title: The role of knowledge and learning in the internationalisation of professional service firms

authors: Scott-Kennel, Joanna

subjects: internationalisation

abstract: This paper explores the role of knowledge and learning in the internationalisation process of a small, professional service firm. It investigates the relationship between key dimensions of knowledge, organisational learning, and knowledge leverage mechanisms and internationalisation. Our findings reveal internationalisation appears most influenced by internal, tacit knowledge. The firm's ability to learn via depth and diversity of employee's experience is moderated by the efficiency of the mechanisms that enable application of knowledge to further internationalisation. This is an interactive, iterative process that builds organisational wisdom.

text: The role of knowledge and learning in the internationalisation of professional service firms This paper explores the role of knowledge and learning in the internationalisation process of a small, professional service firm. It investigates the relationship between key dimensions of knowledge, organisational learning, and knowledge leverage mechanisms and internationalisation. Our findings reveal internationalisation appears most influenced by internal, tacit knowledge. The firm's ability to learn via depth and diversity of employee's experience is moderated by the efficiency of the mechanisms that enable application of knowledge to further internationalisation. This is an interactive, iterative process that builds organisational wisdom.

year: 2012

title: A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise

authors: Reinsfield, Elizabeth

abstract: This article presents a study that focuses on the Mātanga’ (Māori term for expert) perspective of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Education’s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachers’ engagement with the technology education curriculum. It aimed to develop teacher specialist identity by focusing on [Author 1] and Williams’ notions of technological and technical thinking by matching teachers with Mātanga. The PLD model aimed to support teachers in remote areas, or for those who have limited access to curriculum support. In New Zealand, technology teachers are used to a top-down delivery approach to PLD where they are the receivers of information, which they then need to make sense of, for their own classroom and school setting. The aim of this project was to reposition the agency within the professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional and national support through digital networks. The long-term aim of the PLD programme was to create self-sustaining PLD in technology education, based on community needs. Research findings indicate that technology education is a subject that presents a confused identity. The Mātanga identified various factors affecting the nature of technology education in New Zealand. Mātanga had differing understandings and interpretations of the technology the result of their professional experiences and they recognised various factors affecting the nature of technology education in New Zealand. Most evident were the identified tensions for teachers’ curriculum and assessment understandings, and the pressures being placed on practitioners to remain current in their practice.

text: A new approach to professional learning and development for technology teachers in New Zealand: Developing networks of expertise This article presents a study that focuses on the Mātanga’ (Māori term for expert) perspective of their leadership in a professional learning and development (PLD) programme in technology education. Funded by the Ministry of Education’s Network of Expertise Initiative, the PLD programme was designed and delivered by Technology Education New Zealand (TENZ), to foster teachers’ engagement with the technology education curriculum. It aimed to develop teacher specialist identity by focusing on [Author 1] and Williams’ notions of technological and technical thinking by matching teachers with Mātanga. The PLD model aimed to support teachers in remote areas, or for those who have limited access to curriculum support. In New Zealand, technology teachers are used to a top-down delivery approach to PLD where they are the receivers of information, which they then need to make sense of, for their own classroom and school setting. The aim of this project was to reposition the agency within the professional community. The developers of the PLD programme envisaged that once a community of Mātanga and teachers were established, teachers would feel more connected to local, regional and national support through digital networks. The long-term aim of the PLD programme was to create self-sustaining PLD in technology education, based on community needs. Research findings indicate that technology education is a subject that presents a confused identity. The Mātanga identified various factors affecting the nature of technology education in New Zealand. Mātanga had differing understandings and interpretations of the technology the result of their professional experiences and they recognised various factors affecting the nature of technology education in New Zealand. Most evident were the identified tensions for teachers’ curriculum and assessment understandings, and the pressures being placed on practitioners to remain current in their practice.

year: 2020

title: The responsibility towards indigenous holism: Rethinking ethical research in the university

authors: Mika, Carl Te Hira

abstract: If there is one fundamental aspect of indigenous philosophy in much indigenous-related literature, it is that all things in the world are interconnected (see eg. Arola (2011); Mika (2017); Andreotti et al (2011)). The nature of this interconnection can only be speculated on (and there is undoubtedly room for more than one perspective on this). Moreover, how it could possibly take form in research, so that research is then ethical from that indigenous holistic perspective, is also at the theoretical stage, and awaits further development. In this presentation, I explore some of the exciting philosophical challenges that await the Maori theorist working in this area, including how any Maori representation about those challenges is itself constituted by all other things.

text: The responsibility towards indigenous holism: Rethinking ethical research in the university If there is one fundamental aspect of indigenous philosophy in much indigenous-related literature, it is that all things in the world are interconnected (see eg. Arola (2011); Mika (2017); Andreotti et al (2011)). The nature of this interconnection can only be speculated on (and there is undoubtedly room for more than one perspective on this). Moreover, how it could possibly take form in research, so that research is then ethical from that indigenous holistic perspective, is also at the theoretical stage, and awaits further development. In this presentation, I explore some of the exciting philosophical challenges that await the Maori theorist working in this area, including how any Maori representation about those challenges is itself constituted by all other things.

year: 2018