title: Urban transformative potential in a changing climate

authors: Romero-Lankao, Patricia

abstract: The SDGs and CitiesIPCC offer an unprecedented opportunity for urban transformation, but bold, integrated action to address the constraints imposed by economic, cultural and political dynamics is needed. We move beyond a narrow, technocentric view and identify five key knowledge pathways to catalyse urban transformation.

text: Urban transformative potential in a changing climate The SDGs and CitiesIPCC offer an unprecedented opportunity for urban transformation, but bold, integrated action to address the constraints imposed by economic, cultural and political dynamics is needed. We move beyond a narrow, technocentric view and identify five key knowledge pathways to catalyse urban transformation.

year: 2018

title: The charm of time: Generational comparison, memorable tourism experiences, and quality of life in visits to a world heritage site, Kulangsu

authors: Li, Yanhan

abstract: In recent years, heritage tourism has seen a shift toward younger visitors, challenging the earlier view that it attracts primarily older visitors. How this emerging group of younger tourists differ from older tourists, and the reasons for such differences from a Chinese generational perspective, remain unclear. Whilst a significant literature exists on differences of personal histories the speed of technological change in China has been so rapid that many older people now use their smartphones for making payments, keeping in touch with extended family and for leisure pursuits, and one wonders if even recent past research has kept up with these changes of senior behaviour. Moreover, previous heritage research has focused mainly on pre-visit and on-site perceptions, with limited attention to post-visit outcomes, such as memorable tourism experiences (MTEs) and quality of life (QoL), and little consideration of the temporal changes in these variables. MTEs look at tourists’ experiences that could be recalled or remembered after tourism activities occurred (Kim et al., 2012). Subjective QoL refers to how individuals perceive or evaluate their own lives (Woo et al., 2016). Therefore, this study aims to examine generational differences in heritage tourism experiences and outcomes among Chinese tourists, with particular attention to the temporal dynamics of MTEs and QoL.
To address these gaps, this study adopted a mixed-methods approach. In the qualitative phase, three rounds of interviews with 65 participants compared pre-visit, on-site, and post-visit perceptions between Chinese Generation Zs and the Lost Generation regarding visits to Kulangsu, a World Heritage Site. Interview data suggested that both MTEs and QoL improvements changed within seven to fifteen days after the visit. In the quantitative phase, a closed-ended questionnaire validated generational differences identified qualitatively. In brief, the three-stage interview approach not only minimized post hoc rationalization but also facilitated the exploration of time intervals’ influence on MTEs and QoL. The Jaccard index was further applied to support a reasonable transition from qualitative findings and the correlation hypotheses development to the quantitative significance test. This design enabled the study to capture temporal dynamics of tourism experiences that are often overlooked in cross-sectional tourism research.
The quantitative phase then within a broader and more representative sample (889 respondents, including a middle-aged group), tested relationships among pre-visit, on-site, and post-visit perceptions, as well as the effects of time variables on MTEs and QoL. The unique mixed methods design effectively addressed the research questions and offers new directions for future tourism studies. 
This study also makes multiple contributions in terms of theoretical extension and application. First, it provides a generationally informed account of why, how, and for what purposes younger and older Chinese heritage tourists visit Kulangsu, showing the profound influence of generational background and presenting a coherent narrative of the two cohorts’ heritage visitations. Second, it offers an in-depth discussion of MTEs and QoL in the heritage tourism context, which were linked with pre-and during visit perception variables, confirming that heritage experiences must first be memorable in order to affect QoL. Third, it demonstrates that the time interval after a visit directly leads to a decline in the memorability of heritage experiences, which in turn results in a reduction of QoL improvements gained from the trip. This finding helps explain the decline in tourists’ temporal wellbeing improvement reported in previous studies. 
In addition, the results also have practical implications for heritage site management, particularly for Kulangsu, and highlight the need for other heritage destinations to tailor services to generational characteristics, especially for the emerging younger market, while focusing on visitor-cantered outcomes such as memorable experiences that can enhance people’s quality of life, even if for only a short period of time. The temporal elements of such enhancements of life quality are also discussed in the thesis.

