title: Narratives of online collaborative experiences: Leaders and lurkers

authors: Janson, Annick

abstract: The purpose of this research was to unpack the reasons why people engage in varying levels of online collaboration in a self selected group. The research investigated (I) the role of online interaction platforms, (2) participants' perceived constraints on, and enablers of online collaboration in order to answer the main research question on (3) how leaders and lurkers deconstructed the online experiences underlying their differing participation levels. 
An action research methodology was adopted to study how a virtual group evolved. Four iterations of the action research cycle, each building on previous learning, describe the online group's activities "following the actors" through the emergence and establishment of the online actor-network. 
Participants adopted a distributed email listserve to support initial online group collaboration and a web-based discussion forum to grow the actor-network. Thematic analysis of postings outlined seven main themes, translated as either constraining (time and trust), or enabling online collaboration (beliefs on the value of networking, success aspirations, community belonging, communication channels, storytelling and online trust building). 
A narrative framework was developed to collect and analyse participants' stories and motives. Self-selected leaders and lurkers constructed different online practice. In narrative terms, leaders experienced most 'unique outcomes' by experiencing and storying online communication skills previously unknown to them. Additionally, leaders emphasised 'social entrepreneurship' motivation to contribute towards their country's growth and proposed 'temporal virtual consultations' as an alternative to conventional conceptions of online groups. 
Lurkers, on the other hand, were divided about the value of 'virtual networking' in extending business networks. A novel lurking experience was coined 'silent commitment' describing reluctance to participate online contrasting with high face to face involvement. 
A 'virtual leadership' model was developed integrating the findings to illustrate the contribution of individual self-selected virtual leaders in building social capital. This model illustrates how virtual leaders built online collective capacity constructing an 'archetypal' online narrative.

text: Narratives of online collaborative experiences: Leaders and lurkers The purpose of this research was to unpack the reasons why people engage in varying levels of online collaboration in a self selected group. The research investigated (I) the role of online interaction platforms, (2) participants' perceived constraints on, and enablers of online collaboration in order to answer the main research question on (3) how leaders and lurkers deconstructed the online experiences underlying their differing participation levels. 
An action research methodology was adopted to study how a virtual group evolved. Four iterations of the action research cycle, each building on previous learning, describe the online group's activities "following the actors" through the emergence and establishment of the online actor-network. 
Participants adopted a distributed email listserve to support initial online group collaboration and a web-based discussion forum to grow the actor-network. Thematic analysis of postings outlined seven main themes, translated as either constraining (time and trust), or enabling online collaboration (beliefs on the value of networking, success aspirations, community belonging, communication channels, storytelling and online trust building). 
A narrative framework was developed to collect and analyse participants' stories and motives. Self-selected leaders and lurkers constructed different online practice. In narrative terms, leaders experienced most 'unique outcomes' by experiencing and storying online communication skills previously unknown to them. Additionally, leaders emphasised 'social entrepreneurship' motivation to contribute towards their country's growth and proposed 'temporal virtual consultations' as an alternative to conventional conceptions of online groups. 
Lurkers, on the other hand, were divided about the value of 'virtual networking' in extending business networks. A novel lurking experience was coined 'silent commitment' describing reluctance to participate online contrasting with high face to face involvement. 
A 'virtual leadership' model was developed integrating the findings to illustrate the contribution of individual self-selected virtual leaders in building social capital. This model illustrates how virtual leaders built online collective capacity constructing an 'archetypal' online narrative.

year: 2005

title: The Gap: women’s and men’s perspectives on parenting in the context of domestic violence

authors: Troon, Claire Lauren

subjects: domestic violence

abstract: Domestic violence is a significant issue within New Zealand society. The purpose of this research was to explore parenting within the context of domestic violence, through men’s perspectives, as perpetrators of domestic violence, and women’s perspectives, as victims of domestic violence. The participants were recruited through their association with the Hamilton Abuse Intervention Project (HAIP), a coordinated community response to violence. The study aimed to gain understanding of the impact of violence on children, women, mothering and the batterer as parent; provide reflection on the men’s stopping violence programme at HAIP in relation to abusive men’s parenting; and examine the role of children in abusive men’s motivation to change. Nine semi-structured interviews with men attending HAIP’s stopping violence programmes were conducted, and two focus groups were held with ten women associated with HAIP. The key findings suggest that domestic violence has significant detrimental outcomes for children and women and significantly constrains women’s ability to be an effective mother. The men were found to use negative parenting practices but to have limited understanding of the impact of their behaviour on either mother or child.  The women reported various ways in which they were able to work around the abuser to protect their children and to be effective as a mother, at least some of the time. Although women generally supported the continuing involvement of the fathers in the lives of their children, such involvement often served to disrupt the process of healing from the violence for both children and women. This study provides recommendations for policy and practice with regard to fathering interventions for abusive men.

text: The Gap: women’s and men’s perspectives on parenting in the context of domestic violence Domestic violence is a significant issue within New Zealand society. The purpose of this research was to explore parenting within the context of domestic violence, through men’s perspectives, as perpetrators of domestic violence, and women’s perspectives, as victims of domestic violence. The participants were recruited through their association with the Hamilton Abuse Intervention Project (HAIP), a coordinated community response to violence. The study aimed to gain understanding of the impact of violence on children, women, mothering and the batterer as parent; provide reflection on the men’s stopping violence programme at HAIP in relation to abusive men’s parenting; and examine the role of children in abusive men’s motivation to change. Nine semi-structured interviews with men attending HAIP’s stopping violence programmes were conducted, and two focus groups were held with ten women associated with HAIP. The key findings suggest that domestic violence has significant detrimental outcomes for children and women and significantly constrains women’s ability to be an effective mother. The men were found to use negative parenting practices but to have limited understanding of the impact of their behaviour on either mother or child.  The women reported various ways in which they were able to work around the abuser to protect their children and to be effective as a mother, at least some of the time. Although women generally supported the continuing involvement of the fathers in the lives of their children, such involvement often served to disrupt the process of healing from the violence for both children and women. This study provides recommendations for policy and practice with regard to fathering interventions for abusive men.

year: 2014

title: A history of Māori literacy success

authors: Derby, Melissa

abstract: This article explores literacy in 19th century Māori society, and in particular, this work considers the initial interactions Māori tribal groups had with literacy following contact with British settlers. The overarching purpose of this article is to respond to the increasingly prevalent suggestion that literacy is a Western competency, and that to be concerned with ensuring Māori children are achieving well in reading and writing is an act of colonisation. This work illustrates that these narratives run counter to the history, behaviour, and values of many tribal groups in New Zealand. More specifically, the historical interactions Māori had with literacy illustrate that both the ability and the desire to succeed in reading and writing was a feature of Māori historical practices. Therefore, to ensure high levels of literacy achievement in contemporary times is not a colonising act but rather aligns with Māori history, behaviour, and values.

text: A history of Māori literacy success This article explores literacy in 19th century Māori society, and in particular, this work considers the initial interactions Māori tribal groups had with literacy following contact with British settlers. The overarching purpose of this article is to respond to the increasingly prevalent suggestion that literacy is a Western competency, and that to be concerned with ensuring Māori children are achieving well in reading and writing is an act of colonisation. This work illustrates that these narratives run counter to the history, behaviour, and values of many tribal groups in New Zealand. More specifically, the historical interactions Māori had with literacy illustrate that both the ability and the desire to succeed in reading and writing was a feature of Māori historical practices. Therefore, to ensure high levels of literacy achievement in contemporary times is not a colonising act but rather aligns with Māori history, behaviour, and values.

year: 2021