title: Preferences for Early Retirement: The Role of Work Related Factors

authors: Fowlie, Toni Jessica

subjects: early retirment

abstract: This study investigated the work related factors related to the retirement preferences of 132 full time older workers, defined as those aged 55+, in a range of New Zealand organisations. This research is important as due to the ageing population, maintaining the employability of the older worker for as long as possible is vital for economic growth and sustainability. Identifying the work related factors that may be influencing the early retirement preferences of older workers may lead to a better understanding of ways to maintain these workers in employment. The aim of this study was to contribute to the understanding of the factors which can be influenced directly by organisations, as retirement preferences are strongly influenced by norms and attitudes within the workplace.
The research proposed that the predictor variables perceived age discrimination, job flexibility satisfaction, attitudes towards information and communication technologies (ICTs), perceptions of techno-complexity, and perceived threat from organisational downsizing, would have a direct relationship with early retirement preferences. In this study, the older worker was considered to have early retirement preferences if their preferred retirement age was earlier than their expected retirement age. The model predicted that job satisfaction and job security would mediate the relationships between the predictor variables and early retirement preferences.
Correlation and mediation analyses were performed in SPSS to test the proposed hypotheses. Several hypotheses were supported: perceived age discrimination was positively related to early retirement preferences; perceived age discrimination was negatively related to job satisfaction; job flexibility satisfaction was positively related to job satisfaction; perceived threat from organisational downsizing was negatively related to job security; job satisfaction was negatively related to early retirement preferences; and job security was negatively related to early retirement preferences. The other hypotheses were not supported. This may be due to external factors not explored in this study potentially influencing the retirement intentions of older workers more heavily than the work related factors studied.
Non-hypothesized significant relationships were also found. Firstly, perceived age discrimination was significantly related to job flexibility satisfaction, job security, and perceived threat from organisational downsizing. Job satisfaction and job security were also found to be significantly related to perceived threat from organisational downsizing. These results indicate that the work related factors thought to predict early retirement intentions, are perhaps not currently as important to New Zealand employees as past research has shown, as none of the predictor variables except perceived age discrimination correlated significantly with early retirement preferences. Overall, the results indicate that there are likely to be other factors not explored in this study influencing the retirement intentions of older workers in New Zealand organisations.
For organisations who have recently been through organisational downsizing, employers should be mindful of the negative impacts this can have on older workers, namely job security and job satisfaction. New Zealand organisations should strive to create working environments that take into consideration the needs of older workers, and which encourage older workers to want to stay working, even past the age they are eligible for New Zealand Superannuation. Older workers who feel as though they have limited choice when it comes to making decisions surrounding their retirement may have difficulty adjusting to post-retirement life, thus organisations should be doing all they can to encourage flexible transitions to retirement

text: Preferences for Early Retirement: The Role of Work Related Factors This study investigated the work related factors related to the retirement preferences of 132 full time older workers, defined as those aged 55+, in a range of New Zealand organisations. This research is important as due to the ageing population, maintaining the employability of the older worker for as long as possible is vital for economic growth and sustainability. Identifying the work related factors that may be influencing the early retirement preferences of older workers may lead to a better understanding of ways to maintain these workers in employment. The aim of this study was to contribute to the understanding of the factors which can be influenced directly by organisations, as retirement preferences are strongly influenced by norms and attitudes within the workplace.
The research proposed that the predictor variables perceived age discrimination, job flexibility satisfaction, attitudes towards information and communication technologies (ICTs), perceptions of techno-complexity, and perceived threat from organisational downsizing, would have a direct relationship with early retirement preferences. In this study, the older worker was considered to have early retirement preferences if their preferred retirement age was earlier than their expected retirement age. The model predicted that job satisfaction and job security would mediate the relationships between the predictor variables and early retirement preferences.
Correlation and mediation analyses were performed in SPSS to test the proposed hypotheses. Several hypotheses were supported: perceived age discrimination was positively related to early retirement preferences; perceived age discrimination was negatively related to job satisfaction; job flexibility satisfaction was positively related to job satisfaction; perceived threat from organisational downsizing was negatively related to job security; job satisfaction was negatively related to early retirement preferences; and job security was negatively related to early retirement preferences. The other hypotheses were not supported. This may be due to external factors not explored in this study potentially influencing the retirement intentions of older workers more heavily than the work related factors studied.
Non-hypothesized significant relationships were also found. Firstly, perceived age discrimination was significantly related to job flexibility satisfaction, job security, and perceived threat from organisational downsizing. Job satisfaction and job security were also found to be significantly related to perceived threat from organisational downsizing. These results indicate that the work related factors thought to predict early retirement intentions, are perhaps not currently as important to New Zealand employees as past research has shown, as none of the predictor variables except perceived age discrimination correlated significantly with early retirement preferences. Overall, the results indicate that there are likely to be other factors not explored in this study influencing the retirement intentions of older workers in New Zealand organisations.
For organisations who have recently been through organisational downsizing, employers should be mindful of the negative impacts this can have on older workers, namely job security and job satisfaction. New Zealand organisations should strive to create working environments that take into consideration the needs of older workers, and which encourage older workers to want to stay working, even past the age they are eligible for New Zealand Superannuation. Older workers who feel as though they have limited choice when it comes to making decisions surrounding their retirement may have difficulty adjusting to post-retirement life, thus organisations should be doing all they can to encourage flexible transitions to retirement

