title: Organisational justice and work-family policies

authors: Haar, Jarrod M.

subjects: New Zealand

abstract: Based in a local government organisation in New Zealand, this paper links the literature on work-family balance to the literature on organisational justice, by examining the predictors of perceived fairness in work-family policy. The study also expands an earlier study in Grover (1991), by considering work-family policy sets, rather than single policies only. Perceptions of the fairness in work-family policies were partly predicted, positively, by a combination of management seniority, perceived benefits in work-family policies, and own usage of those policies. These findings suggest the influence of both group values and self-interest. In terms of organisational justice, the findings raise a question for future research, namely how fairness attitudes relate to the sustainability of work-family initiatives.

text: Organisational justice and work-family policies Based in a local government organisation in New Zealand, this paper links the literature on work-family balance to the literature on organisational justice, by examining the predictors of perceived fairness in work-family policy. The study also expands an earlier study in Grover (1991), by considering work-family policy sets, rather than single policies only. Perceptions of the fairness in work-family policies were partly predicted, positively, by a combination of management seniority, perceived benefits in work-family policies, and own usage of those policies. These findings suggest the influence of both group values and self-interest. In terms of organisational justice, the findings raise a question for future research, namely how fairness attitudes relate to the sustainability of work-family initiatives.

year: 2005

title: The role of local communities in community-based tourism development in traditional tea production areas in Thai Nguyen province, Vietnam

authors: Nguyen, Thi Ngoc Dung

subjects: local communities

abstract: This thesis is a theoretical and empirical examination of the role of local communities in sustainable tourism development through community-based tourism. It reveals how community participation and empowerment in tourism could be enhanced from listening to, understanding, and integrating the voices of local people. It conceptualises a way that uniquely accounts for, and celebrates, local people’s understandings and expressions of themselves, their community and local tourism development. I argue that reclaiming and acknowledging local people’s power and collective responsibility in upholding their central role has the potential to transform experiences of/about local people and enable them to achieve what they desire in tourism. A mixed methodology was used, the majority of which was qualitative, to help draw better comprehensive answers for my research questions. Data collected from 28 interviews, 130 questionnaires, 3 focus groups and participation in local daily activities gave me a better insight into the community, whether they participated or not in CBT, and in managerial affairs.
Empirical material is arranged around four key themes. The first highlights the needs to recommit to local characteristics as the roots of tourism development, drivers of attractiveness and competitiveness in the face of globalisation. The dialogue between tourism and local development can be more effective if decision-makers, actors in tourism, and the hosting community develop policies and attitudes resulting from an understanding of the significance of local characteristics. The second theme determines the barriers that prevent more local people from participation in community-based tourism development. This reveals how communities themselves become a source of challenges to the practical implementation of sustainable tourism. Third, this study provides a deeper understanding of how shifts in power can be achieved and lead to social change. It is important to re-confirm that the power to act is within local people’s hands. Local people’s role and participation can and must be promoted for successful implementation of sustainable tourism development by acknowledging their power and enabling them to exercise that power. This study also unpacks the significance of collaboration of all the stakeholders as it generates collective power in CBT development. Finally, this thesis reveals the importance to address and promote the concept of inclusive tourism, which is meaningful for collective responsibility in upholding the central role of the local people to achieve sustainable tourism development. 
This research responds to the scarcity of existing academic scholarship pertaining to the power of local people within tourism development, and provides an opportunity to advance the innovative and forward thinking of inclusive tourism. I argue that inclusive tourism should be the answer to a changing world. Given the challenges that each stakeholder faces today, this study demonstrates that the concept of looking beyond each stakeholder and the need for collective action and collaboration have never been clearer.