text: The charm of time: Generational comparison, memorable tourism experiences, and quality of life in visits to a world heritage site, Kulangsu In recent years, heritage tourism has seen a shift toward younger visitors, challenging the earlier view that it attracts primarily older visitors. How this emerging group of younger tourists differ from older tourists, and the reasons for such differences from a Chinese generational perspective, remain unclear. Whilst a significant literature exists on differences of personal histories the speed of technological change in China has been so rapid that many older people now use their smartphones for making payments, keeping in touch with extended family and for leisure pursuits, and one wonders if even recent past research has kept up with these changes of senior behaviour. Moreover, previous heritage research has focused mainly on pre-visit and on-site perceptions, with limited attention to post-visit outcomes, such as memorable tourism experiences (MTEs) and quality of life (QoL), and little consideration of the temporal changes in these variables. MTEs look at tourists’ experiences that could be recalled or remembered after tourism activities occurred (Kim et al., 2012). Subjective QoL refers to how individuals perceive or evaluate their own lives (Woo et al., 2016). Therefore, this study aims to examine generational differences in heritage tourism experiences and outcomes among Chinese tourists, with particular attention to the temporal dynamics of MTEs and QoL.
To address these gaps, this study adopted a mixed-methods approach. In the qualitative phase, three rounds of interviews with 65 participants compared pre-visit, on-site, and post-visit perceptions between Chinese Generation Zs and the Lost Generation regarding visits to Kulangsu, a World Heritage Site. Interview data suggested that both MTEs and QoL improvements changed within seven to fifteen days after the visit. In the quantitative phase, a closed-ended questionnaire validated generational differences identified qualitatively. In brief, the three-stage interview approach not only minimized post hoc rationalization but also facilitated the exploration of time intervals’ influence on MTEs and QoL. The Jaccard index was further applied to support a reasonable transition from qualitative findings and the correlation hypotheses development to the quantitative significance test. This design enabled the study to capture temporal dynamics of tourism experiences that are often overlooked in cross-sectional tourism research.
The quantitative phase then within a broader and more representative sample (889 respondents, including a middle-aged group), tested relationships among pre-visit, on-site, and post-visit perceptions, as well as the effects of time variables on MTEs and QoL. The unique mixed methods design effectively addressed the research questions and offers new directions for future tourism studies. 
This study also makes multiple contributions in terms of theoretical extension and application. First, it provides a generationally informed account of why, how, and for what purposes younger and older Chinese heritage tourists visit Kulangsu, showing the profound influence of generational background and presenting a coherent narrative of the two cohorts’ heritage visitations. Second, it offers an in-depth discussion of MTEs and QoL in the heritage tourism context, which were linked with pre-and during visit perception variables, confirming that heritage experiences must first be memorable in order to affect QoL. Third, it demonstrates that the time interval after a visit directly leads to a decline in the memorability of heritage experiences, which in turn results in a reduction of QoL improvements gained from the trip. This finding helps explain the decline in tourists’ temporal wellbeing improvement reported in previous studies. 
In addition, the results also have practical implications for heritage site management, particularly for Kulangsu, and highlight the need for other heritage destinations to tailor services to generational characteristics, especially for the emerging younger market, while focusing on visitor-cantered outcomes such as memorable experiences that can enhance people’s quality of life, even if for only a short period of time. The temporal elements of such enhancements of life quality are also discussed in the thesis.

year: 2025

title: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective

authors: Cheryl, Mitchell

abstract: Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

text: Exploring the experiences of Māori Wāhine in a STEM project-based secondary classroom: A relational and intersectional perspective Using phenomenology, an intersectional lens, and the principles of Kaupapa Māori research, this study investigates how young Māori (Indigenous) wāhine (women) ākonga (students) experience interdisciplinary project-based STEM education. Historical educational policies in Aotearoa New Zealand required Māori to assimilate into a Pākehā (European) school system, contributing to persistent academic underperformance, particularly in science. Māori have been more likely to leave school early, and those who remain often opt out of science subjects, especially Māori wāhine. International literature suggests that transdisciplinary STEM education grounded in social justice and equity can improve engagement and outcomes for underrepresented learners. The study was guided by two questions: (1) how Māori wāhine experienced the STEM programme, and (2) what their challenges were to succeed in STEM.

In 2016, while teaching at a low-decile (socioeconomic disadvantaged), urban, co-educational English-medium high school, I trialled an integrated, interdisciplinary project-based STEM class that incorporated meaningful phenomena and culturally responsive pedagogy. The class’s success led to STEM becoming a core component of a broader school initiative. In 2018, the seven Māori wāhine ākonga enrolled in the Year 11 (age 15–16) STEM class were invited to become “Story Sharers” and reflect on their experiences. As a teacher-researcher (insider), I used reflexive practices and clear role delineation to leverage contextual knowledge while minimising bias. Narrative data were collected over two years (2018–2019) through six semi-structured discussion groups and one individual interview. Quantitative data included tracking attendance records, retention, and academic achievement.

Findings indicate that the Story Sharers valued co-constructed topics and tasks, a supportive whānau (family/community) class format, and authentic project work undertaken over extended learning periods. They consistently identified strengthened relationships, particularly among peers as central to engagement, wellbeing, motivation to learn, and as the most salient indicator of success. Academic performance increased relative to prior Year-10 e-asTTle (Electronic Assessment Tool for Teaching and Learning in mathematics, reading, and writing) benchmarks, alongside improved STEM class attendance, retention in school, and intentions to continue in STEM.

Interpretive thematic analysis using an intersectional lens revealed that racism, stereotyping, and impacts on wellbeing were significant barriers to learning. These discriminatory experiences were pervasive across school, community, and online spaces and were compounded by gendered and intergenerational dynamics. The Story Sharers described complex, fluid, and intersecting identities shaped by lived experiences, including witnessing discrimination against Māori wāhine in their whānau and the legacy of colonial schooling practices such as the suppression of te reo Māori.

In this study, STEM project-based learning was shaped by two interwoven design elements: relational pedagogy and relational thinking. Relational pedagogy prioritised relationships and co-construction within a whānau-formatted classroom. Relational thinking described the interdisciplinary logic of the programme itself, connecting disciplinary knowledge to place, context, and community so that learning is organised around meaningful phenomena rather than siloed subjects. Together, these elements functioned as a counterspace that fostered inclusive engagement, affirmed identities, and supported belonging for Māori wāhine. Grounded in culturally responsive and whānau-based approaches, this model enabled learners to challenge deficit narratives and engage meaningfully in STEM. The outcomes offer assurance that integrated, project-based STEM education, underpinned by these relational frameworks, can improve outcomes for learners whose identities and experiences have been marginalised in traditional schooling. However, policymakers must remain attentive to historical policy barriers and intersectional factors that continue to perpetuate inequities within the education system.

year: 2025-10-17