title: Affective learning outcomes in the field: A review of the 2021 Undergraduate Field Experiences Research Network Meeting

authors: Ward, Emily Geraghty

abstract: Ecology and geoscience professionals alike have stressed the value of undergraduate field experiences, ranging from short outdoor laboratories, residential courses at field stations and marine laboratories or geology camps, traveling courses, or week- to month-long research experiences, in the training for future careers in these disciplines. Advocates for field experiences highlight their importance in providing students with the opportunity to apply what they have learned in the classroom to a novel, outdoor setting and to practice skills that are needed by professionals in these fields (American Geosciences Institute 2001, Dillon et al. 2006, Easton and Gilburn 2012, Petcovic et al. 2014, Durrant and Hartman 2015, Hix 2015). Though field experiences are seen as important, they can be expensive and logistically complex, and for years field programs have faced challenges related to funding reductions at institutions of higher education (Moore 2001, Smith 2004, Cotton 2009, Fleischner et al. 2017). The global pandemic has made this past year especially difficult for field programs in that many had to rapidly adapt to create virtual field experience equivalents (Barton 2020, Burmeister 2020, Gerhart et al. 2021, Race et al. 2021), drastically reduce the number of students they serve, or cancel their offerings altogether (Swing et al. 2021).

Though field programs have adapted this past year, many are eager to return to in-person field experiences once we begin to reach the other side of the pandemic. When they do, how can they retain design elements of virtual field experiences that help make in-person experiences more inclusive (Stokes et al. 2019)? How can they leverage the findings on the importance of nature on well-being and public health (Hartig et al. 2010, Bratman et al. 2015), brought to light by the global pandemic (Ugolini et al. 2020, Filgueira et al. 2021)? How can field experiences be designed to promote positive affective student learning outcomes (how students think and feel about their experience in the field) in order to create an inclusive learning environment?

Of the body of research on the effects of field experiences on student learning, relatively few studies focus on the effects of field experiences on learning outcomes related to the affective domain (van der Hoeven Kraft et al. 2011, Jolley et al. 2018). To further understand the impacts of field experiences on students' affective development, the Undergraduate Field Experiences Research Network (UFERN) (https://ufern.net/) brought together researchers and practitioners from a variety of disciplines (primarily from ecology, the geosciences) at the March 2021 Virtual Network Meeting to envision the future of undergraduate field education. UFERN hosted lightning research talks in an effort to promote interdisciplinary conversations about research in affective learning outcomes in UFEs. The research talks and group discussions that followed highlighted a variety of areas of emerging research and identified relevant themes related to the importance of affect in field learning that are summarized below.

text: Affective learning outcomes in the field: A review of the 2021 Undergraduate Field Experiences Research Network Meeting Ecology and geoscience professionals alike have stressed the value of undergraduate field experiences, ranging from short outdoor laboratories, residential courses at field stations and marine laboratories or geology camps, traveling courses, or week- to month-long research experiences, in the training for future careers in these disciplines. Advocates for field experiences highlight their importance in providing students with the opportunity to apply what they have learned in the classroom to a novel, outdoor setting and to practice skills that are needed by professionals in these fields (American Geosciences Institute 2001, Dillon et al. 2006, Easton and Gilburn 2012, Petcovic et al. 2014, Durrant and Hartman 2015, Hix 2015). Though field experiences are seen as important, they can be expensive and logistically complex, and for years field programs have faced challenges related to funding reductions at institutions of higher education (Moore 2001, Smith 2004, Cotton 2009, Fleischner et al. 2017). The global pandemic has made this past year especially difficult for field programs in that many had to rapidly adapt to create virtual field experience equivalents (Barton 2020, Burmeister 2020, Gerhart et al. 2021, Race et al. 2021), drastically reduce the number of students they serve, or cancel their offerings altogether (Swing et al. 2021).