text: The role of local communities in community-based tourism development in traditional tea production areas in Thai Nguyen province, Vietnam This thesis is a theoretical and empirical examination of the role of local communities in sustainable tourism development through community-based tourism. It reveals how community participation and empowerment in tourism could be enhanced from listening to, understanding, and integrating the voices of local people. It conceptualises a way that uniquely accounts for, and celebrates, local people’s understandings and expressions of themselves, their community and local tourism development. I argue that reclaiming and acknowledging local people’s power and collective responsibility in upholding their central role has the potential to transform experiences of/about local people and enable them to achieve what they desire in tourism. A mixed methodology was used, the majority of which was qualitative, to help draw better comprehensive answers for my research questions. Data collected from 28 interviews, 130 questionnaires, 3 focus groups and participation in local daily activities gave me a better insight into the community, whether they participated or not in CBT, and in managerial affairs.
Empirical material is arranged around four key themes. The first highlights the needs to recommit to local characteristics as the roots of tourism development, drivers of attractiveness and competitiveness in the face of globalisation. The dialogue between tourism and local development can be more effective if decision-makers, actors in tourism, and the hosting community develop policies and attitudes resulting from an understanding of the significance of local characteristics. The second theme determines the barriers that prevent more local people from participation in community-based tourism development. This reveals how communities themselves become a source of challenges to the practical implementation of sustainable tourism. Third, this study provides a deeper understanding of how shifts in power can be achieved and lead to social change. It is important to re-confirm that the power to act is within local people’s hands. Local people’s role and participation can and must be promoted for successful implementation of sustainable tourism development by acknowledging their power and enabling them to exercise that power. This study also unpacks the significance of collaboration of all the stakeholders as it generates collective power in CBT development. Finally, this thesis reveals the importance to address and promote the concept of inclusive tourism, which is meaningful for collective responsibility in upholding the central role of the local people to achieve sustainable tourism development. 
This research responds to the scarcity of existing academic scholarship pertaining to the power of local people within tourism development, and provides an opportunity to advance the innovative and forward thinking of inclusive tourism. I argue that inclusive tourism should be the answer to a changing world. Given the challenges that each stakeholder faces today, this study demonstrates that the concept of looking beyond each stakeholder and the need for collective action and collaboration have never been clearer.

year: 2019

title: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms

authors: St George, Alison

abstract: Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

text: Perceptions, expectations and interactions: a study of teachers and pupils in five ethnically mixed primary classrooms Teachers’ perceptions of their pupils, expectations for pupil general ability, teacher-pupil interaction and pupil achievement were investigated in this naturalistic study of 5 teachers and 90 pupils in their New Zealand ethnically mixed Standard 3 classrooms.
A pilot study showed that teachers at this level tended to perceive pupils in terms of constructs reflecting academic work skills, home background and personal/social attributes. Using rating scales developed from the pilot study it was apparent that the teachers had a conception of the ideal pupil. It was suggested that this influenced expectations for pupils’ ability to do well at school. Girls and Pakeha pupils were seen as being closer to the ideal pupil stereotype than boys or Polynesian pupils, and for Polynesian pupils this was reflected in lower teacher expectations. Teacher expectations tended to be borne out by standardized achievement test results and accounted for a large proportion of teacher rated achievement variance. Ethnic group made a small but significant independent contribution to achievement variance on two of the Progressive Achievement Tests and on teacher rated achievement.
Using data on teacher-pupil dyadic interaction collected with the Brophy-Good system, contrasting patterns of interaction were noted between expectation groups (high, middle and low teacher expectations). The differences were largely qualitative and there were no expectation group differences in the total number of public or private dyadic interactions. High expectation pupils initiated more contacts with the teacher, answered more open public academic questions and received a lot less criticism for work or behaviour than the other groups. The low expectation group experienced a greater proportion of teacher initiated contacts and were asked more direct public academic questions which were of the product rather than the process type. The middle expectation group generally fell in between the high and low groups, but received the most criticism and the highest proportion of process questions. Teachers appeared to be attempting to prevent inequalities in quantity of interaction and this was discussed in terms of the perception of pupil attributes. Expectation group differences in interaction were not always the same for boys and girls or for all teachers. Despite the differences in teachers’ perceptions and expectations for Polynesian and Pakeha pupils, no ethnic group differences in teacher-pupil interaction were evidenced. 
No consistent and clear-cut expectation group differences were found in pupils’ perceptions of teacher behaviour. There was a moderate positive correlation between perception of the quantity of teacher contact and observed interaction but not regarding the affective quality of teacher contacts. 
The findings were discussed in terms of the theory and research on person perception and expectation phenomena in interpersonal behaviour. Some practical implications for educational practice were commented upon.

year: 1978