title: The impact of individual differences and group diversity on group interaction climate and satisfaction: A test of the effective intercultural workgroup communication theory

authors: Oetzel, John G.

subjects: intercultural teams/workgroups

abstract: This study examined individual- and group-level effects of culture and cultural diversity on group interaction climate and satisfaction. Employees from 41 workgroups completed self-construal, face concern, interaction climate, and satisfaction questionnaires. Though analysis of ethnic diversity indicated that group diversity was positively related to perceptions of interaction climate, and had no association with satisfaction, multi-level analysis indicated that as ethnic diversity of the group increased, members of majority and minority ethnic groups had different perceptions of interaction climate and satisfaction. Results demonstrate the importance of considering individual-level manifestations of culture, group-level diversity, and the multi-level combination for workgroup analysis.

text: The impact of individual differences and group diversity on group interaction climate and satisfaction: A test of the effective intercultural workgroup communication theory This study examined individual- and group-level effects of culture and cultural diversity on group interaction climate and satisfaction. Employees from 41 workgroups completed self-construal, face concern, interaction climate, and satisfaction questionnaires. Though analysis of ethnic diversity indicated that group diversity was positively related to perceptions of interaction climate, and had no association with satisfaction, multi-level analysis indicated that as ethnic diversity of the group increased, members of majority and minority ethnic groups had different perceptions of interaction climate and satisfaction. Results demonstrate the importance of considering individual-level manifestations of culture, group-level diversity, and the multi-level combination for workgroup analysis.

year: 2011

title: "There's still so much more to learn": learning to teach online during a global pandemic

authors: Pepperell, Nicole

subjects: online education, online teaching, online learning, COVID-19, pandemic pedagogy, habitus, Bourdieu, doxa, emergency remote teaching

abstract: The COVID-19 pandemic forced rapid closures of educational institutions worldwide in 2020. Online delivery has become a common means of providing continuity of learning, particularly for tertiary institutions. It remains unclear what impact this experience of online teaching under emergency conditions will have on future online teaching. This paper explores this question through a case study of 25 tertiary teaching staff at the University of Waikato in Aotearoa New Zealand. Applying Bourdieu’s categories of doxic and heterodox habitus, the paper argues that, for many staff, the experience of learning to teach online during a pandemic destabilised a prior doxic professional habitus. For some staff, this destabilisation led to the construction of a more fluid, creative heterodox habitus open to innovative online teaching in the future. For others, the pre-pandemic doxic habitus instead spiralled into ongoing self-criticism and an associated collapse in professional confidence. Professional development initiatives seeking to build on the pandemic teaching experience need to be mindful of these contrasting experiences to increase the chances of improving online teaching practice in the longer term.

text: "There's still so much more to learn": learning to teach online during a global pandemic The COVID-19 pandemic forced rapid closures of educational institutions worldwide in 2020. Online delivery has become a common means of providing continuity of learning, particularly for tertiary institutions. It remains unclear what impact this experience of online teaching under emergency conditions will have on future online teaching. This paper explores this question through a case study of 25 tertiary teaching staff at the University of Waikato in Aotearoa New Zealand. Applying Bourdieu’s categories of doxic and heterodox habitus, the paper argues that, for many staff, the experience of learning to teach online during a pandemic destabilised a prior doxic professional habitus. For some staff, this destabilisation led to the construction of a more fluid, creative heterodox habitus open to innovative online teaching in the future. For others, the pre-pandemic doxic habitus instead spiralled into ongoing self-criticism and an associated collapse in professional confidence. Professional development initiatives seeking to build on the pandemic teaching experience need to be mindful of these contrasting experiences to increase the chances of improving online teaching practice in the longer term.

year: 2022

title: Claiming spaces: Prioritising Maaori worldview

authors: Penehira, Mera

subjects: Maori

abstract: Ohomairangi Trust was established as a provider of early intervention services in February 2002. It is funded and accredited by the Ministry of Education, and is the first Kaupapa Maaori based early intervention service to be accredited by the Ministry of Education. Essentially Ohomairangi was developed because of a need in the community for a service that could focus on developing and providing early intervention in a uniquely Maaori way, without the constraints of a crown agency. The Ohomairangi early intervention team has a commitment to supporting both the positive developments for Maaori within the Ministry of Education, and the continued independent research and development of Kaupapa Maaori services. The primary purpose of Ohomairangi is to develop and provide a Kaupapa Maaori based early intervention service across Taamaki Makaurau, which meets recommended practice guidelines. This evolves from a starting point of Kaupapa Maaori theory.

text: Claiming spaces: Prioritising Maaori worldview Ohomairangi Trust was established as a provider of early intervention services in February 2002. It is funded and accredited by the Ministry of Education, and is the first Kaupapa Maaori based early intervention service to be accredited by the Ministry of Education. Essentially Ohomairangi was developed because of a need in the community for a service that could focus on developing and providing early intervention in a uniquely Maaori way, without the constraints of a crown agency. The Ohomairangi early intervention team has a commitment to supporting both the positive developments for Maaori within the Ministry of Education, and the continued independent research and development of Kaupapa Maaori services. The primary purpose of Ohomairangi is to develop and provide a Kaupapa Maaori based early intervention service across Taamaki Makaurau, which meets recommended practice guidelines. This evolves from a starting point of Kaupapa Maaori theory.

year: 2008