title: Tertiary education experiences of students with visual impairment

authors: Otu-Danquah, Kwame

abstract: An increasing number of students with disabilities are attending tertiary education institutions in New Zealand. Understanding the experiences of students with disabilities will enable education providers to develop policies and practices that promote the inclusion of these students. This study examined the tertiary experiences of students with visual impairment, an understudied group of students with disabilities in New Zealand. It examined their transition, social, and academic experiences.

Qualitative research, critical theory, and participatory research were adopted as the research approach, paradigm, and design, respectively. Semistructured interviews were used to collect data from six students with visual impairment, two accessibility advisors, and an official of Blind Low Vision New Zealand. Students with visual impairment also participated in a focus group discussion. Due to the participatory nature of the study, students with visual impairment were involved in the formulation of focus group questions. The coconstruction of focus group questions ensured that the questions were relevant to participants’ lived experiences. The process of coconstruction was also empowering for participants as their feedback shaped the “direction” of the research. For example, the incorporation of transition experience into the study was at the request of participants. The focus group was also empowering as the conversation produced new insights among participants. Three themes emerged from thematic analysis, and these were transition experiences, negotiating the social environment, and learning experiences.

The findings indicate that tertiary institutional support offered to students with visual impairment relates mostly to academic participation (note-taking and examinations) and, thereby, seems to neglect other aspects of students’ inclusion. This study found that aspects of tertiary education other than academic issues are equally important to students’ inclusion and must be given the needed attention by tertiary institutions. For instance, the social environment, according to some participants, was the most important barrier to inclusion. Further, it emerged that the transition, specifically pre-enrolment factors, could influence students’ tertiary experiences.

It was observed in the study that participants experienced both barriers and enablers to inclusion in tertiary education. However, participants experienced more barriers than enablers. The barriers included delays in the provision of support, problems of the physical environment, perceived misconception of disability by peers, disregard for participants’ request for support, and inexperienced reader–writers. Some of the enablers were psychosocial and practical support from peers, the contacting of participants prior to enrolment, and support with laboratory experiments. The barriers faced by participants imply disconnect between inclusive education policy and practice in tertiary education. Inclusion is about creating a tertiary environment and system that is barrier-free, flexible, equitable, and supportive for all students.

Based on the findings of the study, it is recommended that tertiary institutions include nonacademic programmes, such as social participation initiatives and transition programmes, in the support they offer to students with visual impairment. Moreover, accessibility advisors and academic staff should be provided with training on disability issues.

text: Tertiary education experiences of students with visual impairment An increasing number of students with disabilities are attending tertiary education institutions in New Zealand. Understanding the experiences of students with disabilities will enable education providers to develop policies and practices that promote the inclusion of these students. This study examined the tertiary experiences of students with visual impairment, an understudied group of students with disabilities in New Zealand. It examined their transition, social, and academic experiences.

Qualitative research, critical theory, and participatory research were adopted as the research approach, paradigm, and design, respectively. Semistructured interviews were used to collect data from six students with visual impairment, two accessibility advisors, and an official of Blind Low Vision New Zealand. Students with visual impairment also participated in a focus group discussion. Due to the participatory nature of the study, students with visual impairment were involved in the formulation of focus group questions. The coconstruction of focus group questions ensured that the questions were relevant to participants’ lived experiences. The process of coconstruction was also empowering for participants as their feedback shaped the “direction” of the research. For example, the incorporation of transition experience into the study was at the request of participants. The focus group was also empowering as the conversation produced new insights among participants. Three themes emerged from thematic analysis, and these were transition experiences, negotiating the social environment, and learning experiences.

The findings indicate that tertiary institutional support offered to students with visual impairment relates mostly to academic participation (note-taking and examinations) and, thereby, seems to neglect other aspects of students’ inclusion. This study found that aspects of tertiary education other than academic issues are equally important to students’ inclusion and must be given the needed attention by tertiary institutions. For instance, the social environment, according to some participants, was the most important barrier to inclusion. Further, it emerged that the transition, specifically pre-enrolment factors, could influence students’ tertiary experiences.

It was observed in the study that participants experienced both barriers and enablers to inclusion in tertiary education. However, participants experienced more barriers than enablers. The barriers included delays in the provision of support, problems of the physical environment, perceived misconception of disability by peers, disregard for participants’ request for support, and inexperienced reader–writers. Some of the enablers were psychosocial and practical support from peers, the contacting of participants prior to enrolment, and support with laboratory experiments. The barriers faced by participants imply disconnect between inclusive education policy and practice in tertiary education. Inclusion is about creating a tertiary environment and system that is barrier-free, flexible, equitable, and supportive for all students.

Based on the findings of the study, it is recommended that tertiary institutions include nonacademic programmes, such as social participation initiatives and transition programmes, in the support they offer to students with visual impairment. Moreover, accessibility advisors and academic staff should be provided with training on disability issues.

year: 2022

title: Perceptions of Chinese traditional food and European food among Chinese consumers

authors: Wang, Ou

subjects: Science & Technology

abstract: Purpose
The purpose of this paper is to explore Chinese consumers’ perceptions in relation to both Chinese traditional and European food.

