title: A theory of mobile library service delivery.

authors: Saravani, Sarah-Jane

subjects: Capability development

abstract: Research indicates there is widespread acceptance that nomadicity of library users is a phenomenon that will continue to increase; however, mobile learning is a resource that relatively few academic libraries appear to be taking advantage of. This paper presents a model developed during an investigation using a grounded theory approach into factors that may contribute to the delivery of library services to mobile technologies. A sample of 42 professionally qualified library staff from the Australasian vocational education and training (VET) sector was investigated to determine how confident and capable library staff believed they were to respond to technology advancement challenges and the training and support required for that response. The resulting theoretical model explains the impact of mobile technologies on library services and highlights the complex factors contributing to mobile technology acceptance at both an organisational and individual level. The presence of a series of catalysing impacts forms a central core and their management can enable an organisation to move from a position of uncertainty to one where the consequences of mobile technologies have been normalised.

text: A theory of mobile library service delivery. Research indicates there is widespread acceptance that nomadicity of library users is a phenomenon that will continue to increase; however, mobile learning is a resource that relatively few academic libraries appear to be taking advantage of. This paper presents a model developed during an investigation using a grounded theory approach into factors that may contribute to the delivery of library services to mobile technologies. A sample of 42 professionally qualified library staff from the Australasian vocational education and training (VET) sector was investigated to determine how confident and capable library staff believed they were to respond to technology advancement challenges and the training and support required for that response. The resulting theoretical model explains the impact of mobile technologies on library services and highlights the complex factors contributing to mobile technology acceptance at both an organisational and individual level. The presence of a series of catalysing impacts forms a central core and their management can enable an organisation to move from a position of uncertainty to one where the consequences of mobile technologies have been normalised.

year: 2017

title: Collaboration in family violence intervention: A process evaluation of the hamilton Family Safety Team

authors: Gregg, Lisa

subjects: collaboration

abstract: The Family Safety Team (FST) is a collaborative intervention developed to address family violence in New Zealand. Interagency collaborations are effective at addressing the social supports for battery, improving the systems and responses of agencies that address battery, and improving cohesion and consistency across agencies. The FST has a particular focus on justice system agencies. 

The purpose of this research was to evaluate the Hamilton FST. The research was conducted using in-depth interviews with FST members and others directly involved with the project, archival research using police family violence files, observation of FST meetings, and a focus group with battered women. The evaluation was constructed around four aims: to identify any barriers to establishing the FST, to assess the strengths and weaknesses of the Hamilton FST, to determine the adequacy of the FST structure, and to assess the extent to which the FST has improved the ability of agencies to enhance the safety and autonomy of battered women and hold offenders accountable. 

An overall finding of this evaluation was that people are feeling very positive about the Hamilton FST. The evaluation found that the FST has increased contact and communication between community and government agencies, and there was improvement in each agency's awareness of the policies, processes and protocols of other agencies in the FST. The evaluation found some limitations in the amount of monitoring and measurable outcomes from the FST, but this was understandable considering the infancy of the project and the time taken for members to understand their roles and the function of the FST. However, there were some positive developments in police responsiveness: an improved police attitude towards family violence cases, and an increase in cases coded as family violence. 

An important finding of this evaluation was that the Hamilton FST is functioning as a genuine collaboration. This seemed to be due to: mutual respect and an equal distribution of power among FST members, trusted working relationships, recognising each member for their area of expertise, and the role of the coordinator. There are, however, some limitations of the FST model that FST members need to acknowledge.

text: Collaboration in family violence intervention: A process evaluation of the hamilton Family Safety Team The Family Safety Team (FST) is a collaborative intervention developed to address family violence in New Zealand. Interagency collaborations are effective at addressing the social supports for battery, improving the systems and responses of agencies that address battery, and improving cohesion and consistency across agencies. The FST has a particular focus on justice system agencies. 

The purpose of this research was to evaluate the Hamilton FST. The research was conducted using in-depth interviews with FST members and others directly involved with the project, archival research using police family violence files, observation of FST meetings, and a focus group with battered women. The evaluation was constructed around four aims: to identify any barriers to establishing the FST, to assess the strengths and weaknesses of the Hamilton FST, to determine the adequacy of the FST structure, and to assess the extent to which the FST has improved the ability of agencies to enhance the safety and autonomy of battered women and hold offenders accountable. 

An overall finding of this evaluation was that people are feeling very positive about the Hamilton FST. The evaluation found that the FST has increased contact and communication between community and government agencies, and there was improvement in each agency's awareness of the policies, processes and protocols of other agencies in the FST. The evaluation found some limitations in the amount of monitoring and measurable outcomes from the FST, but this was understandable considering the infancy of the project and the time taken for members to understand their roles and the function of the FST. However, there were some positive developments in police responsiveness: an improved police attitude towards family violence cases, and an increase in cases coded as family violence. 

An important finding of this evaluation was that the Hamilton FST is functioning as a genuine collaboration. This seemed to be due to: mutual respect and an equal distribution of power among FST members, trusted working relationships, recognising each member for their area of expertise, and the role of the coordinator. There are, however, some limitations of the FST model that FST members need to acknowledge.

year: 2007

title: Caught in the cross-fire: the realities of being Māori at a bicultural law school

authors: Papuni-Ball, Makere

abstract: This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

text: Caught in the cross-fire: the realities of being Māori at a bicultural law school This thesis examines the first Waikato Māori Law Graduates’ experiences at law school and our employment choices. It has been written as a result of a research project which was conducted in 1994. The paper begins with establishing the importance of other Māori the guidelines on this project. In this discussion, my role as the researcher is explained together with how the original research project impacted upon this thesis.

Waikato School of Law was established in an era of socio-political changes in our society. Te Matahauariki Report supported its establishment based upon proven demand for law graduates. It also envisaged the School as being a meeting place for all who attended, an institution which might encourage relationships between Māori and Pakeha societies. The Council of Legal Education supported the need to have at least one law school which would not reflect the traditional legal education system and acknowledged the need to incorporate a Māori perspective. Tainui as tangata whenua hoped the school would provide opportunities for Māori students, including Māori in the curriculum and assist in promoting research ensuring the recognition of Māori lore/law.

Amongst this backdrop, the most important reason why we came to law school was because of our whānau expectations. It is the accountability and responsibility we have as Māori to our whānau and the wider Māori community that is a major theme throughout this thesis. As students we were expected to utilise our skills to benefit our wider Māori networks.

We had expected that the School would provide us with a legal education which would be enriched in Māori kaupapa. Our experiences tell another story. Instead of being educated in Māori tikanga and the true discourse of the law as a tool of oppression, we were exposed to continual suppression of our cultural heritage. In class we had become the teachers of the Māori content.

The School, although admiral in its aims, was not prepared in structure, staff or mental processes for biculturalism. The consequences for the Māori students who were exposed to this structure was devastating. Our experiences of being discriminated against and made to justify our Māori perspective against the backdrop of the dominant Pakeha legal culture have affected our perceptions of the law. The myths of one law for all and the neutrality of the justice system have resulted in our choosing to work in jobs that will continue to benefit Māori.

It is suggested that our legal education has influenced our choices to work in areas which focus on benefiting the Māori community. In those monocultural work areas which have few Māori practising, this is because such places repel those of us who know that such work places perpetuate the dominant Pakeha culture. Māori struggle against the oppressive presence of the dominant culture.

This thesis calls upon my own experiences and the experiences of my fellow Māori law graduates. It is a starting point for other Māori to write about their experiences and to reassert Māori rangatiratanga not only in law school, but in the wider community.

year: 1996