title: Using cooperative education and work-integrated education to provide career clarification

authors: Zegwaard, Karsten E.

subjects: work-integrated education

abstract: When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the ‘newcomer’ works alongside a practising expert (the ‘old timer’). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames & Cates, 2011). Past research has shown that work placements can greatly enhance career clarification for students (Dressler & Keeling, 2011), and that students gradually become enculturated into a community of practice. Recent research in our group suggests that WIL programs also allow the development greater awareness of career paths. This research indicates, for example, that for some students work placements provide clarity about skills and qualifications needed to become a research scientist – subsequently providing motivation to complete graduate studies. Several OECD reports highlight the need for more PhD level scientists and engineers, and we argue here that WIL programs provide a career clarification that is more convincing than any amount of career counselling.

text: Using cooperative education and work-integrated education to provide career clarification When students commence university studies they typically choose subjects that are of interest to them, and hold only vague notions of intended career paths. However, some universities offer work-integrated learning degrees (WIL), programs that require students to undertake relevant practical work experience by way of work placements, internships or sandwich degrees. The underlying notion of these degrees is that learning occurs, as Lave and Wenger (1991) argue, by way of legitimate peripheral participation, where the student as the ‘newcomer’ works alongside a practising expert (the ‘old timer’). As the student becomes more engaged with workplace practices, he or she begins to learn workplace norms by way of mediated action and situated learning. These workplace norms include things such as the use of workplace-specific language, and particular methodological techniques unique to that workplace (Eames & Cates, 2011). Past research has shown that work placements can greatly enhance career clarification for students (Dressler & Keeling, 2011), and that students gradually become enculturated into a community of practice. Recent research in our group suggests that WIL programs also allow the development greater awareness of career paths. This research indicates, for example, that for some students work placements provide clarity about skills and qualifications needed to become a research scientist – subsequently providing motivation to complete graduate studies. Several OECD reports highlight the need for more PhD level scientists and engineers, and we argue here that WIL programs provide a career clarification that is more convincing than any amount of career counselling.

year: 2011

title: The sediment, river plume, and inner shelf variability in a bay with multiple fluvial inputs

authors: Conroy, Ted

subjects: Physical oceanography

abstract: Small mountainous rivers deliver considerable sediment loading to the coastal ocean and play a disproportionate role in marine sediment deposition globally. Discharge in these rivers is often driven by short episodic events and they typically deliver sediment to energetic coastal environments where in-situ observations of cross-shelf sediment transport are spatially limited and are difficult to maintain over representative periods of time. How these river plumes respond to environmental conditions, and where sediment is initially deposited from the river plumes are essential to understanding long-term sediment transport and deposition patterns in the coastal ocean. This thesis explores this problem using three approaches applied to Hawke Bay (Aotearoa New Zealand) and its river plumes: remote sensing (paper 1), large-scale numerical modelling (paper 2) and high resolution in situ observations at one of the river mouths (the Tukituki River) (paper 3).

text: The sediment, river plume, and inner shelf variability in a bay with multiple fluvial inputs Small mountainous rivers deliver considerable sediment loading to the coastal ocean and play a disproportionate role in marine sediment deposition globally. Discharge in these rivers is often driven by short episodic events and they typically deliver sediment to energetic coastal environments where in-situ observations of cross-shelf sediment transport are spatially limited and are difficult to maintain over representative periods of time. How these river plumes respond to environmental conditions, and where sediment is initially deposited from the river plumes are essential to understanding long-term sediment transport and deposition patterns in the coastal ocean. This thesis explores this problem using three approaches applied to Hawke Bay (Aotearoa New Zealand) and its river plumes: remote sensing (paper 1), large-scale numerical modelling (paper 2) and high resolution in situ observations at one of the river mouths (the Tukituki River) (paper 3).

year: 2024

title: Hoea Te Waka ki Uta: Critical Kaupapa Māori Research and Mormon Studies Moving Forward

authors: Simon, Hemopereki

abstract: The following is a reflective commentary on the place of Critical Indigenous Studies, with a focus on Kaupapa Māori Research, within Mormon Studies. Specifically, the piece explores the following questions: What does Kaupapa Māori Research look like when engaging in Mormon Studies? What positionality needs to be taken by Kaupapa Māori researchers and Critical Indigenous scholars when engaging in Mormon Studies? What are the main areas Critical Indigenous scholars and Kaupapa Māori scholars should engage when tackling issues around Mormonism? These questions are important in light of the growing importance of the cultural renaissance in Te Ao Māori and the rise of Kaupapa Māori Research.

text: Hoea Te Waka ki Uta: Critical Kaupapa Māori Research and Mormon Studies Moving Forward The following is a reflective commentary on the place of Critical Indigenous Studies, with a focus on Kaupapa Māori Research, within Mormon Studies. Specifically, the piece explores the following questions: What does Kaupapa Māori Research look like when engaging in Mormon Studies? What positionality needs to be taken by Kaupapa Māori researchers and Critical Indigenous scholars when engaging in Mormon Studies? What are the main areas Critical Indigenous scholars and Kaupapa Māori scholars should engage when tackling issues around Mormonism? These questions are important in light of the growing importance of the cultural renaissance in Te Ao Māori and the rise of Kaupapa Māori Research.

year: 2021