title: Agglomeration externalities and 1981-2006 regional growth in Brazil

authors: Matlaba, Valente José

subjects: Convergence

abstract: This paper focuses on manufacturing employment growth across the 26 states of Brazil. We employ the Glaeser et al. (1992) approach to identify the role played by knowledge externalities in growth and convergence. To assess robustness of the results, we compare cross-section models, dynamic panel models and pooled-periods fixed-effect models. We find that cross-section models confirm the positive impact of Porter’s and Jacobs’ competition externalities on growth, whereas dynamic panel models and pooled-periods fixed-effect models are consistent with the predictions of Marshall-Arrow-Romer and Porter regarding the role of specialisation in manufacturing vis-à-vis other employment. The results provide new insights into the rapid growth since 1981 in particularly the North and Centre West of Brazil.

text: Agglomeration externalities and 1981-2006 regional growth in Brazil This paper focuses on manufacturing employment growth across the 26 states of Brazil. We employ the Glaeser et al. (1992) approach to identify the role played by knowledge externalities in growth and convergence. To assess robustness of the results, we compare cross-section models, dynamic panel models and pooled-periods fixed-effect models. We find that cross-section models confirm the positive impact of Porter’s and Jacobs’ competition externalities on growth, whereas dynamic panel models and pooled-periods fixed-effect models are consistent with the predictions of Marshall-Arrow-Romer and Porter regarding the role of specialisation in manufacturing vis-à-vis other employment. The results provide new insights into the rapid growth since 1981 in particularly the North and Centre West of Brazil.

year: 2012-06

title: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute

authors: Vail, Heather

subjects: internationalisation

abstract: This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

text: How educators lead the shift in pedagogy and policy to encourage international student success: An evaluative inquiry of one New Zealand tertiary institute This thesis demonstrates why and how New Zealand-based tertiary educators can claim a leadership role in contributing to international student success. As international student populations rise rapidly within New Zealand’s tertiary sector (Education New Zealand, 2017), educators are called on to promote intercultural competencies within the now-global classroom (Huber & Reynolds, 2014). Adaptive pedagogical changes required in such an emerging learning environment fall to the educators, who have a primary role when teaching to all learner cohorts (Edmondson, 2004; Randi & Corno, 2005; Trippestad, 2015). At one institute of technology and polytechnic (ITP), as examined for this thesis, issues raised by educators were found to reflect national concerns arising alongside the increased emphasis on international education; specifically, that educators face a lack of resources provided to help manifest appropriate strategies supporting international students’ range of academic and pastoral care needs. 
In response to this gap, I used evaluation methodology (Davidson, 2005) to develop a framework of inquiry into how pedagogical practices at the ITP examined are shifting to accommodate student success. Four Western educational values were identified as a starting point to guide my inquiry: i) the educator leadership role, ii) experiential learning, iii) critical thinking, and iv) praxis. These values informed key evaluative questions that guided my analysis of mixed data collected from a staff survey, educator interviews, and institutional documents. 
Findings illuminated the tensions between educators’ pedagogical aspirations and their actual classroom situations. The findings also revealed that the process of shared, reflective practice allows educators to develop more effective strategies for facilitating international student learning. Recommendations that emerged advocate for educators to consider within their teaching practices: i) accommodation of both educational and wellbeing needs of students; ii) appreciation of the variation among learner norms; and iii) leading the shifting terms of educational delivery through continually questioning one’s relationship to the perceptions, struggles, politics, economics and success emergent from teaching international students. 
I conclude that ongoing dialogue informs educator action, in practice and through advising policy, to address the broader educational needs of international students and, ultimately, the global citizenry.

year: 2017

title: Tuururu: Owl poem

authors: August, Tipene

subjects: toikupu

abstract: Poem composed by Tipene August.

text: Tuururu: Owl poem Poem composed by Tipene August.

year: 2001-02