title: "What's going on?" Developing reflexivity in the management classroom: From surface to deep learning and everything in between

authors: Dyer, Suzette L.

subjects: Social Sciences

abstract: ‘What’s going on?’ Within the context of our critically-informed teaching practice, we see moments of deep learning and reflexivity in classroom discussions and assessments. Yet, these moments of criticality are interspersed with surface learning and reflection. We draw on dichotomous, linear developmental, and messy explanations of learning processes to empirically explore the learning journeys of 20 international Chinese and 42 domestic New Zealand students. We find contradictions within our own data, and between our findings and the extant literature. We conclude that expressions of surface learning and reflection are considerably more complex than they first appear. Moreover, developing critical reflexivity is a far more subtle, messy, and emotional experience than previously understood. We present the theoretical and pedagogical significance of these findings when we consider the implications for the learning process and the practice of management education.

text: "What's going on?" Developing reflexivity in the management classroom: From surface to deep learning and everything in between ‘What’s going on?’ Within the context of our critically-informed teaching practice, we see moments of deep learning and reflexivity in classroom discussions and assessments. Yet, these moments of criticality are interspersed with surface learning and reflection. We draw on dichotomous, linear developmental, and messy explanations of learning processes to empirically explore the learning journeys of 20 international Chinese and 42 domestic New Zealand students. We find contradictions within our own data, and between our findings and the extant literature. We conclude that expressions of surface learning and reflection are considerably more complex than they first appear. Moreover, developing critical reflexivity is a far more subtle, messy, and emotional experience than previously understood. We present the theoretical and pedagogical significance of these findings when we consider the implications for the learning process and the practice of management education.

year: 2016

title: Clinics: How to teach the art of "lawyering" - does it have a place in academia?

authors: Green, Cheryl

abstract: Learning the theory of law is and always will be of paramount importance, as students must understand that before they can go on to practice law. But how can we assist our students to make that transition from the theory to the practice of law? When and how is it most appropriate to undertake this? What are the challenges taking place today that we need to take into account and plan for?

text: Clinics: How to teach the art of "lawyering" - does it have a place in academia? Learning the theory of law is and always will be of paramount importance, as students must understand that before they can go on to practice law. But how can we assist our students to make that transition from the theory to the practice of law? When and how is it most appropriate to undertake this? What are the challenges taking place today that we need to take into account and plan for?

year: 2013

title: Indigenous perspectives and gene editing in Aotearoa New Zealand

authors: Hudson, Maui

subjects: Science & Technology

abstract: Gene editing is arguably the most significant recent addition to the modern biotechnology toolbox, bringing both profoundly challenging and enabling opportunities. From a technical point of view the specificity and relative simplicity of these new tools has broadened the potential applications. However, from an ethical point of view it has re-ignited the debates generated by earlier forms of genetic modification. In New Zealand gene editing is currently considered genetic modification and is subject to approval processes under the Environmental Protection Authority (EPA). This process requires decision makers to take into account Māori perspectives. This article outlines previously articulated Māori perspectives on genetic modification and considers the continuing influence of those cultural and ethical arguments within the new context of gene editing. It also explores the range of ways cultural values might be used to analyse the risks and benefits of gene editing in the Aotearoa New Zealand context. Methods used to obtain these perspectives consisted of (a) review of relevant literature regarding lessons learned from the responses of Maori to genetic modification, (b) interviews of selected ‘key Maori informants’ and (c) surveys of self-selected individuals from groups with interests in either genetics or environmental management. The outcomes of this pilot study identified that while Māori informants were not categorically opposed to new and emerging gene editing technologies a priori, they suggest a dynamic approach to regulation is required where specific uses or types of uses are approved on a case by case basis. This study demonstrates how the cultural cues that Māori referenced in the genetic modification debate continue to be relevant in the context of gene editing but that further work is required to characterize the strength of various positions across the broader community.

text: Indigenous perspectives and gene editing in Aotearoa New Zealand Gene editing is arguably the most significant recent addition to the modern biotechnology toolbox, bringing both profoundly challenging and enabling opportunities. From a technical point of view the specificity and relative simplicity of these new tools has broadened the potential applications. However, from an ethical point of view it has re-ignited the debates generated by earlier forms of genetic modification. In New Zealand gene editing is currently considered genetic modification and is subject to approval processes under the Environmental Protection Authority (EPA). This process requires decision makers to take into account Māori perspectives. This article outlines previously articulated Māori perspectives on genetic modification and considers the continuing influence of those cultural and ethical arguments within the new context of gene editing. It also explores the range of ways cultural values might be used to analyse the risks and benefits of gene editing in the Aotearoa New Zealand context. Methods used to obtain these perspectives consisted of (a) review of relevant literature regarding lessons learned from the responses of Maori to genetic modification, (b) interviews of selected ‘key Maori informants’ and (c) surveys of self-selected individuals from groups with interests in either genetics or environmental management. The outcomes of this pilot study identified that while Māori informants were not categorically opposed to new and emerging gene editing technologies a priori, they suggest a dynamic approach to regulation is required where specific uses or types of uses are approved on a case by case basis. This study demonstrates how the cultural cues that Māori referenced in the genetic modification debate continue to be relevant in the context of gene editing but that further work is required to characterize the strength of various positions across the broader community.

year: 2019