year: 2016

title: Molecular Systematics of the New Caledonian Cryptocaryeae (Lauraceae)

authors: Carter, Sophie Nicole

subjects: Phylogenetics

abstract: New Caledonia is an archipelago located in the southwest pacific.  It has a tropical climate influenced by the surrounding sea and is recognised as a “biodiversity hotspot”.  The flora of New Caledonia is poorly understood especially in regards to Lauraceae which has not undergone taxonomic revision since Kostermans 1974 taxonomic treatment.
The aim of this study was to test the taxonomic delimitations of the Lauraceae sub-family Cryptocaryeae in New Caledonia.  This study tested whether the New Caledonian Beilschmiedia, Cryptocarya and Endiandra are monophyletic.  Were these genera the result of one or more colonization events?  This study tested if the Cryptocarya group forms two clades as suggested by Rowher et al. (2014) and van der Merwe et al. (2016).
The phylogenetic analyses were conducted using ITS and Bayesian inference, 58 new complete ITS sequences were generated. Majority of the sequences generated were New Caledonian specimens, overall the topology of the tree was well supported.
New Caledonian Beilschmiedia and Endiandra are monophyletic, whereas, the New Caledonian Cryptocarya are not monophyletic.  New Caledonian Beilschmiedia and Endiandra are most likely the result of a single colonization event for each genus and subsequent radiation.  New Caledonian Cryptocarya are most likely the result of multiple colonization events.  The relationship between the clades of Beilschmiedia and Endiandra are unresolved.  Cryptocarya forms two strongly support clades supporting the findings of Rohwer et al. (2014) and van der Merwe et al. (2016).
Between Beilschmiedia, Cryptocarya and Endiandra, there are at least six putative new species and five genetically diverse species.  These samples need to undergo taxonomic revision and potential reidentification.  The biogeographical relationship between New Caledonian Cryptocaryeae and the rest of the Cryptocaryeae sampled is unresolved and requires further data collection and study.

text: Molecular Systematics of the New Caledonian Cryptocaryeae (Lauraceae) New Caledonia is an archipelago located in the southwest pacific.  It has a tropical climate influenced by the surrounding sea and is recognised as a “biodiversity hotspot”.  The flora of New Caledonia is poorly understood especially in regards to Lauraceae which has not undergone taxonomic revision since Kostermans 1974 taxonomic treatment.
The aim of this study was to test the taxonomic delimitations of the Lauraceae sub-family Cryptocaryeae in New Caledonia.  This study tested whether the New Caledonian Beilschmiedia, Cryptocarya and Endiandra are monophyletic.  Were these genera the result of one or more colonization events?  This study tested if the Cryptocarya group forms two clades as suggested by Rowher et al. (2014) and van der Merwe et al. (2016).
The phylogenetic analyses were conducted using ITS and Bayesian inference, 58 new complete ITS sequences were generated. Majority of the sequences generated were New Caledonian specimens, overall the topology of the tree was well supported.
New Caledonian Beilschmiedia and Endiandra are monophyletic, whereas, the New Caledonian Cryptocarya are not monophyletic.  New Caledonian Beilschmiedia and Endiandra are most likely the result of a single colonization event for each genus and subsequent radiation.  New Caledonian Cryptocarya are most likely the result of multiple colonization events.  The relationship between the clades of Beilschmiedia and Endiandra are unresolved.  Cryptocarya forms two strongly support clades supporting the findings of Rohwer et al. (2014) and van der Merwe et al. (2016).
Between Beilschmiedia, Cryptocarya and Endiandra, there are at least six putative new species and five genetically diverse species.  These samples need to undergo taxonomic revision and potential reidentification.  The biogeographical relationship between New Caledonian Cryptocaryeae and the rest of the Cryptocaryeae sampled is unresolved and requires further data collection and study.