Design/methodology/approach
A web-based free word association test was administered to 302 consumers in China. They were asked to give the first three words that came into their minds when they were presented with each of two stimulus words, “traditional food” and “European food”. Three researchers grouped the elicited words into classes and then into dimensions. χ2 association tests were used to assess and identify statistically significant differences in the frequencies of classes and dimensions for the two food concepts between socio-demographic groups.

Findings
The findings show that Chinese consumers define Chinese traditional food and European food through ten similar dimensions: Sensory appeal, Health, Origin, Marketing, Safety, Variety, Heritage, Symbolic meaning, Simplicity and Mood. Additionally, they associate Chinese traditional food with the dimensions Elaboration, Celebration and Habit, as well as link European food to the dimensions Convenience and New. Although ten dimensions are the same, obvious differences can be identified by comparing the classes for the two food concepts. Further, there are significant differences in the class associations for European food between age groups and in the dimension associations for Chinese traditional food between gender groups.

Originality/value
By using an online qualitative research method, this study is one of the first to address how Chinese consumers define both European food and their own traditional food in China, the largest East Asian country. The findings are particularly useful for the future development of traditional food products and for the future export of European food products onto China and even other countries in East Asia.

text: Perceptions of Chinese traditional food and European food among Chinese consumers Purpose
The purpose of this paper is to explore Chinese consumers’ perceptions in relation to both Chinese traditional and European food.

Design/methodology/approach
A web-based free word association test was administered to 302 consumers in China. They were asked to give the first three words that came into their minds when they were presented with each of two stimulus words, “traditional food” and “European food”. Three researchers grouped the elicited words into classes and then into dimensions. χ2 association tests were used to assess and identify statistically significant differences in the frequencies of classes and dimensions for the two food concepts between socio-demographic groups.

Findings
The findings show that Chinese consumers define Chinese traditional food and European food through ten similar dimensions: Sensory appeal, Health, Origin, Marketing, Safety, Variety, Heritage, Symbolic meaning, Simplicity and Mood. Additionally, they associate Chinese traditional food with the dimensions Elaboration, Celebration and Habit, as well as link European food to the dimensions Convenience and New. Although ten dimensions are the same, obvious differences can be identified by comparing the classes for the two food concepts. Further, there are significant differences in the class associations for European food between age groups and in the dimension associations for Chinese traditional food between gender groups.

Originality/value
By using an online qualitative research method, this study is one of the first to address how Chinese consumers define both European food and their own traditional food in China, the largest East Asian country. The findings are particularly useful for the future development of traditional food products and for the future export of European food products onto China and even other countries in East Asia.

year: 2016

title: Anhedonia: He kohinga whiti mai i te tirohanga o ngā wahanga e rima o te pōuri / A collection of poetry themed around loss presented through the lens of the five stages of grief

authors: Nicholls, Rawiri Rangihouhiri Terrence

subjects: Grief

abstract: Anhedonia is a collection of personal experiences centred around loss examined through the lens of the five stages of grief (denial, anger, bargaining, depression, and acceptance) and framed within a personal confessional postmodernism style. It was also influenced by the collected works of Federico Garcia Lorca, Sylvia Plath, Cassandra Barnett (Ngāti Huri, Raukawa), Kirsty Dunn (Te Aupōuri, Te Rarawa), and Ngahuia Te Awekotuku (Te Arawa, Tūhoe).

While loss and grief are intrinsically linked to death, within this collection, I further explore other forms of loss and grief. I touch on my loss of cultural identity, mind, and self. As a student, I have been diving deeper into my cultural identity of being Māori and what that means to me. I have lost many things throughout my life at the hands of abuse, depression, grief, and mental health. The poetry within this collection will continue to serve as a blunt reminder of the experiences (both positive and negative) that I have endured or witnessed over the last couple of decades.

I have seen a multitude of losses (in its many variations) as I continue the dance to discover what the mortality of not only myself but those around me means to me. While everyone will experience feelings of grief and loss, I have framed my own experiences in my interpretation of our collective mortality.

text: Anhedonia: He kohinga whiti mai i te tirohanga o ngā wahanga e rima o te pōuri / A collection of poetry themed around loss presented through the lens of the five stages of grief Anhedonia is a collection of personal experiences centred around loss examined through the lens of the five stages of grief (denial, anger, bargaining, depression, and acceptance) and framed within a personal confessional postmodernism style. It was also influenced by the collected works of Federico Garcia Lorca, Sylvia Plath, Cassandra Barnett (Ngāti Huri, Raukawa), Kirsty Dunn (Te Aupōuri, Te Rarawa), and Ngahuia Te Awekotuku (Te Arawa, Tūhoe).

While loss and grief are intrinsically linked to death, within this collection, I further explore other forms of loss and grief. I touch on my loss of cultural identity, mind, and self. As a student, I have been diving deeper into my cultural identity of being Māori and what that means to me. I have lost many things throughout my life at the hands of abuse, depression, grief, and mental health. The poetry within this collection will continue to serve as a blunt reminder of the experiences (both positive and negative) that I have endured or witnessed over the last couple of decades.

I have seen a multitude of losses (in its many variations) as I continue the dance to discover what the mortality of not only myself but those around me means to me. While everyone will experience feelings of grief and loss, I have framed my own experiences in my interpretation of our collective mortality.

year: 2024