title: Change Agents: The Promise of Social Entrepreneurship for Sustainable Development

authors: Houppermans, Daniel Peter

subjects: social

abstract: This thesis explores the role of private sector social entrepreneurship in sustainable development in New Zealand. A review of literature reveals sustainable development to be a diverse, complex, and challenging concept, encompassing issues from rhetorical ambiguity to the accelerating deterioration and uncertainty in natural and social systems. While business is commonly seen to exacerbate many of the challenges associated with sustainable development, this research suggests that business, as it is utilised by social entrepreneurs to spur positive change, may be a powerful tool for achieving sustainability. Three cases of private sector social entrepreneurship in New Zealand are documented by this research, drawn from the coffee roasting, still bottled water, and film and media industries. The cases are used to elucidate the relationships that exist between the two phenomena within the thematic areas of conceptualisations of sustainable development, motivations and business, and change. The entrepreneurs in this research each demonstrate qualities consistent with assertions in the literature in that they desire to affect change, they are innovative, and that their pursuits are characterised by the creation of new value. These entrepreneurs expectedly contrast with many of their industry counterparts in their recognition of opportunities amidst threat or tragedy, their desires to benefit society in some way, and in their use of business to affect positive change. However, this research also offers new knowledge regarding the role of social entrepreneurship in sustainable development through explicating the ways in which the entrepreneurs each conceptualise sustainable development. Furthermore the entrepreneurs unanimously observe that achieving sustainable development necessitates both incremental and fundamental approaches to change. Also of emergent significance are the roles adopted by the entrepreneurs in education and in raising awareness towards catalysing changes in the ways we live, think and behave. Taken together, as agents of change, social entrepreneurs present much hope and promise in realising a more sustainable world.

text: Change Agents: The Promise of Social Entrepreneurship for Sustainable Development This thesis explores the role of private sector social entrepreneurship in sustainable development in New Zealand. A review of literature reveals sustainable development to be a diverse, complex, and challenging concept, encompassing issues from rhetorical ambiguity to the accelerating deterioration and uncertainty in natural and social systems. While business is commonly seen to exacerbate many of the challenges associated with sustainable development, this research suggests that business, as it is utilised by social entrepreneurs to spur positive change, may be a powerful tool for achieving sustainability. Three cases of private sector social entrepreneurship in New Zealand are documented by this research, drawn from the coffee roasting, still bottled water, and film and media industries. The cases are used to elucidate the relationships that exist between the two phenomena within the thematic areas of conceptualisations of sustainable development, motivations and business, and change. The entrepreneurs in this research each demonstrate qualities consistent with assertions in the literature in that they desire to affect change, they are innovative, and that their pursuits are characterised by the creation of new value. These entrepreneurs expectedly contrast with many of their industry counterparts in their recognition of opportunities amidst threat or tragedy, their desires to benefit society in some way, and in their use of business to affect positive change. However, this research also offers new knowledge regarding the role of social entrepreneurship in sustainable development through explicating the ways in which the entrepreneurs each conceptualise sustainable development. Furthermore the entrepreneurs unanimously observe that achieving sustainable development necessitates both incremental and fundamental approaches to change. Also of emergent significance are the roles adopted by the entrepreneurs in education and in raising awareness towards catalysing changes in the ways we live, think and behave. Taken together, as agents of change, social entrepreneurs present much hope and promise in realising a more sustainable world.

year: 2010

title: Characterizing an image intensifier in an full-field range image system

authors: Payne, Andrew D.

subjects: image intensifier

abstract: We are developing a high precision full-field range imaging system. An integral component in this system is an image intensifier, which is modulated at frequencies up to 100 MHz. The range measurement precision is dictated by the image intensifier performance, in particular, the achievable modulation frequency, modulation depth, and waveform shape. By characterizing the image intensifier response, undesirable effects can be observed and quantified with regards to the consequence on the resulting range measurements, and the optimal operating conditions can be selected to minimize these disturbances. The characterization process utilizes a pulsed laser source to temporally probe the gain of the image intensifier. The laser is pulsed at a repetition rate slightly different to the image intensifier modulation frequency, producing a continuous phase shift between the two signals. A charge coupled device samples the image intensifier output, capturing the response over a complete modulation period. Deficiencies in our measured response are clearly identifiable and simple modifications to the configuration of our electrical driver circuit improve the modulation performance.