year: 2017

title: An evaluation of Kaupapa Māori in Psychology at the University of Waikato

authors: McAllister, Sue

abstract: The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

text: An evaluation of Kaupapa Māori in Psychology at the University of Waikato The University of Waikato’s (UOW) reputation has been built on its unique commitment to Māori aspirations and the educational success of Māori students (The University of Waikato, n.d.-c). Kaupapa Māori has made a significant contribution to this commitment, including in the School of Psychology. Kaupapa Māori prioritises Māori values and a Māori worldview which is necessary in educating culturally aware practitioners. In addition, the inclusion of kaupapa Māori within the School ensures Māori psychology students are valued and their beliefs and worldviews are acknowledged and included. Through this evaluation we aspired to gain insight into how the UOW maintains its commitment to Māori aspirations and the educational success of Māori students.
This evaluation was conducted at the request of the Māori and Psychology Research Unit (MPRU). The aim of this evaluation was to investigate the presence and practice of kaupapa Māori within the School of Psychology at the UOW. Presence and practice refers to the ways in which kaupapa Māori is included, and actively engaged in, within the School of Psychology. This might include, public notices in the School of Psychology, tutorials, workshops, laboratories, support programmes, training, or the inclusion of kaupapa Māori material in the teaching curriculum. The vision for this evaluation was to help assist in shaping practitioners who are able to engage with Māori clients in a culturally appropriate way.
Our evaluation was guided by three objectives:
(1) to consider the experiences of psychology staff in integrating kaupapa Māori into their teaching and administration,
(2) to explore the barriers experienced by Māori psychology students during their programmes of study (both undergraduate and graduate level), and
(3) to identify the practices and structures that support the implementation of kaupapa Māori in the School of Psychology, and ways of expanding these. This evaluation adds to three previous evaluations of kaupapa Māori within the School (Masters & Levy, 1995; Hunt, Morgan & Teddy, 2002; MacLennan, Namwinga, Taylor, & Theodorus, 2013). In this evaluation we investigated outcomes of the past evaluations while exploring ways to further develop kaupapa Māori within the School.
Drawing on the UOW’s Charter, Strategy, Investment Plan, and Māori Advancement Plan, which all set out specific goals and commitments to provide culturally responsive research and education that meets the needs of Māori communities, this evaluation investigates whether the goals and commitments outlined in these documents are being met. In order to do this, this evaluation has aspired to provide significant information regarding the importance and experiences of kaupapa Māori for staff and students (both current and former) within the School of Psychology.
The evaluators conducted four focus groups and 13 semi-structured qualitative interviews with current undergraduate and graduate Māori students, former Māori students, and current and former Māori and non-Māori UOW staff. In total, the voices of 23 participants are reflected in this report.
The analysis of our findings resulted in the following themes relating to staff experiences integrating kaupapa Māori into their teaching and administration: inconsistent integration of kaupapa Māori across the School, cultural incompetence, and harmful University politics. Barriers that were identified by our participants were: lack of kaupapa Māori visibility, navigating two worlds, and financial and practical barriers experienced by Māori students. Various supports for kaupapa Māori were identified and suggestions were given on ways of expanding these. These supports, which included structures and people, were: the MPRU, Te Aka Matua (a mentoring service within the Faculty of Arts and Social Sciences (FASS, now the DALPSS)), kaupapa Māori tutorials, specific staff in the School of Psychology, integration of kaupapa Māori into papers, support of Māori peers, the importance of role models, and the importance of kaupapa Māori in preparing students for the workforce. Ideas often overlapped due to the interrelated nature of experiences, barriers, and supports.
Overall, participants advocated their support for increasing kaupapa Māori support and content within the School of Psychology through the recognition of Māori worldviews. However, it is clear that there is room for development and expansion of the ways kaupapa Māori is currently supported.
Based on the evaluation findings, the recommendations are:
● Recruit more Māori staff
● Further develop kaupapa Māori Tutorials
● Re-establish the Kaupapa Māori Student Advisor position
● Implement discussion of psychology pathways
● Include more bicultural knowledge in paper content
● Include workforce preparation
● Implement kaupapa Māori training for staff
● Incorporate cultural practices into teaching
● Appoint a cultural advisor for staff
● Offer scholarships to alleviate financial barriers
● Invite a kaumatua on site
● Create a whānau space
● Increase the marketing of all Māori services within FASS (DALPSS) and the School of Psychology
● Allocate funding to all Māori support services
● Incorporate more Māori culture visually on campus

year: 2018