title: Educational leadership for international partnerships between New Zealand and east Asian Chinese higher education institutions

authors: Ho, Ai-Hsin

subjects: educational leadership

abstract: This study examines how higher education leaders in different socio-cultural contexts are involved in the practice of distributed leadership in international partnerships. This study employs socio-cultural theorising to help explain the 22 New Zealand, Singaporean, Chinese and Taiwanese higher education leaders' multiple experiences, perceptions and practices in international partnerships. In this study, socio-cultural theorising entails a view of constructivist epistemology and the ontology of constructive realism. Grounded theory methodology and Wallner's strangifications were employed to acquire, analyse, interpret and compare qualitative data across different contexts in this study. Semi-structured interviewing and document collection were the methods used for data generation. 
The findings suggest that distributed leadership in international higher education partnerships should move beyond simply arranging formal leadership roles, responsibilities, and resources. Distributed leadership in such cross-cultural contexts should be conceived as an inclusive approach to multiple leadership practices. Five interrelated key elements of distributed leadership emerged. They are formal arrangements, enhanced leadership opportunities, understanding the context, sustainability and learning. All the key elements entailed certain levels and aspects of learning. Learning and distributed leadership practices are closely intertwined and informing each other.
A conceptual framework for the learning and practice of distributed leadership in international partnership is proposed to theorise the relationship between three sources of learning of distributed leadership, and multiple distributed leadership practices. The three sources of learning identified in this study are understandings of the context (in actuality), prior knowledge (in lifeworlds), and knowledge of leadership capital, issues and factors (in microworlds). This study provides wider implications for education practitioners in other contexts to explore in international partnerships how social, cultural and economic forms leadership capital can be successfully distributed, exchanged and sustained, and how higher education leaders at all levels can actively participate and learn in international partnerships. Recommendations for researchers to conduct cross-cultural studies are provided.

text: Educational leadership for international partnerships between New Zealand and east Asian Chinese higher education institutions This study examines how higher education leaders in different socio-cultural contexts are involved in the practice of distributed leadership in international partnerships. This study employs socio-cultural theorising to help explain the 22 New Zealand, Singaporean, Chinese and Taiwanese higher education leaders' multiple experiences, perceptions and practices in international partnerships. In this study, socio-cultural theorising entails a view of constructivist epistemology and the ontology of constructive realism. Grounded theory methodology and Wallner's strangifications were employed to acquire, analyse, interpret and compare qualitative data across different contexts in this study. Semi-structured interviewing and document collection were the methods used for data generation. 
The findings suggest that distributed leadership in international higher education partnerships should move beyond simply arranging formal leadership roles, responsibilities, and resources. Distributed leadership in such cross-cultural contexts should be conceived as an inclusive approach to multiple leadership practices. Five interrelated key elements of distributed leadership emerged. They are formal arrangements, enhanced leadership opportunities, understanding the context, sustainability and learning. All the key elements entailed certain levels and aspects of learning. Learning and distributed leadership practices are closely intertwined and informing each other.
A conceptual framework for the learning and practice of distributed leadership in international partnership is proposed to theorise the relationship between three sources of learning of distributed leadership, and multiple distributed leadership practices. The three sources of learning identified in this study are understandings of the context (in actuality), prior knowledge (in lifeworlds), and knowledge of leadership capital, issues and factors (in microworlds). This study provides wider implications for education practitioners in other contexts to explore in international partnerships how social, cultural and economic forms leadership capital can be successfully distributed, exchanged and sustained, and how higher education leaders at all levels can actively participate and learn in international partnerships. Recommendations for researchers to conduct cross-cultural studies are provided.

year: 2009

title: The sediment, river plume, and inner shelf variability in a bay with multiple fluvial inputs

authors: Conroy, Ted

subjects: Physical oceanography

abstract: Small mountainous rivers deliver considerable sediment loading to the coastal ocean and play a disproportionate role in marine sediment deposition globally. Discharge in these rivers is often driven by short episodic events and they typically deliver sediment to energetic coastal environments where in-situ observations of cross-shelf sediment transport are spatially limited and are difficult to maintain over representative periods of time. How these river plumes respond to environmental conditions, and where sediment is initially deposited from the river plumes are essential to understanding long-term sediment transport and deposition patterns in the coastal ocean. This thesis explores this problem using three approaches applied to Hawke Bay (Aotearoa New Zealand) and its river plumes: remote sensing (paper 1), large-scale numerical modelling (paper 2) and high resolution in situ observations at one of the river mouths (the Tukituki River) (paper 3).

text: The sediment, river plume, and inner shelf variability in a bay with multiple fluvial inputs Small mountainous rivers deliver considerable sediment loading to the coastal ocean and play a disproportionate role in marine sediment deposition globally. Discharge in these rivers is often driven by short episodic events and they typically deliver sediment to energetic coastal environments where in-situ observations of cross-shelf sediment transport are spatially limited and are difficult to maintain over representative periods of time. How these river plumes respond to environmental conditions, and where sediment is initially deposited from the river plumes are essential to understanding long-term sediment transport and deposition patterns in the coastal ocean. This thesis explores this problem using three approaches applied to Hawke Bay (Aotearoa New Zealand) and its river plumes: remote sensing (paper 1), large-scale numerical modelling (paper 2) and high resolution in situ observations at one of the river mouths (the Tukituki River) (paper 3).

year: 2024

title: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools

authors: Bishop, Russell

subjects: Te Kotahitanga Project

abstract: Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

text: Pretty difficult: Implementing kaupapa Māori theory in English-medium secondary schools Developed in New Zealand some twenty years ago, kaupapa Māori has had a successful impact in education, notably in Māori-medium settings such as kōhanga reo, kura kaupapa Māori and wharekura. However, in mainstream educational settings, where the vast majority of Māori children continue to be educated, achievement disparities between Māori and their non-Māori peers persist. This article focuses on Te Kotahitanga, a large-scale kaupapa Māori school reform project that seeks to address educational disparities by improving the educational achievement of Māori students in mainstream schooling. Experiences with implementing Te Kotahitanga would suggest that reforming mainstream educational practices along kaupapa Māori lines is not easy. This article examines three main impediments encountered in attempts to implement the Te Kotahitanga project in mainstream schools: confusion about the culture of the Māori child; uneven implementation of the project; and problems with measuring student progress. For the project’s aims to be realised, professional development needs to be ongoing, iterative and responsive.

year: 2012