Though field programs have adapted this past year, many are eager to return to in-person field experiences once we begin to reach the other side of the pandemic. When they do, how can they retain design elements of virtual field experiences that help make in-person experiences more inclusive (Stokes et al. 2019)? How can they leverage the findings on the importance of nature on well-being and public health (Hartig et al. 2010, Bratman et al. 2015), brought to light by the global pandemic (Ugolini et al. 2020, Filgueira et al. 2021)? How can field experiences be designed to promote positive affective student learning outcomes (how students think and feel about their experience in the field) in order to create an inclusive learning environment?

Of the body of research on the effects of field experiences on student learning, relatively few studies focus on the effects of field experiences on learning outcomes related to the affective domain (van der Hoeven Kraft et al. 2011, Jolley et al. 2018). To further understand the impacts of field experiences on students' affective development, the Undergraduate Field Experiences Research Network (UFERN) (https://ufern.net/) brought together researchers and practitioners from a variety of disciplines (primarily from ecology, the geosciences) at the March 2021 Virtual Network Meeting to envision the future of undergraduate field education. UFERN hosted lightning research talks in an effort to promote interdisciplinary conversations about research in affective learning outcomes in UFEs. The research talks and group discussions that followed highlighted a variety of areas of emerging research and identified relevant themes related to the importance of affect in field learning that are summarized below.

year: 2021

title: Creating Successful Partnerships in the People's Republic of China: The Significance of Guanxi Characteristics in the Relationship Building Process Between Cultural Entrepreneurs and Art Dealers.

authors: Allott, Joella

subjects: Guanxi

abstract: This research investigated the process of guanxi development in business partnerships between art dealers and artists in the Beijing art industry. The characteristics of guanxi were identified at each stage of the relationships’ development. They were then examined to identify which factors were the most influential. Finally, their effects on the business relationship were examined.
 
Qualitative data was collected through in-depth interviews over two years in three of Beijing’s art districts. The transcribed and translated interviews were analysed using a grounded theory approach. This process was aided by qualitative software which enabled comparisons to be made between participants allowing theory to emerge. 

It was found that there were two markets in the art industry, one based on the giving of gifts to gain favours and the second on private market forces. The former, the painting gift culture, was found to be corrupt and often connected to bribing government officials. Within this environment galleries used guanxi networks to locate new supply and artists used them to locate art dealers. This reduced cost in time and money but did not always provide a competitive advantage if the product did not suit the market. 

Previous research has focussed primarily on the outcomes of guanxi as opposed to its development. To initiate business guanxi an intermediary was not necessary although it did facilitate the process. Of the three methods used to build guanxi, banqueting, gift giving and favours, it was found that banquets were most important at the first and second stages to initiate guanxi and build ganqing as the relationship evolved. It also played an important role in creating affective trust before cooperation began. Gift giving also increased ganqing at the second stage. Favours were most important after guanxi had consolidated and also contributed to an increase in ganqing. 

Having good guanxi did not lead to cognitive trust, but it was needed for cognitive trust to develop. This paradox led to formulating the Guanxi-Trust Model of Business Partnerships. Due to a disposition to distrust ganqing was developed which led to affective trust in order to kick start the relationship. The decision to cooperate was based on ability, perceived risks and mutual benefits. As cognitive trust developed it was compartmentalised into ability, moral character and mutual benefit which determined the willingness to cooperate. Throughout the process guanxi contributed to affective trust whereas successful cooperation led to cognitive. Cognitive trust also increased ganqing which improved the pair’s guanxi. Galleries that implemented the Guanxi-Trust Model were able to lock artists into long-term relationships due to successful cooperation and ganqing. The artists remained loyal to the galleries allowing them to create competitive pricing strategies which in turn provided sustainability over time. 

The findings provide empirical support for prior theoretical frameworks on guanxi development. Moreover, the development of a new framework shows how trust develops alongside guanxi in cooperative relationships. This contributes to an understanding of country specific factors enhancing prior theoretical models of trust.

text: Creating Successful Partnerships in the People's Republic of China: The Significance of Guanxi Characteristics in the Relationship Building Process Between Cultural Entrepreneurs and Art Dealers. This research investigated the process of guanxi development in business partnerships between art dealers and artists in the Beijing art industry. The characteristics of guanxi were identified at each stage of the relationships’ development. They were then examined to identify which factors were the most influential. Finally, their effects on the business relationship were examined.
 
