title: Sustainable development: what it means to CFOs of New Zealand

authors: Dimitrov, Dara

subjects: corporate social responsibility

abstract: Purpose – The purpose of this research is to evaluate and better understand the Chief Financial Officers' (CFOs) role in sustainability reporting of New Zealand's (NZ) publicly listed companies. 
Design/methodology/approach – The research uses a questionnaire sent to the CFOs of 88 of New Zealand's largest listed companies; the CFOs were telephoned beforehand and introduced to the nature of the research and asked if they would participate. A total of 33 fully completed responses were returned. 
Findings – CFOs expressed their agreement with the adoption of sustainable development as they believed there were benefits to be made for their firms; the survey identified reputation enhancement and good corporate governance as the two main benefits. However they were reluctant to have their firms' information scrutinised by stakeholders. They believed that stakeholders are largely unaware of the difficulties of adopting sustainable development practices, and furthermore, stakeholders have unrealistic expectations of what their firms could achieve by adopting sustainable development. CFOs did not believe that sustainable development would cut costs and improve their profits – rather they believed that sustainable development adoption was very inconvenient as it is costly. Thus the influence for firms to adopt sustainable development practices is driven largely by non-financial factors rather than any economic gains. This corroborates earlier findings. 
Research limitations/implications – The research utilises primary data collected in 2008. A useable response rate of 38 per cent was achieved. The research is restricted to New Zealand listed companies. 
Practical implications – In gaining a deeper appreciation of where CFOs gain their understanding of sustainable development issues, and how they participate in the discourse around sustainable development, we are potentially better able to provide information to this key group of people. 
Originality/value – Very little research has been undertaken into how CFOs gain their knowledge about sustainability reporting nor about their views on the subject. This research attempts to fill this gap and opens the way for similar work to be undertaken overseas.

text: Sustainable development: what it means to CFOs of New Zealand Purpose – The purpose of this research is to evaluate and better understand the Chief Financial Officers' (CFOs) role in sustainability reporting of New Zealand's (NZ) publicly listed companies. 
Design/methodology/approach – The research uses a questionnaire sent to the CFOs of 88 of New Zealand's largest listed companies; the CFOs were telephoned beforehand and introduced to the nature of the research and asked if they would participate. A total of 33 fully completed responses were returned. 
Findings – CFOs expressed their agreement with the adoption of sustainable development as they believed there were benefits to be made for their firms; the survey identified reputation enhancement and good corporate governance as the two main benefits. However they were reluctant to have their firms' information scrutinised by stakeholders. They believed that stakeholders are largely unaware of the difficulties of adopting sustainable development practices, and furthermore, stakeholders have unrealistic expectations of what their firms could achieve by adopting sustainable development. CFOs did not believe that sustainable development would cut costs and improve their profits – rather they believed that sustainable development adoption was very inconvenient as it is costly. Thus the influence for firms to adopt sustainable development practices is driven largely by non-financial factors rather than any economic gains. This corroborates earlier findings. 
Research limitations/implications – The research utilises primary data collected in 2008. A useable response rate of 38 per cent was achieved. The research is restricted to New Zealand listed companies. 
Practical implications – In gaining a deeper appreciation of where CFOs gain their understanding of sustainable development issues, and how they participate in the discourse around sustainable development, we are potentially better able to provide information to this key group of people. 
Originality/value – Very little research has been undertaken into how CFOs gain their knowledge about sustainability reporting nor about their views on the subject. This research attempts to fill this gap and opens the way for similar work to be undertaken overseas.

