title: Imua: reflections on imua, talanoa-vā and leadership in the ongoing strategic journey of a New Zealand university.

authors: Hemi, Keakaokawai Varner

abstract: The appointment of the University of Waikato’s first Assistant Vice-Chancellor Pacific in February 2019 was an important milestone, not only recognising years of work and dedication by numerous Pacific and Māori staff, but triggering a new strategic direction for ‘Pacific at Waikato’. This paper explains that journey, one that is underpinned by Pacific cultural legacies, strengths, values and identity; built on talanoa-vā; informed by research, data analytics, student and community voice; combined with strategic thought and planning; and outworked in the pan-Pacific epithet, ‘imua’. This is a story of resilience, determination, negotiating a pandemic, problem-solving and innovation in an environment that seeks a ‘culture of belonging’ and where Pacific learners are encouraged to be themselves in the pursuit of educational achievement. This paper will be of interest to education providers, stakeholders and policy makers.

text: Imua: reflections on imua, talanoa-vā and leadership in the ongoing strategic journey of a New Zealand university. The appointment of the University of Waikato’s first Assistant Vice-Chancellor Pacific in February 2019 was an important milestone, not only recognising years of work and dedication by numerous Pacific and Māori staff, but triggering a new strategic direction for ‘Pacific at Waikato’. This paper explains that journey, one that is underpinned by Pacific cultural legacies, strengths, values and identity; built on talanoa-vā; informed by research, data analytics, student and community voice; combined with strategic thought and planning; and outworked in the pan-Pacific epithet, ‘imua’. This is a story of resilience, determination, negotiating a pandemic, problem-solving and innovation in an environment that seeks a ‘culture of belonging’ and where Pacific learners are encouraged to be themselves in the pursuit of educational achievement. This paper will be of interest to education providers, stakeholders and policy makers.

year: 2021

title: The Physical Work Environment in relation to the Physical and Psychological Symptoms of Sick Building Syndrome

authors: Meikle, Sarah Marie

subjects: Sick Building Syndrome

abstract: This study investigated the relationship between perceptions of a poor physical work environment (PWE) and sick building syndrome (SBS), and with various psychological variables that impact organizational productivity. 164 employees working in medium to large office buildings in New Zealand completed an online questionnaire. Overall, the results supported the relationships that were predicted. Ratings of a poor PWE were strongly and positively related to SBS symptoms. Both ratings of a poor PWE and SBS symptoms were positively related to absenteeism, turnover intentions, and continuance commitment; and were negatively related to affective commitment, perceived organizational support, and job satisfaction. SBS mediated the relationship between PWE and most of these variables, except for continuance commitment. Contrary to prior research self-rated job performance was not found to be related to PWE or SBS. The major implications of this research are that it is important for researchers and managers alike to consider the physical aspects of the work environment as well as managerial and interpersonal aspects. This research also showed that New Zealand employees are experiencing SBS symptoms, indicating SBS is just as important for New Zealand organizations as it is for organizations overseas. Further implications of this study, and directions for future research are discussed in the final chapter.

text: The Physical Work Environment in relation to the Physical and Psychological Symptoms of Sick Building Syndrome This study investigated the relationship between perceptions of a poor physical work environment (PWE) and sick building syndrome (SBS), and with various psychological variables that impact organizational productivity. 164 employees working in medium to large office buildings in New Zealand completed an online questionnaire. Overall, the results supported the relationships that were predicted. Ratings of a poor PWE were strongly and positively related to SBS symptoms. Both ratings of a poor PWE and SBS symptoms were positively related to absenteeism, turnover intentions, and continuance commitment; and were negatively related to affective commitment, perceived organizational support, and job satisfaction. SBS mediated the relationship between PWE and most of these variables, except for continuance commitment. Contrary to prior research self-rated job performance was not found to be related to PWE or SBS. The major implications of this research are that it is important for researchers and managers alike to consider the physical aspects of the work environment as well as managerial and interpersonal aspects. This research also showed that New Zealand employees are experiencing SBS symptoms, indicating SBS is just as important for New Zealand organizations as it is for organizations overseas. Further implications of this study, and directions for future research are discussed in the final chapter.

year: 2011

title: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms.

authors: Hermanns, Christina Leilani

subjects: science

abstract: Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

text: Teachers’ perspectives on incorporating aspects of Mātauranga Māori in year 9-10 secondary school science classrooms. Science classrooms in Aotearoa New Zealand may cause some students to feel marginalised.  The inclusion of mātauranga Māori offers a diverse perspective on knowledge which may help inclusion of, and understanding for, these learners.  This research examines how science teachers include mātauranga Māori in their junior secondary science learning activities. 

I am a Pākehā teacher who was born and raised in Hawaii. I have 17 years of science teaching experience in Aotearoa New Zealand. This interpretive, phenomenographic study involved semi-structured interviews with six teachers, all who taught in North Island schools.  Five of the six participants were in schools, and one taught in a Kura Kaupapa Māori.  Data were gathered about teachers’ understanding of te reo Māori, inclusion of mātauranga Māori in the junior secondary science classroom, and how teachers’ own cultural awareness impacted their practice. 

The findings indicate that teachers include mātauranga Māori in their science classrooms in a diverse range of ways. From whole course design to more subtle ways that reflect Māori tikanga and Māori pedagogy.  Teachers often faced challenges in including mātauranga Māori in their science classroom and they overcame these by learning te reo, embracing Māori tikanga and continuing to learn to fill the gaps in their knowledge. The context of the school and its community was also a factor, as well as teachers’ personal philosophies about the nature of knowledge. 

The findings have implications for initial teacher education and professional learning for the integration of mātauranga Māori into the secondary science classroom.

year: 2025-05-29