title: Neoliberalism and knowledge interests in boundaryless careers discourse

authors: Roper, Juliet

subjects: boundaryless careers

abstract: Decades of critical research have established that economic and political ideologies permeate and shape thought, text and action, and academic knowledge production is no exception. This article examines how ideologies might permeate academic texts, by assessing the reach and influence of neoliberalism in research on boundaryless careers. Specifically, it asks: did the emergence and growth of scholarship on boundaryless careers support, challenge, or merely run parallel to the rising dominance of neoliberal ideology? It was found that a diversity of knowledge interests, including managerial, agentic, curatorial and critical interests underlie the production of research on boundaryless careers. However, all four of these knowledge interests are complicit in discursively constructing and aligning the notion of boundaryless careers with neoliberalism in two specific ways. Implications for scholarship on careers and work are discussed.

text: Neoliberalism and knowledge interests in boundaryless careers discourse Decades of critical research have established that economic and political ideologies permeate and shape thought, text and action, and academic knowledge production is no exception. This article examines how ideologies might permeate academic texts, by assessing the reach and influence of neoliberalism in research on boundaryless careers. Specifically, it asks: did the emergence and growth of scholarship on boundaryless careers support, challenge, or merely run parallel to the rising dominance of neoliberal ideology? It was found that a diversity of knowledge interests, including managerial, agentic, curatorial and critical interests underlie the production of research on boundaryless careers. However, all four of these knowledge interests are complicit in discursively constructing and aligning the notion of boundaryless careers with neoliberalism in two specific ways. Implications for scholarship on careers and work are discussed.

year: 2011

title: The manufacture and mechanical properties of aligned long harakeke fibre reinforced epoxy composites

authors: Le, Tan Minh

subjects: compression moulding

abstract: Aligned long harakeke fibre reinforced epoxy composites were prepared using hand lay-up followed by compression moulding. Densities of harakeke fibre and epoxy resin were determined for the purpose of composite design. The evenness of composites fabricated by two different size moulds was compared. It was found that more even composites were produced when using a small mould than a big mould. In this work, the dependence of tensile and flexural properties of harakeke/epoxy composites on fibre content was also investigated. The results showed that the addition of fibre enhanced tensile properties of epoxy. The tensile strength and Young’s modulus increased with the volume fraction of harakeke fibre. The flexural strength and flexural modulus increased as the fibre volume fraction increased up to 0.4. Further addition of fibre did not result in an improvement of composite flexural properties.

text: The manufacture and mechanical properties of aligned long harakeke fibre reinforced epoxy composites Aligned long harakeke fibre reinforced epoxy composites were prepared using hand lay-up followed by compression moulding. Densities of harakeke fibre and epoxy resin were determined for the purpose of composite design. The evenness of composites fabricated by two different size moulds was compared. It was found that more even composites were produced when using a small mould than a big mould. In this work, the dependence of tensile and flexural properties of harakeke/epoxy composites on fibre content was also investigated. The results showed that the addition of fibre enhanced tensile properties of epoxy. The tensile strength and Young’s modulus increased with the volume fraction of harakeke fibre. The flexural strength and flexural modulus increased as the fibre volume fraction increased up to 0.4. Further addition of fibre did not result in an improvement of composite flexural properties.

year: 2012-07-09

title: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand

authors: Anderson, Zac Kylie Elizabeth

subjects: educational leadership

abstract: The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

text: Mā ngā huruhuru ka rere te manu: Understanding leadership for critical educational reform in Aotearoa New Zealand The research project presented in this thesis explores the leadership journeys of four first-time principals engaging in Kia Eke Panuku, a professional development initiative in English-medium secondary schools in Aotearoa New Zealand.  It seeks to understand the role these first-time principals play in insitutionalising to depth, educational reform to enable Māori students to pursue their potential as Māori under the Ka Hikitia imperative.  This thesis investigates the type of leadership required to achieve educational reform for Māori learners in Aotearoa, embedded in the inherent promise of the Treaty of Waitangi.
  
This thesis contends these principals contribute to educational reform by bringing criticality to their leadership and embracing an ongoing and iterative process of conscientisation and resistance, leading to transformative praxis.  These principals recognised their role as educators leading pedagogical change in their schools, as well as leading others within their sphere of influence to ultimately change the fabric of society in Aotearoa.  They both learned and led alongside each other, displaying an openness to embracing multiple worldviews with a deeply held moral imperative to eradicate oppression of Māori students.  Such a stance actively creates bicultural spaces within schools, where both Treaty partners can benefit from the principles of the Treaty promises.

year: 2018