhi Ako mentoring service aims to support youth through their selected needs by a wider wraparound service.
A game was picked to introduce to whānau to play together at home. This game contained a mechanism that may reward self-control behaviours. Whānau were interviewed and asked to discuss their child’s self-control behaviours before the introduction of the game and any changes after playing the game. 
A principal focus of this thesis is on practitioner engagement with the whānau of mentored youth. Practitioner engagement with communities and people is an integral value underpinning Community psychology. Whānau within the youth mentoring service include Māori, Pasifika, Pākehā and mixed ethnic backgrounds. A core focus of this thesis is understanding the relationship between practitioner and participants and how this impacts upon uptake of the introduction of the activity. In accordance with community psychology underpinnings and values of cultural awareness, cultural respect and understanding this thesis aspires to provide evidence towards the importance of this relationship. Another key focus of this thesis is comprehending the multifaceted effects of an intervention within the home environment and how this impacts mentors, the home environment and the development of youth. Emphasizing a fundamental principle of community psychology of interconnectedness between all facets of a persons life. 
The conclusions drawn from this thesis illustrate the importance of developing a relationship with whānau a key focus to their willingness to participate and actively engage in this pilot study. The findings from this pilot study indicate that whānau experienced hardship and that whānau within at-risk environments had competing priorities that impeded the introduction of home-based activities.

text: Pilot study investigating pathway for practitioner engagement with whānau during a self-control activity: Implications for uptake in the home and for empowered engagement. There is a gap in youth mentoring services using the home environment of at-risk youth to encourage development of the skills worked on within mentoring. This thesis explores whether a game-based intervention situated in the home environment of youth may initiate changes in behaviour that coincide with their learning during mentoring. Participants were recruited through a private youth mentoring service within Whāngarei. Participants included whānau of youth who are enrolled in the Awhi Ako youth mentoring service and their respective mentors. The Awhi Ako mentoring service aims to support youth through their selected needs by a wider wraparound service.
A game was picked to introduce to whānau to play together at home. This game contained a mechanism that may reward self-control behaviours. Whānau were interviewed and asked to discuss their child’s self-control behaviours before the introduction of the game and any changes after playing the game. 
A principal focus of this thesis is on practitioner engagement with the whānau of mentored youth. Practitioner engagement with communities and people is an integral value underpinning Community psychology. Whānau within the youth mentoring service include Māori, Pasifika, Pākehā and mixed ethnic backgrounds. A core focus of this thesis is understanding the relationship between practitioner and participants and how this impacts upon uptake of the introduction of the activity. In accordance with community psychology underpinnings and values of cultural awareness, cultural respect and understanding this thesis aspires to provide evidence towards the importance of this relationship. Another key focus of this thesis is comprehending the multifaceted effects of an intervention within the home environment and how this impacts mentors, the home environment and the development of youth. Emphasizing a fundamental principle of community psychology of interconnectedness between all facets of a persons life. 
The conclusions drawn from this thesis illustrate the importance of developing a relationship with whānau a key focus to their willingness to participate and actively engage in this pilot study. The findings from this pilot study indicate that whānau experienced hardship and that whānau within at-risk environments had competing priorities that impeded the introduction of home-based activities.

year: 2024