year: 2011

title: Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking

authors: Mwalongo, Alcuin Ivor

subjects: Student and Lecturer Perceptions

abstract: This study examined student teacher and lecturer perceptions of the use of asynchronous discussion forums, quizzes and uploaded resources for promoting critical thinking within a pre-service teacher education programme in Tanzania. Critical thinking is necessary both in life in general, and in education in particular. Critical thinking skills and thinking dispositions help people solve their problems, make rational decisions, evaluate information, guide their beliefs and actions, and improve their reasoning skills. While critical thinking skills influence the ability to carry out a thinking task, thinking dispositions may determine which actions should be carried out, the manner in which they should be carried out, and when they should be carried out. This means that critical thinking is influenced by contextual factors such as time, place, intentions, motivations of the thinker, and subject matter under discussion. However, most of the previous studies have tended to measure the two components of critical thinking separately and use different instruments. This way of measuring critical thinking is incompatible with the current conceptualisation of critical thinking, where critical thinking is understood as a set of related cognitive skills and dispositions. Since critical thinking varies over time and in different places, to get a clearer picture of an individual’s critical thinking, both critical thinking skills and thinking dispositions need to be measured simultaneously using the same instrument in order to offset the influence of contextual factors. 
Learning management systems (LMS) have tools such as asynchronous discussion forums, and quizzes that can promote critical thinking, especially when conscious planning is considered. Since, these tools have the potential for promoting critical thinking, measuring the evidence of critical thinking manifested in those tools is important. Current instruments measuring critical thinking in tasks related to asynchronous discussion forums do not relate thinking skills such as recall, and comprehension, and dispositional factors to critical thinking. Recall, comprehension and dispositional factors need to be measured in asynchronous discussion forums because they influence critical thinking. 
This study used sociocultural theory as its theoretical framework. Employing a case study approach, 54 students and 15 lecturers from three public universities in Tanzania participated in a survey. Using sample integration, eight students and six lecturers were selected for focus group discussions and one-to-one interviews. Mixed methods research was used to collect and generate data through surveys, focus group discussions, documentary review, and researcher’s reflective journal. While quantitative data were analysed through SPSS 21, qualitative data were analysed through NVivo 10.
Results revealed similarities and differences in critical thinking between students and lecturers, pre-service and in-service student teachers, male and female students, and between younger and older lecturers. The study contributes to knowledge by developing a combined instrument for capturing critical thinking skills and thinking dispositions simultaneously. Another instrument, the RCS-CAIS model is an attempt to show the relationship between critical thinking skills and dispositional factors in tasks related to asynchronous discussion forums. The study contributes to theory by demonstrating that thinking skills are not hierarchical, but are rather overlapping, iterative and multi-directional depending on prevailing circumstances at the time of engaging in a thinking task. Pedagogical and institutional implications of the findings have been discussed. Finally, areas for further research have been suggested.

text: Student Teacher and Lecturer Perceptions of the Use of Asynchronous Discussion Forums, Quizzes and Uploaded Resources for Promoting Critical Thinking This study examined student teacher and lecturer perceptions of the use of asynchronous discussion forums, quizzes and uploaded resources for promoting critical thinking within a pre-service teacher education programme in Tanzania. Critical thinking is necessary both in life in general, and in education in particular. Critical thinking skills and thinking dispositions help people solve their problems, make rational decisions, evaluate information, guide their beliefs and actions, and improve their reasoning skills. While critical thinking skills influence the ability to carry out a thinking task, thinking dispositions may determine which actions should be carried out, the manner in which they should be carried out, and when they should be carried out. This means that critical thinking is influenced by contextual factors such as time, place, intentions, motivations of the thinker, and subject matter under discussion. However, most of the previous studies have tended to measure the two components of critical thinking separately and use different instruments. This way of measuring critical thinking is incompatible with the current conceptualisation of critical thinking, where critical thinking is understood as a set of related cognitive skills and dispositions. Since critical thinking varies over time and in different places, to get a clearer picture of an individual’s critical thinking, both critical thinking skills and thinking dispositions need to be measured simultaneously using the same instrument in order to offset the influence of contextual factors. 
Learning management systems (LMS) have tools such as asynchronous discussion forums, and quizzes that can promote critical thinking, especially when conscious planning is considered. Since, these tools have the potential for promoting critical thinking, measuring the evidence of critical thinking manifested in those tools is important. Current instruments measuring critical thinking in tasks related to asynchronous discussion forums do not relate thinking skills such as recall, and comprehension, and dispositional factors to critical thinking. Recall, comprehension and dispositional factors need to be measured in asynchronous discussion forums because they influence critical thinking. 
This study used sociocultural theory as its theoretical framework. Employing a case study approach, 54 students and 15 lecturers from three public universities in Tanzania participated in a survey. Using sample integration, eight students and six lecturers were selected for focus group discussions and one-to-one interviews. Mixed methods research was used to collect and generate data through surveys, focus group discussions, documentary review, and researcher’s reflective journal. While quantitative data were analysed through SPSS 21, qualitative data were analysed through NVivo 10.
Results revealed similarities and differences in critical thinking between students and lecturers, pre-service and in-service student teachers, male and female students, and between younger and older lecturers. The study contributes to knowledge by developing a combined instrument for capturing critical thinking skills and thinking dispositions simultaneously. Another instrument, the RCS-CAIS model is an attempt to show the relationship between critical thinking skills and dispositional factors in tasks related to asynchronous discussion forums. The study contributes to theory by demonstrating that thinking skills are not hierarchical, but are rather overlapping, iterative and multi-directional depending on prevailing circumstances at the time of engaging in a thinking task. Pedagogical and institutional implications of the findings have been discussed. Finally, areas for further research have been suggested.

year: 2014

title: Exploring synergies between Māori pedagogy and communicative language teaching

authors: Nock, Sophie

subjects: Māori language

abstract: The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as 'communicative language teaching'. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

text: Exploring synergies between Māori pedagogy and communicative language teaching The primary aim of this paper is to explore potential synergies between Māori pedagogy and what is known as 'communicative language teaching'. A brief outline of some changes and developments in approaches to language teaching and learning over the last few decades is followed by a summary of some of the main characteristics of communicative language teaching (CLT) and of different approaches to the conceptualization of Māori pedagogy. Some of the primary characteristics of communicative language teaching are then explored in the context of Māori pedagogy and it is argued that there are some important synergies between the two.

year: 2008-11-30