text: Characterizing an image intensifier in an full-field range image system We are developing a high precision full-field range imaging system. An integral component in this system is an image intensifier, which is modulated at frequencies up to 100 MHz. The range measurement precision is dictated by the image intensifier performance, in particular, the achievable modulation frequency, modulation depth, and waveform shape. By characterizing the image intensifier response, undesirable effects can be observed and quantified with regards to the consequence on the resulting range measurements, and the optimal operating conditions can be selected to minimize these disturbances. The characterization process utilizes a pulsed laser source to temporally probe the gain of the image intensifier. The laser is pulsed at a repetition rate slightly different to the image intensifier modulation frequency, producing a continuous phase shift between the two signals. A charge coupled device samples the image intensifier output, capturing the response over a complete modulation period. Deficiencies in our measured response are clearly identifiable and simple modifications to the configuration of our electrical driver circuit improve the modulation performance.

year: 2008

title: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study

authors: Westerbeke, Lynley Ann

subjects: Belonging

abstract: Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

text: Understanding the construction of belonging in a for-profit ECE centre: An ethnographic study Participation in high quality early childhood education [ECE] is recognised as having long ranging academic and social benefits for children, especially those from disadvantaged backgrounds (Mitchell, Wylie & Carr, 2008).   In 2010 the ECE Participation Programme was successfully introduced to increase enrolment in ECE for targeted groups, such as Māori, Pasifika, and low income families.  I argue that focusing on increased participation alone is limiting and participation requires being viewed alongside the notion of belonging.  With the majority of children participating in for-profit ECE centres in Aotearoa New Zealand (Ministry of Education, 2015) I suggest that what children are participating in merits greater investigation.    
In this thesis belonging is positioned as not simply obtaining membership, but utilising Rogoff’s (2003) understanding of participation, it is viewed as something which is highly influential, where core values are transmitted and transformed.
The research questions guiding this thesis are:
1.	What affordances and challenges to belonging are identified by stakeholders participating in a privately owned, for-profit, ECE centre?
2.	How is the ethical stewardship of Te Whāriki reflected in the leadership’s decision making?
This thesis used a critical ethnographic methodology, and was conducted over a nine month period in a for-profit ECE centre, with the researcher in the role of participant observer.  The centre is located in a lower socio-economic area of an inner city suburb and is accessed by families who at the time of the study had only 30% of its parents in paid employment.  The majority of children identified as Māori and lived in close proximity to the centre, and all teachers at the centre identified as Pākehā.  The stakeholders identified for this study were the children, their parents and the teachers.  Three teachers participated in the study and four children were selected for case study, aged between two and four and a half years.  Data was generated primarily through semi-structured interviews with the children, their parents and the teachers, and observation of the setting.  The data was viewed utilising Rogoff’s (2003) three foci of analysis, with three contributing factors to belonging identified by participants; values, relationships and leadership.
The thesis argues that belonging is complex and participation in for-profit ECE services is an ethical concern, not only for the children and their families but also for teachers.  To make sense of the aligned yet often contradicting perspectives of the stakeholders I propose a belonging framework, conceptualised to bring understanding to the construction of belonging within the centre.  It suggests that belonging to the centre can be viewed from three distinct viewpoints; it can be observed, lived, and framed.   The study evidenced that the day-to-day lived experiences of the children are not fully known by parents and, while also lived, belonging is primarily observed for this cohort.  Within the context of lived belonging the teachers’ and leadership’s philosophical and pedagogical approaches meet, and often collide.  The child is placed at the heart of the framework where belonging is lived and it is here that meaning for this group is primarily created, and cultural values are transmitted and transformed.  The third perspective is how belonging is framed, with the leaders’ operational decision making setting the parameters for the stakeholders’ participation.  It is in this space that the actual values guiding the setting are revealed.
My thesis aims to explain the impact on the stakeholders’ sense of belonging when a government funded centre is driven by agendas not fully aligned with the intentions of the democratic and bicultural curriculum, Te Whāriki.  This study adds to the literature on for-profit ECE services, participation in ECE in Aotearoa New Zealand, and leadership in ECE.

year: 2016