title: Professional development needs of the international work-integrated learning community

authors: Zegwaard, Karsten E.

subjects: professional development

abstract: Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, workintegrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

text: Professional development needs of the international work-integrated learning community Many governments are expecting higher education institutions to make strong links between the educational offerings and employability while many employers are demanding graduates with prior workplace or community engagement before entering the workplace. As higher education institutions respond to these challenges, workintegrated learning (WIL) is increasingly seen as a powerful educational approach in developing and empowering work-ready graduates, with many institutions expanding their WIL offerings. With the expansion of WIL, however, comes the need for more staffing to resource the activity. The type of staff vary from practitioners (placement coordinators, field practitioners), teaching staff, researchers, and curricular designers, all of whom require a relevant skills set and knowledge. However, to date, professional development opportunities directly related to WIL have been limited, with most opportunities offered by some national associations providing webinars and workshops. Furthermore, little work has been undertaken to determine the actual professional development needs of WIL staff. Presented here are the findings of an online, international survey of 668 WIL practitioners which explores their perceived professional development needs.

year: 2019

title: “My Home Is My Castle”: Defiance of the commercial homestay host in tourism

authors: McIntosh, Alison J.

subjects: commercial home

abstract: The intrinsic nature of small tourism business provision has rarely been captured in previous literature, but it has recently gained momentum within scholarly discourse exploring the role of the “home” in tourism and hospitality. This article contributes an examination of the commercial homestay host in New Zealand with a particular focus on the hosts’ personal relationship with their “commercial home.” The article reports the findings of in-depth interviews conducted with commercial homestay hosts in New Zealand. Findings allude to the tyranny of the homestay hosts in their tourism hosting role, their oppressive social need, self-marginalization, and distinctive identity—one that is notably defiant of other commercial hospitality and tourism business norms. In contrast, previous studies rarely showcase the personal perspectives, conscious defiance, or marginalization of commercial hospitality provision. Consequences for understanding the tourism and hospitality phenomenon of commercial home hosting are thus discussed.

text: “My Home Is My Castle”: Defiance of the commercial homestay host in tourism The intrinsic nature of small tourism business provision has rarely been captured in previous literature, but it has recently gained momentum within scholarly discourse exploring the role of the “home” in tourism and hospitality. This article contributes an examination of the commercial homestay host in New Zealand with a particular focus on the hosts’ personal relationship with their “commercial home.” The article reports the findings of in-depth interviews conducted with commercial homestay hosts in New Zealand. Findings allude to the tyranny of the homestay hosts in their tourism hosting role, their oppressive social need, self-marginalization, and distinctive identity—one that is notably defiant of other commercial hospitality and tourism business norms. In contrast, previous studies rarely showcase the personal perspectives, conscious defiance, or marginalization of commercial hospitality provision. Consequences for understanding the tourism and hospitality phenomenon of commercial home hosting are thus discussed.

year: 2011-09

title: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand

authors: Hamley, Logan

abstract: Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

text: A Critical Tiriti Analysis of the Treaty Statement From a University in Aotearoa New Zealand Universities in Aotearoa New Zealand have been placed under the spotlight for claims of systemic racism. Following the claims made in relation to the University of Waikato in 2020 and University of Otago in 2022, universities have the responsibility to create an inclusive environment where systemic racism is dismantled, to meaningfully partner with Māori to construct a model for decolonisation, and to enhance the academic experience of Māori staff and students by weaving in mātauranga Māori into existing teaching and research practices. The University of Waikato progresses ahead of other universities in its attempt to fulfil Te Tiriti o Waitangi commitment through the introduction of the Treaty Statement. In this paper, the Treaty Statement is used as a case study to identify how universities articulate bicultural commitments. To do so, our team (consisting of Māori and tauiwi scholars) performed a critical Tiriti analysis comprising five phases to investigate the degree of alignment of the statement with Te Tiriti. The desktop analysis showed poor engagement with most Te Tiriti elements. The analysis evaluation of “good” (more than satisfactory) was measured for the consideration of “Māori exercising equitable citizenship”. This article concludes with recommendations of how universities can strengthen their practices to live up to Te Tiriti aspirations.

year: 2024-02-21