title: Supply chain integration in New Zealand: benchmark comparisons with the UK automotive sector

authors: Böhme, Tillmann

subjects: supply chain integration

abstract: Supply chain integration is a promising approach to cross-enterprise process improvement that is still not well understood. This research investigates the level of sophistication (maturity) of supply chain integration in New Zealand from the systems uncertainty perspective. Uncertainty levels of value streams are evaluated using the 'uncertainty circle' concept, thereby enabling benchmark comparisons of value stream performance. A sample of 21 NZ process industry value streams is assessed using a so-called Quick Scan Audit Methodology (QSAM). and the uncertainty results compared with those obtained from 21 value streams in the UK automotive sector. This benchmarking revealed that value streams in New Zealand are weakly integrated and have control mechanisms which are significantly looser than those of the UK sample, even though they face higher uncertainty on the control and demand sides. In contrast, crosscountry differences in supply and process uncertainty are marginal. While providing insights into the general health of New Zealand value streams, the authors acknowledge that the sample is not a comprehensive representation of every NZ value stream.

text: Supply chain integration in New Zealand: benchmark comparisons with the UK automotive sector Supply chain integration is a promising approach to cross-enterprise process improvement that is still not well understood. This research investigates the level of sophistication (maturity) of supply chain integration in New Zealand from the systems uncertainty perspective. Uncertainty levels of value streams are evaluated using the 'uncertainty circle' concept, thereby enabling benchmark comparisons of value stream performance. A sample of 21 NZ process industry value streams is assessed using a so-called Quick Scan Audit Methodology (QSAM). and the uncertainty results compared with those obtained from 21 value streams in the UK automotive sector. This benchmarking revealed that value streams in New Zealand are weakly integrated and have control mechanisms which are significantly looser than those of the UK sample, even though they face higher uncertainty on the control and demand sides. In contrast, crosscountry differences in supply and process uncertainty are marginal. While providing insights into the general health of New Zealand value streams, the authors acknowledge that the sample is not a comprehensive representation of every NZ value stream.

year: 2011

title: Epilogue: Implications arising from a national research project on higher education science and engineering learning communities

authors: Coll, Richard K.

abstract: This final paper in this special issue of Research in Science & Technological Education on higher education science and engineering learning communities seeks to summarize the key findings from the project. The research reported in this special issue provides insights into the nature of learning communities for science and engineering higher education students and staff. A particular feature of this project was the involvement of lecturers and tutors who were part of the teaching staff in New Zealand’s higher education. As noted earlier (Coll 2008), these staff were an integral part of the study – being members of the learning communities investigated and thus, acting as ‘insiders’, they provide a unique insight into the nature of these learning communities. In brief, the study sought to detail the nature of higher education science and engineering learning communities, and to understand how these communities differ for teachers and learners at different educational levels, all viewed through a sociocultural lens.
Here, we summarise the findings for the study as a whole, and consider the implications of this work for the teaching and learning of science and engineering in higher education.

text: Epilogue: Implications arising from a national research project on higher education science and engineering learning communities This final paper in this special issue of Research in Science & Technological Education on higher education science and engineering learning communities seeks to summarize the key findings from the project. The research reported in this special issue provides insights into the nature of learning communities for science and engineering higher education students and staff. A particular feature of this project was the involvement of lecturers and tutors who were part of the teaching staff in New Zealand’s higher education. As noted earlier (Coll 2008), these staff were an integral part of the study – being members of the learning communities investigated and thus, acting as ‘insiders’, they provide a unique insight into the nature of these learning communities. In brief, the study sought to detail the nature of higher education science and engineering learning communities, and to understand how these communities differ for teachers and learners at different educational levels, all viewed through a sociocultural lens.
Here, we summarise the findings for the study as a whole, and consider the implications of this work for the teaching and learning of science and engineering in higher education.

year: 2008

title: A path to lotions and potions: Ngāti te Maunga ahi kā use of rongoā for hapū wellbeing

authors: Diamond, Kiri

subjects: rongoā

abstract: The research aimed to determine the challenges and improvements required during the implementation of the rongoā programme. The rongoā programme was based on a papakāinga near a marae, in a semi-rural location with difficult access. Participatory action research and autoethnography methods were used with the ahi kā (local residence) to develop a programme that would fulfil the hapū ora (extended family wellbeing) goals.  The goals of the programme were: for the ahi kā to use rongoā (modalities of health) confidently for their wellbeing; consistently use a Facebook page to learn and share information and to develop a database of the local rongoā rākau (medicinal plant). The ahi kā identified a further question to ask Facebook members to understand what motivated their participation and a survey was conducted. The ahi kā also wanted to understand the local doctor’s view on rongoā and its context on health provision in their area. An interview was conducted and the survey and interview added to the understanding of what the ahi kā could do to improve theirs and the hapū whānau (group extended family) wellbeing.
The findings of the research highlighted the complexities that arise from conducting research in a bicultural space where a common understanding of cultural knowledge is assumed to be homogenous. A shared history with colonisation and religious beliefs brought to the forefront the multiplicity Māori work through to determine a shared hapū identity. Based on an understanding of Māori principle values and tikanga (ways of enacting values), as understood by ahi kā, transformed a programme of learning how to make lotions and potions for the ahi kā, into influencing hapū members to change their attitudes and behaviours to their environment and their wellbeing.
This research highlighted the role that ahi kā hold as keepers of cultural knowledge that is rooted in the papakāinga through ancestral links that informs the identity of a hapū. Learning how to use rongoā provided ahi kā a platform to learn a new skill while helping the hapū heal through connecting with the identity and land of the hapū they belong to.

text: A path to lotions and potions: Ngāti te Maunga ahi kā use of rongoā for hapū wellbeing The research aimed to determine the challenges and improvements required during the implementation of the rongoā programme. The rongoā programme was based on a papakāinga near a marae, in a semi-rural location with difficult access. Participatory action research and autoethnography methods were used with the ahi kā (local residence) to develop a programme that would fulfil the hapū ora (extended family wellbeing) goals.  The goals of the programme were: for the ahi kā to use rongoā (modalities of health) confidently for their wellbeing; consistently use a Facebook page to learn and share information and to develop a database of the local rongoā rākau (medicinal plant). The ahi kā identified a further question to ask Facebook members to understand what motivated their participation and a survey was conducted. The ahi kā also wanted to understand the local doctor’s view on rongoā and its context on health provision in their area. An interview was conducted and the survey and interview added to the understanding of what the ahi kā could do to improve theirs and the hapū whānau (group extended family) wellbeing.
The findings of the research highlighted the complexities that arise from conducting research in a bicultural space where a common understanding of cultural knowledge is assumed to be homogenous. A shared history with colonisation and religious beliefs brought to the forefront the multiplicity Māori work through to determine a shared hapū identity. Based on an understanding of Māori principle values and tikanga (ways of enacting values), as understood by ahi kā, transformed a programme of learning how to make lotions and potions for the ahi kā, into influencing hapū members to change their attitudes and behaviours to their environment and their wellbeing.
This research highlighted the role that ahi kā hold as keepers of cultural knowledge that is rooted in the papakāinga through ancestral links that informs the identity of a hapū. Learning how to use rongoā provided ahi kā a platform to learn a new skill while helping the hapū heal through connecting with the identity and land of the hapū they belong to.

year: 2019