Qualitative data was collected through in-depth interviews over two years in three of Beijing’s art districts. The transcribed and translated interviews were analysed using a grounded theory approach. This process was aided by qualitative software which enabled comparisons to be made between participants allowing theory to emerge. 

It was found that there were two markets in the art industry, one based on the giving of gifts to gain favours and the second on private market forces. The former, the painting gift culture, was found to be corrupt and often connected to bribing government officials. Within this environment galleries used guanxi networks to locate new supply and artists used them to locate art dealers. This reduced cost in time and money but did not always provide a competitive advantage if the product did not suit the market. 

Previous research has focussed primarily on the outcomes of guanxi as opposed to its development. To initiate business guanxi an intermediary was not necessary although it did facilitate the process. Of the three methods used to build guanxi, banqueting, gift giving and favours, it was found that banquets were most important at the first and second stages to initiate guanxi and build ganqing as the relationship evolved. It also played an important role in creating affective trust before cooperation began. Gift giving also increased ganqing at the second stage. Favours were most important after guanxi had consolidated and also contributed to an increase in ganqing. 

Having good guanxi did not lead to cognitive trust, but it was needed for cognitive trust to develop. This paradox led to formulating the Guanxi-Trust Model of Business Partnerships. Due to a disposition to distrust ganqing was developed which led to affective trust in order to kick start the relationship. The decision to cooperate was based on ability, perceived risks and mutual benefits. As cognitive trust developed it was compartmentalised into ability, moral character and mutual benefit which determined the willingness to cooperate. Throughout the process guanxi contributed to affective trust whereas successful cooperation led to cognitive. Cognitive trust also increased ganqing which improved the pair’s guanxi. Galleries that implemented the Guanxi-Trust Model were able to lock artists into long-term relationships due to successful cooperation and ganqing. The artists remained loyal to the galleries allowing them to create competitive pricing strategies which in turn provided sustainability over time. 

The findings provide empirical support for prior theoretical frameworks on guanxi development. Moreover, the development of a new framework shows how trust develops alongside guanxi in cooperative relationships. This contributes to an understanding of country specific factors enhancing prior theoretical models of trust.

year: 2016

title: Students’ Social Interest and University Partnership with Local Indigenous People

authors: Theodorus, Edward

subjects: social interest

abstract: According to Alfred Adler, people will have a meaningful life if they contribute to the realisation of an ideal cooperating community. The psychological process of “contributing” is captured in the Adlerian concept of “social interest.” This study investigates students’ social interest in university partnership with local indigenous people. The partnership between the University of Waikato and local tribes of Tainui is a particular concern of this study, with Kīngitanga Day as the specific phenomenon. Mixed methods–descriptive statistics and thematic analysis–were employed to investigate students’ social interest. Data collection was done in three phases. From data analysis, I found eight primary themes of students’ social interest, namely knowledgeability, significance to self, identification, awareness of community context, gradation of sympathetic concern, willingness, action, and reflection. How the findings relate to the literature on social interest and university-community partnership is discussed. A new model of applied social interest is developed. This thesis ends with elaboration on limitations and recommendations for future research.

text: Students’ Social Interest and University Partnership with Local Indigenous People According to Alfred Adler, people will have a meaningful life if they contribute to the realisation of an ideal cooperating community. The psychological process of “contributing” is captured in the Adlerian concept of “social interest.” This study investigates students’ social interest in university partnership with local indigenous people. The partnership between the University of Waikato and local tribes of Tainui is a particular concern of this study, with Kīngitanga Day as the specific phenomenon. Mixed methods–descriptive statistics and thematic analysis–were employed to investigate students’ social interest. Data collection was done in three phases. From data analysis, I found eight primary themes of students’ social interest, namely knowledgeability, significance to self, identification, awareness of community context, gradation of sympathetic concern, willingness, action, and reflection. How the findings relate to the literature on social interest and university-community partnership is discussed. A new model of applied social interest is developed. This thesis ends with elaboration on limitations and recommendations for future research.

year: 2015